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"title": "Introducing Media Makes: Giving Students a Voice in the Election",
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"content": "\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-148946 size-full alignnone\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/L2NP-2.0-webinar-1.jpg\" alt=\"\" width=\"730\" height=\"548\">\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://letters2president.org/\">Letters to the Next President 2.0 \u003c/a>engages and connects youth aged 13–18, as they research, write, and make media to voice their opinions on issues that matter to them in the upcoming election.\u003c/p>\n\u003cp style=\"text-align: left\">Throughout the spring, KQED Education will host a series of multimedia skill-building activities, called Media Makes, for teachers and students to practice digital media making that facilitates dialogue around critical issues in this election.\u003c/p>\n\u003cp style=\"text-align: left\">Each Media Make includes:\u003c/p>\n\u003cdiv class=\"callout aligncenter noborder\">\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>An Invitation:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a compelling case for each media format and its unique value for expressing civic arguments\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>A Prompt:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a clear theme and call to action with specific parameters for student submissions\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Submission Process:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a unique hashtag for each Media Make and a Google form to collect URLs and emails for each submission\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Instructional Supports:\u003c/strong> \u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem> a recorded webinar moderated by a wide range of partners to provide resources, host live conversations, and point to technology tools for educators. \u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>Below you will find updates about Media Make launch dates, submission deadlines, and webinars.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\"> Media Make #1: \u003cem>#WhatsMyIssue\u003c/em> Video\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-131140 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg\" alt=\"student_ipad_school - 104\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3.jpg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>\u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">Instructions and Submission Guidelines\u003c/a>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-finding-personal-relevance-in-election-issues/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Video gives youth influence and a powerful voice in local and national issues. In \u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">our first media make\u003c/a>, KQED and \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=99f8f1dd36844a6ab11efb6f6acbf303&URL=https%3a%2f%2fwww.bavc.org%2f\" target=\"_blank\" rel=\"noopener\">Bay Area Video Coalition (BAVC)\u003c/a> invite students to create short videos (2 minutes or less) that respond to this question:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>What 2016 election issue matters most to you? Make a short video that tells a story about how an election issue affects you, or your community. Tag your response with \u003c/b>\u003cb>\u003ci>#WhatsMyIssue and #2NextPrez\u003c/i>\u003c/b>\u003c/p>\u003c/blockquote>\n\u003cp>KQED will select some of the most outstanding videos. Then, we will let the KQED audience vote for their favorites. Stay tuned for details!\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted March 23, 2016 through May 15, 2016. \u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold;line-height: 1\"> \u003c/span>Media Make #2: Make Your Own Political Art\u003c/h2>\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 741px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/div>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/04/15/media-make-2-make-your-own-political-art/\">Instructions and Submission Guidelines \u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-make-your-own-political-art/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>In our second Media Make we will examine the elements of influential political art, featuring such artists as Banksy and Corita Kent. We’ll discuss how students can make their own political art to address injustices that affect their daily lives, initiate discussion, and influence social issues.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between April 15, 2016 and May 30,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #3: Argue with Images! Infographics\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-146214\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg\" alt=\"Annotation flas mob_newsletter\" width=\"500\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg 590w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter-400x230.jpg 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/05/12/media-make-3-argue-with-images-infographics/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-argue-with-images-infographics/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Our third Media Make will focus on the power of data visualization to create compelling arguments about election issues. KQED and our partner \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a> will introduce different tools and formats for bringing data to life visually, and share best practices for helping students know where to start.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between May 12, 2016 and June 24,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #4: Spoken Word Letters\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-146216 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BPP_event4-800x531.jpg\" alt=\"BPP_event4\" width=\"741\" height=\"498\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"https://ww2.kqed.org/education/2016/06/22/media-make-4-spoken-word-letters/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-spoken-word-letters/\"> Join the Webinar\u003c/a> (June 28, 4:00-5:00 p.m. PST)\u003c/p>\n\u003cp>Spoken word, or oral poetry, can help students critically examine dominant narratives, make sense of their own experience through language, and express themselves using their own vernacular.\u003cbr>\nFor our fourth media make, KQED partners with \u003ca href=\"http://youthspeaks.org/\">Youth Speaks\u003c/a> to offer students a chance to create oral “letters” to the next president.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003ch3>\u003ca href=\"http://letters2president.org/\">LETTERS TO THE NEXT PRESIDENT 2.0\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-123244 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"200\" height=\"110\">\n\u003ch2>Join teachers and mentors to power civic participation for a new generation of youth.\u003c/h2>\n\u003cp>\u003ca href=\"http://letters2president.org/\">Sign up\u003c/a> to stay up to date with this national initiative, hosted by KQED and National Writing Project. Like \u003ca href=\"https://www.facebook.com/2nextprez/\">our Facebook page\u003c/a> and follow us on \u003ca href=\"https://twitter.com/2nextprez\">Twitter at @2NextPrez.\u003c/a>\u003c/p>\n\u003c/figure>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-148946 size-full alignnone\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/L2NP-2.0-webinar-1.jpg\" alt=\"\" width=\"730\" height=\"548\">\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://letters2president.org/\">Letters to the Next President 2.0 \u003c/a>engages and connects youth aged 13–18, as they research, write, and make media to voice their opinions on issues that matter to them in the upcoming election.\u003c/p>\n\u003cp style=\"text-align: left\">Throughout the spring, KQED Education will host a series of multimedia skill-building activities, called Media Makes, for teachers and students to practice digital media making that facilitates dialogue around critical issues in this election.\u003c/p>\n\u003cp style=\"text-align: left\">Each Media Make includes:\u003c/p>\n\u003cdiv class=\"callout aligncenter noborder\">\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>An Invitation:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a compelling case for each media format and its unique value for expressing civic arguments\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>A Prompt:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a clear theme and call to action with specific parameters for student submissions\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Submission Process:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a unique hashtag for each Media Make and a Google form to collect URLs and emails for each submission\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Instructional Supports:\u003c/strong> \u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem> a recorded webinar moderated by a wide range of partners to provide resources, host live conversations, and point to technology tools for educators. \u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>Below you will find updates about Media Make launch dates, submission deadlines, and webinars.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\"> Media Make #1: \u003cem>#WhatsMyIssue\u003c/em> Video\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-131140 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg\" alt=\"student_ipad_school - 104\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3.jpg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>\u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">Instructions and Submission Guidelines\u003c/a>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-finding-personal-relevance-in-election-issues/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Video gives youth influence and a powerful voice in local and national issues. In \u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">our first media make\u003c/a>, KQED and \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=99f8f1dd36844a6ab11efb6f6acbf303&URL=https%3a%2f%2fwww.bavc.org%2f\" target=\"_blank\" rel=\"noopener\">Bay Area Video Coalition (BAVC)\u003c/a> invite students to create short videos (2 minutes or less) that respond to this question:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>What 2016 election issue matters most to you? Make a short video that tells a story about how an election issue affects you, or your community. Tag your response with \u003c/b>\u003cb>\u003ci>#WhatsMyIssue and #2NextPrez\u003c/i>\u003c/b>\u003c/p>\u003c/blockquote>\n\u003cp>KQED will select some of the most outstanding videos. Then, we will let the KQED audience vote for their favorites. Stay tuned for details!\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted March 23, 2016 through May 15, 2016. \u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold;line-height: 1\"> \u003c/span>Media Make #2: Make Your Own Political Art\u003c/h2>\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 741px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/div>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/04/15/media-make-2-make-your-own-political-art/\">Instructions and Submission Guidelines \u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-make-your-own-political-art/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>In our second Media Make we will examine the elements of influential political art, featuring such artists as Banksy and Corita Kent. We’ll discuss how students can make their own political art to address injustices that affect their daily lives, initiate discussion, and influence social issues.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between April 15, 2016 and May 30,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #3: Argue with Images! Infographics\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-146214\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg\" alt=\"Annotation flas mob_newsletter\" width=\"500\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg 590w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter-400x230.jpg 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/05/12/media-make-3-argue-with-images-infographics/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-argue-with-images-infographics/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Our third Media Make will focus on the power of data visualization to create compelling arguments about election issues. KQED and our partner \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a> will introduce different tools and formats for bringing data to life visually, and share best practices for helping students know where to start.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between May 12, 2016 and June 24,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #4: Spoken Word Letters\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-146216 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BPP_event4-800x531.jpg\" alt=\"BPP_event4\" width=\"741\" height=\"498\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"https://ww2.kqed.org/education/2016/06/22/media-make-4-spoken-word-letters/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-spoken-word-letters/\"> Join the Webinar\u003c/a> (June 28, 4:00-5:00 p.m. PST)\u003c/p>\n\u003cp>Spoken word, or oral poetry, can help students critically examine dominant narratives, make sense of their own experience through language, and express themselves using their own vernacular.\u003cbr>\nFor our fourth media make, KQED partners with \u003ca href=\"http://youthspeaks.org/\">Youth Speaks\u003c/a> to offer students a chance to create oral “letters” to the next president.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003ch3>\u003ca href=\"http://letters2president.org/\">LETTERS TO THE NEXT PRESIDENT 2.0\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-123244 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"200\" height=\"110\">\n\u003ch2>Join teachers and mentors to power civic participation for a new generation of youth.\u003c/h2>\n\u003cp>\u003ca href=\"http://letters2president.org/\">Sign up\u003c/a> to stay up to date with this national initiative, hosted by KQED and National Writing Project. Like \u003ca href=\"https://www.facebook.com/2nextprez/\">our Facebook page\u003c/a> and follow us on \u003ca href=\"https://twitter.com/2nextprez\">Twitter at @2NextPrez.\u003c/a>\u003c/p>\n\u003c/figure>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>\u003cspan class=\"s1\">The achievement of students with special needs is a critical issue for all schools and teachers. Writing effectively is one of the areas in which students struggle most and in which classroom teachers struggle most to support them. This is the second in a four part series chronicling my efforts at teaching writing to students with special needs in a world dominated by the Internet and digital media.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>In my \u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\" target=\"_blank\" rel=\"noopener\">last post\u003c/a> I described the steps needed to begin work on a writing assignment with my special education students. Part One identified how to begin a gallery walk to introduce new ideas and questions as pre-writing activities. In this post, I discuss using sentence frames and partner/group discussion to better develop student writing ideas.\u003c/p>\n\u003cp>Before we begin writing, I try to ensure students have some prior knowledge they can apply to the lesson. Many times, we will go over vocabulary first. I will put the words up around the room so they are accessible for students as they work on the unit. We might discuss these in small groups, or identify the words and how one might use them in context related to their chosen topics. We often look up the words we don’t know during our silent reading, which helps build vocabulary and helps stimulate interest in words that they wouldn’t normally use.\u003c/p>\n\u003cp>For a majority of the papers we write in class, I have my students choose a side to argue for or against. Usually there are two options I give as idea and sentence starters. For example: “I believe the Renaissance changed man for the better” or “I believe the Renaissance changed man for the worse.” This option gives my students a chance to see arguments they might want to keep their eye out for when searching for evidence. I provide students with a graphic organizer with both options on which students can take notes.\u003c/p>\n\u003cp>On a recent assignment we studied Shakespeare. First, I gave my students two excerpts to study. We discovered meaning from a late 15th century work – \u003cem>\u003ca href=\"http://legacy.fordham.edu/halsall/basis/everyman.asp\" target=\"_blank\" rel=\"noopener\">Everyman\u003c/a>\u003c/em>, and then studied an excerpt from Act 2, Scene 2 of \u003cem>Hamlet\u003c/em>. I gave my students the exact passages to use, with source information provided as well (this way no outside research or unnecessary information was in the way — adding independent research to a writing assignment requires a whole different set of supports). During this portion of the assignment, I had my students analyze the work by reading for deeper meaning. The phrasing and diction are very different from what my students normally hear or read. We did an in depth read where we listened for key components that the students understood – line by line.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In my first post, I discussed the need for \u003ca href=\"https://www5.esc13.net/thescoop/insight/2014/03/academic-conversations-for-diverse-learners-the-first-steps/\" target=\"_blank\" rel=\"noopener\">Academic Conversation\u003c/a> at our school site. We are constantly working to improve our students’ understanding of different modes of learning. When we read, I often let students volunteer to read. When the volunteer is reading, the other students are expected to follow along and highlight anything that stands out to them. Usually students will highlight things that they don’t understand, things they feel are important as evidence, or write notes in the margins to help during discussion.\u003c/p>\n\u003cp>During this lesson, students got a chance to listen to someone else read while they took notes. They got to read and have others listen. This made the students all work together toward the common goal of understanding the two passages. During group work, students are given the opportunity to engage in the work. I provide them with the graphic organizer (below) to help them jot down notes while they are interacting with classmates. Students are encouraged to use the vocabulary charts from around the room, as well as their notes with their groups to come up with points to argue in their writing.\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp aligncenter\" style=\"width: 746px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Miller2_graphicorganizer.jpg\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-152191 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Miller2_graphicorganizer.jpg\" alt=\"Miller2_graphicorganizer\" width=\"337\" height=\"483\">\u003c/a>\u003c/div>\n\u003cp>I sort students into high-low groups. I do this to ensure groups have at least one stronger student which helps support those who might be lower and need extra support. Within my classroom, each of my students has an IEP, and each student’s learning needs differ. Grouping in this way allows me more individual time with groups since I know a stronger student is in each of the groups to keep them going and on task. This strategy also builds leadership skills and encourages individual responsibility.\u003c/p>\n\u003cp>One of my Seniors wants me to add here that when she does essays, she likes to take her own notes and make it colorful. This way she has an idea of information she likes, information she understands, and information she needs to ask questions about. She said this way helps her to develop her ideas and decide what things from the text she can pull and what is not worth her time. Since we read aloud in class, she can read along and follow the words, listening for what she needs to to understand the whole article.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From this point, we move onto the Rough draft portion of the work. In my next article, I will provide more information about several software programs I use to help support the students in my High School Resource English class, as well as describe the drafting process I use.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan class=\"s1\">The achievement of students with special needs is a critical issue for all schools and teachers. Writing effectively is one of the areas in which students struggle most and in which classroom teachers struggle most to support them. This is the second in a four part series chronicling my efforts at teaching writing to students with special needs in a world dominated by the Internet and digital media.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>In my \u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\" target=\"_blank\" rel=\"noopener\">last post\u003c/a> I described the steps needed to begin work on a writing assignment with my special education students. Part One identified how to begin a gallery walk to introduce new ideas and questions as pre-writing activities. In this post, I discuss using sentence frames and partner/group discussion to better develop student writing ideas.\u003c/p>\n\u003cp>Before we begin writing, I try to ensure students have some prior knowledge they can apply to the lesson. Many times, we will go over vocabulary first. I will put the words up around the room so they are accessible for students as they work on the unit. We might discuss these in small groups, or identify the words and how one might use them in context related to their chosen topics. We often look up the words we don’t know during our silent reading, which helps build vocabulary and helps stimulate interest in words that they wouldn’t normally use.\u003c/p>\n\u003cp>For a majority of the papers we write in class, I have my students choose a side to argue for or against. Usually there are two options I give as idea and sentence starters. For example: “I believe the Renaissance changed man for the better” or “I believe the Renaissance changed man for the worse.” This option gives my students a chance to see arguments they might want to keep their eye out for when searching for evidence. I provide students with a graphic organizer with both options on which students can take notes.\u003c/p>\n\u003cp>On a recent assignment we studied Shakespeare. First, I gave my students two excerpts to study. We discovered meaning from a late 15th century work – \u003cem>\u003ca href=\"http://legacy.fordham.edu/halsall/basis/everyman.asp\" target=\"_blank\" rel=\"noopener\">Everyman\u003c/a>\u003c/em>, and then studied an excerpt from Act 2, Scene 2 of \u003cem>Hamlet\u003c/em>. I gave my students the exact passages to use, with source information provided as well (this way no outside research or unnecessary information was in the way — adding independent research to a writing assignment requires a whole different set of supports). During this portion of the assignment, I had my students analyze the work by reading for deeper meaning. The phrasing and diction are very different from what my students normally hear or read. We did an in depth read where we listened for key components that the students understood – line by line.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In my first post, I discussed the need for \u003ca href=\"https://www5.esc13.net/thescoop/insight/2014/03/academic-conversations-for-diverse-learners-the-first-steps/\" target=\"_blank\" rel=\"noopener\">Academic Conversation\u003c/a> at our school site. We are constantly working to improve our students’ understanding of different modes of learning. When we read, I often let students volunteer to read. When the volunteer is reading, the other students are expected to follow along and highlight anything that stands out to them. Usually students will highlight things that they don’t understand, things they feel are important as evidence, or write notes in the margins to help during discussion.\u003c/p>\n\u003cp>During this lesson, students got a chance to listen to someone else read while they took notes. They got to read and have others listen. This made the students all work together toward the common goal of understanding the two passages. During group work, students are given the opportunity to engage in the work. I provide them with the graphic organizer (below) to help them jot down notes while they are interacting with classmates. Students are encouraged to use the vocabulary charts from around the room, as well as their notes with their groups to come up with points to argue in their writing.\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp aligncenter\" style=\"width: 746px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Miller2_graphicorganizer.jpg\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-152191 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Miller2_graphicorganizer.jpg\" alt=\"Miller2_graphicorganizer\" width=\"337\" height=\"483\">\u003c/a>\u003c/div>\n\u003cp>I sort students into high-low groups. I do this to ensure groups have at least one stronger student which helps support those who might be lower and need extra support. Within my classroom, each of my students has an IEP, and each student’s learning needs differ. Grouping in this way allows me more individual time with groups since I know a stronger student is in each of the groups to keep them going and on task. This strategy also builds leadership skills and encourages individual responsibility.\u003c/p>\n\u003cp>One of my Seniors wants me to add here that when she does essays, she likes to take her own notes and make it colorful. This way she has an idea of information she likes, information she understands, and information she needs to ask questions about. She said this way helps her to develop her ideas and decide what things from the text she can pull and what is not worth her time. Since we read aloud in class, she can read along and follow the words, listening for what she needs to to understand the whole article.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From this point, we move onto the Rough draft portion of the work. In my next article, I will provide more information about several software programs I use to help support the students in my High School Resource English class, as well as describe the drafting process I use.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As you dive into the new school year, offer opportunities to get creative in your classroom and help students build digital art and media portfolios for college and career readiness. Our popular video series about the \u003ca href=\"https://www.youtube.com/playlist?list=PLiOil1qP-cMURN_8baOr3QWfySmIjqKIj\">7 Elements of Art\u003c/a> is at the core of this media-rich classroom resource.\u003c/p>\n\u003cp>Find our new E-Book here: \u003ca href=\"http://KQEDARTSCHOOL.WOOP.IE\">KQEDARTSCHOOL.WOOP.IE\u003c/a>\u003c/p>\n\u003cp>What teachers are saying:\u003cstrong>\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>\n“Allows students to show their personalities.”\u003cbr>\n“Interactive and user-friendly.”\u003cbr>\n“Inspires arts integration with science.”\u003cbr>\n“Students with no arts background can engage with it.” \u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>Discover how the elements of visual art are applied in all creative fields. From photo scavenger hunts to self-portrait collages and fantasy landscapes, there are 14 engaging lesson plans to explore, which are all aligned with VAPA content standards and Common Core capacities for ELA. The E-Book is FREE and offers students new, creative opportunities and a chance to share their work with others via social media. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As you dive into the new school year, offer opportunities to get creative in your classroom and help students build digital art and media portfolios for college and career readiness. Our popular video series about the \u003ca href=\"https://www.youtube.com/playlist?list=PLiOil1qP-cMURN_8baOr3QWfySmIjqKIj\">7 Elements of Art\u003c/a> is at the core of this media-rich classroom resource.\u003c/p>\n\u003cp>Find our new E-Book here: \u003ca href=\"http://KQEDARTSCHOOL.WOOP.IE\">KQEDARTSCHOOL.WOOP.IE\u003c/a>\u003c/p>\n\u003cp>What teachers are saying:\u003cstrong>\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>\n“Allows students to show their personalities.”\u003cbr>\n“Interactive and user-friendly.”\u003cbr>\n“Inspires arts integration with science.”\u003cbr>\n“Students with no arts background can engage with it.” \u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>Discover how the elements of visual art are applied in all creative fields. From photo scavenger hunts to self-portrait collages and fantasy landscapes, there are 14 engaging lesson plans to explore, which are all aligned with VAPA content standards and Common Core capacities for ELA. The E-Book is FREE and offers students new, creative opportunities and a chance to share their work with others via social media. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Ask “what role should emotions play in critical thinking?” and you get an unsurprising response from almost everywhere: They shouldn’t. This response comes from a wide variety of sources ranging from Internet crowdsourcing favorite Yahoo Answers – “emotion severely HAMPERS the critical thinking process as it clouds our judgment to fact and reason” to the Academic Journal Teaching of Psychology – “critical thinking avoids emotions and emotional reasoning.” Recently, I have questioned this view that feelings have no place in critical thinking.\u003c/p>\n\u003cp>In the fall, a beginning teacher asked me why emotions didn’t belong in the critical thinking process and I couldn’t come up with an answer I actually stood behind. The more I thought about it, the more I realized that I didn’t see emotions and critical thinking as two planets orbiting different suns. In fact, often critically thinking about an issue leads us to have big feelings about the issue. The reverse is true as well. Big feelings often lead us to think critically about an issue. So, feelings and thinking are very connected. This connection was on display in my classroom throughout a debate and writing assignment on Felon Disenfranchisement. Emotions played a central role in framing the debate and contributing to the students engagement with the issue.\u003c/p>\n\u003cp>Earlier this year, during a unit on voting, my class looked at this blog post from KQED’s The Lowdown titled \u003cem>\u003ca href=\"http://ww2.kqed.org/lowdown/2014/02/26/felon-voting/\" target=\"_blank\" rel=\"noopener\">States Where Felons Can’t Vote\u003c/a>\u003c/em>. The students quickly noticed that the rules about felon voting vary significantly from state to state. For example, Maine lets felons vote even while they are in prison while Florida denies the vote to prisoners, parolees, probationers, and ex-felons. My students asked great questions, “Can ex-felons from Arizona just move to Illinois so their right to vote will be restored?” And they gave great responses, “Well, only if you, as an ex-felon, have the money to move across the country and are willing to leave your family and community. Seems like doing too much for a chance to vote.” This discussion led into table debates on the topic “Should there be a national law banning felon disenfranchisement?”\u003c/p>\n\u003cp>I love this debate lesson and do it almost every year. This year I updated this lesson with my new focus on asset-based thinking strategies that I outlined in a \u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\" target=\"_blank\" rel=\"noopener\">previous post\u003c/a>, structuring the lesson with these strategies in mind: A) supporting claims with evidence, B) considering different viewpoints and perspectives, and C) wondering and asking thoughtful questions. Interestingly, as the debate unfolded, I noticed that a completely different thinking strategy came to dominate my students approach – identifying patterns and themes. While they certainly used strategies like asking thoughtful questions and considering different viewpoints, they were most engaged in the process of unearthing key themes such as how it felt to be prohibited from voting, or how it felt to have someone who has broken the social contract vote within your community. And this strategy, this way of thinking, emerged from my students’ emotional engagement with the topic.\u003c/p>\n\u003caside class=\"pullquote alignright\">It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis.\u003c/aside>\n\u003cp>It took me a while to catch what they had done. The students framed a very academic debate about voting rights through the lens of teenage emotions and feelings. Specifically, the feeling of being “left out” or excluded and the feeling of being “betrayed.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students arguing for a felon’s right to vote articulated that denying them a vote makes the felons feel excluded from the community when they return. They are “half citizens, kept on the sidelines of the community.” They don’t really belong. The students who argued against a felon’s right to vote used “betrayal” as their central theme. The felon “violated the trust of his/her fellow citizens” when he/she broke the law. “You can’t just expect your community to trust you again and let you take part fully in the community relationship.”\u003c/p>\n\u003cp>And it worked. The evidence for each side wasn’t framed as a set of rational facts to help you win the debate – the more facts you stack up the better. The table discussions emerged from and were framed by emotional arguments – it’s upsetting to feel excluded or it hurts to be betrayed. One set of students focused on felons being “locked out of their own society” and how humans respond when they are “basically invisible” to their community. Another set of students focused on how when people betray and “disrespect their community and people, [they] have to pay. [They} have to pay with something big, like voting.” The students didn’t stop there. They supported these frames, based in emotional reasoning, with evidence and facts based in academic evidence. They made connections to other groups of people such as legal residents who are also treated as “half citizens” as well as made connections to American history, “whatever happened to no taxation without representation” and John Locke’s ideas of a social contract.\u003c/p>\n\u003cp>Age and maturity come with many benefits including perspective and the ability to manage setbacks and recognize when they are not the end of the world. However, creating this emotional distance can be a loss, too. The energy and passion and BIG FEELINGS of young people are effective and beautiful for framing issues of justice. Emotions and emotional framing can assemble and organize all the evidence in a way that makes someone care. It did for me that day. I stopped counting the facts the students used as they made their points and I pictured the humans who were living these facts.\u003c/p>\n\u003cp>Months later, on the final exam, I asked the students an essay question about voting in today’s society. Although the question did NOT specifically mention felon disenfranchisement, many of the students referenced this debate, they referenced the emotional frames, and they used these to answer the question thoughtfully.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Now when I teach critical thinking I try to figure out how to communicate that emotions can and do play a role in thinking while balancing that idea with the view that emotions cannot be the sole basis for critical thinking. More recently, my students and I practiced this more nuanced approach as we examined the rights students have on school campuses and talked about managing personal finances. It was refreshing to admit that feelings play a role in deciding how people will spend and budget money. It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis. Doing so can amplify their power as critical thinkers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ask “what role should emotions play in critical thinking?” and you get an unsurprising response from almost everywhere: They shouldn’t. This response comes from a wide variety of sources ranging from Internet crowdsourcing favorite Yahoo Answers – “emotion severely HAMPERS the critical thinking process as it clouds our judgment to fact and reason” to the Academic Journal Teaching of Psychology – “critical thinking avoids emotions and emotional reasoning.” Recently, I have questioned this view that feelings have no place in critical thinking.\u003c/p>\n\u003cp>In the fall, a beginning teacher asked me why emotions didn’t belong in the critical thinking process and I couldn’t come up with an answer I actually stood behind. The more I thought about it, the more I realized that I didn’t see emotions and critical thinking as two planets orbiting different suns. In fact, often critically thinking about an issue leads us to have big feelings about the issue. The reverse is true as well. Big feelings often lead us to think critically about an issue. So, feelings and thinking are very connected. This connection was on display in my classroom throughout a debate and writing assignment on Felon Disenfranchisement. Emotions played a central role in framing the debate and contributing to the students engagement with the issue.\u003c/p>\n\u003cp>Earlier this year, during a unit on voting, my class looked at this blog post from KQED’s The Lowdown titled \u003cem>\u003ca href=\"http://ww2.kqed.org/lowdown/2014/02/26/felon-voting/\" target=\"_blank\" rel=\"noopener\">States Where Felons Can’t Vote\u003c/a>\u003c/em>. The students quickly noticed that the rules about felon voting vary significantly from state to state. For example, Maine lets felons vote even while they are in prison while Florida denies the vote to prisoners, parolees, probationers, and ex-felons. My students asked great questions, “Can ex-felons from Arizona just move to Illinois so their right to vote will be restored?” And they gave great responses, “Well, only if you, as an ex-felon, have the money to move across the country and are willing to leave your family and community. Seems like doing too much for a chance to vote.” This discussion led into table debates on the topic “Should there be a national law banning felon disenfranchisement?”\u003c/p>\n\u003cp>I love this debate lesson and do it almost every year. This year I updated this lesson with my new focus on asset-based thinking strategies that I outlined in a \u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\" target=\"_blank\" rel=\"noopener\">previous post\u003c/a>, structuring the lesson with these strategies in mind: A) supporting claims with evidence, B) considering different viewpoints and perspectives, and C) wondering and asking thoughtful questions. Interestingly, as the debate unfolded, I noticed that a completely different thinking strategy came to dominate my students approach – identifying patterns and themes. While they certainly used strategies like asking thoughtful questions and considering different viewpoints, they were most engaged in the process of unearthing key themes such as how it felt to be prohibited from voting, or how it felt to have someone who has broken the social contract vote within your community. And this strategy, this way of thinking, emerged from my students’ emotional engagement with the topic.\u003c/p>\n\u003caside class=\"pullquote alignright\">It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis.\u003c/aside>\n\u003cp>It took me a while to catch what they had done. The students framed a very academic debate about voting rights through the lens of teenage emotions and feelings. Specifically, the feeling of being “left out” or excluded and the feeling of being “betrayed.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students arguing for a felon’s right to vote articulated that denying them a vote makes the felons feel excluded from the community when they return. They are “half citizens, kept on the sidelines of the community.” They don’t really belong. The students who argued against a felon’s right to vote used “betrayal” as their central theme. The felon “violated the trust of his/her fellow citizens” when he/she broke the law. “You can’t just expect your community to trust you again and let you take part fully in the community relationship.”\u003c/p>\n\u003cp>And it worked. The evidence for each side wasn’t framed as a set of rational facts to help you win the debate – the more facts you stack up the better. The table discussions emerged from and were framed by emotional arguments – it’s upsetting to feel excluded or it hurts to be betrayed. One set of students focused on felons being “locked out of their own society” and how humans respond when they are “basically invisible” to their community. Another set of students focused on how when people betray and “disrespect their community and people, [they] have to pay. [They} have to pay with something big, like voting.” The students didn’t stop there. They supported these frames, based in emotional reasoning, with evidence and facts based in academic evidence. They made connections to other groups of people such as legal residents who are also treated as “half citizens” as well as made connections to American history, “whatever happened to no taxation without representation” and John Locke’s ideas of a social contract.\u003c/p>\n\u003cp>Age and maturity come with many benefits including perspective and the ability to manage setbacks and recognize when they are not the end of the world. However, creating this emotional distance can be a loss, too. The energy and passion and BIG FEELINGS of young people are effective and beautiful for framing issues of justice. Emotions and emotional framing can assemble and organize all the evidence in a way that makes someone care. It did for me that day. I stopped counting the facts the students used as they made their points and I pictured the humans who were living these facts.\u003c/p>\n\u003cp>Months later, on the final exam, I asked the students an essay question about voting in today’s society. Although the question did NOT specifically mention felon disenfranchisement, many of the students referenced this debate, they referenced the emotional frames, and they used these to answer the question thoughtfully.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now when I teach critical thinking I try to figure out how to communicate that emotions can and do play a role in thinking while balancing that idea with the view that emotions cannot be the sole basis for critical thinking. More recently, my students and I practiced this more nuanced approach as we examined the rights students have on school campuses and talked about managing personal finances. It was refreshing to admit that feelings play a role in deciding how people will spend and budget money. It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis. Doing so can amplify their power as critical thinkers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Should Teens Who Commit Serious Crimes Be Sentenced as Adults? | KQED",
"content": "\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>\u003ca href=\"http://www.pbs.org/wgbh/frontline/film/stickup-kid/\">Stickup Kid\u003c/a> (Frontline)\u003c/strong>\u003cbr>\n\u003cem> What happens when we lock up juvenile offenders in adult prisons? “Stickup Kid,” a FRONTLINE digital exclusive, tells the story of Alonza Thomas — sent to adult prison in California at age 16 — and how spending over a decade behind bars impacted him. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Should teens under 18 be tried and sentenced as children or adults? \u003cb>\u003ci>#DoNowJuvies\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include@KQEDEdspace and #DoNowJuvies\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About Juveniles and the Justice System\u003c/strong>\u003c/h2>\n\u003cp>The United States locks up more kids than any other industrialized nation in the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Annie E. Casey Foundation\" align=\"aligncenter\" width=\"697\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-143843\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg\" alt=\"Juvie Justice infographic\" width=\"697\" height=\"913\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg 697w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic-400x524.jpg 400w\" sizes=\"(max-width: 697px) 100vw, 697px\">[/media-credit]\u003c/p>\n\u003cp>But although the youth incarceration rate in the U.S. continues to outpace all other wealthy nations (much like our overall incarceration rate), it’s dropped significantly in the last decade. A series of Supreme Court decisions, state policy changes and plummeting crime rates since the late 1990s have resulted in major reductions in the youth prison population.\u003c/p>\n\u003cp>America’s youth and adult prison population peaked in the late 1990, following a spiking crime rate and \u003ca href=\"http://www.nap.edu/read/18613/chapter/5#74\">harsher sentencing laws\u003c/a>. Youth incarceration, in particular, exploded: \u003ca href=\"https://www.ncjrs.gov/pdffiles1/bja/182503.pdf\">by 1997, more than 107,000 kids were behind bars\u003c/a>, only about a quarter for violent offenses. Amid high crime rates and ultimately unfounded fears of a new generation of young “super predators,” states rushed to lower the age at which youth could be tried and sentenced as adults, a move that lead to longer prison terms and an increased number of teenagers in adult prisons. California, followed suite, passing \u003ca href=\"https://ballotpedia.org/California_Proposition_21,_Treatment_of_Juvenile_Offenders_(2000)\">Proposition 21 in 2000\u003c/a>, which required adult trials for juveniles 14 or older charged with murder or specified sex offenses.\u003c/p>\n\u003cp>By 2013, though, that number had dropped by roughly half, according to the U.S. Justice Department. Today there are about \u003ca href=\"https://www.themarshallproject.org/2015/12/22/why-we-need-to-shut-down-juvie#.Lbt5JhsZU\">54,000 incarcerated youth\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What happened?\u003c/strong>\u003c/p>\n\u003cp>By the early 2000s, the youth and adult crime rate started dropping sharply, and more states simply started to realize this strategy of harsh youth sentencing simply didn’t make much sense. Not only were a growing number of kids leaving prison with psychological issues and a greater risk of committing more serious crimes, but the system was also extremely expensive. \u003ca href=\"http://www.justicepolicy.org/research/8477\">One recent study by the Justice Policy Institute\u003c/a> found that for most states, it costs roughly $100,000 a year to incarcerate one kid, as opposed to $10,000 to pay for a year of public school education.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/pov/15tolife/supreme-court-cases/\">A trio of Supreme Court decisions\u003c/a> also made it harder for states to slap youth with severe sentences. A 2004 decision abolished capital punishment for crimes committed by juveniles. And as a result of decisions in 2010 and 2012, states are now prohibited from imposing life sentences on juveniles. The court determined that such harsh sentencing of kids constituted cruel and unusual punishment, a decision that overturned mandatory sentencing policies in 28 states.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003ch3>[polldaddy poll=9363114]\u003c/h3>\n\u003c/aside>\n\u003cp>Although today’s juvenile justice system has undergone significant reforms, there are still stark disparities.\u003ca href=\"http://sentencingproject.org/doc/publications/jj_Disproportionate%20Minority%20Contact.pdf\"> Nearly 70 percent of incarcerated youth are minorities\u003c/a>. And black youth are nearly five times as likely to be incarcerated than their white peers. Additionally, a sizable number of youth are still entering the system because of very minor offenses, including petty theft and school discipline issues, a factor that’s now referred to as the “school-to-prison pipeline.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.ojjdp.gov/ojstatbb/snapshots/DataSnapshot_CJRP2013.pdf\">The Number of Juveniles in Residential Placement Continued to Decline in 2013 \u003c/a>(Office of Juvenile Justice and Delinquency Prevention)\u003cbr>\n\u003c/strong> This graphic illustrates the challenges that remain to reduce racial and ethnic disparities and confinement of youth who commit less serious offenses.\u003c/p>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.aecf.org/resources/youth-incarceration-in-the-united-states/\">Youth Incarceration in the United States \u003c/a>(Annie E. Casey Foundation)\u003c/strong>\u003cbr>\nAlthough the United States still leads the industrialized world in its incarceration rate of young people, the lock-up rate is rapidly declining. This two-page infographic presents a wealth of statistics underscoring the sea change in youth confinement that is underway.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.pbs.org/wgbh/frontline/article/why-states-are-changing-course-on-juvenile-crime/\">Why States Are Changing Course on Juvenile Crime\u003c/a> (Frontline)\u003c/strong>\u003cbr>\nIn the last six or seven years, states have begun to consider new approaches to juvenile offenders, backed by research showing that incarceration actually increases the chances a young person will commit another crime.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://abcnews.go.com/Politics/life-prison-juvenile-offenders-adult-courts/story?id=11129594\">Juvenile Justice: Too Young for Life in Prison? (ABC News)\u003c/a>\u003c/strong>\u003cbr>\nThis article spells out some of the main arguments in favor of and against trying and sentencing minors as adults.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowJuvies.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Have have your class vote on the best approach to sentencing juveniles and tweet your responses to @KQEDEdspace with #DoNowJuvies. Make sure to cite sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Create a Survey:\u003c/strong> Poll students in your school about what they think about this issue. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and send your results to @KQEDEdspace.\u003c/span>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>\u003ca href=\"http://www.pbs.org/wgbh/frontline/film/stickup-kid/\">Stickup Kid\u003c/a> (Frontline)\u003c/strong>\u003cbr>\n\u003cem> What happens when we lock up juvenile offenders in adult prisons? “Stickup Kid,” a FRONTLINE digital exclusive, tells the story of Alonza Thomas — sent to adult prison in California at age 16 — and how spending over a decade behind bars impacted him. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Should teens under 18 be tried and sentenced as children or adults? \u003cb>\u003ci>#DoNowJuvies\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include@KQEDEdspace and #DoNowJuvies\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About Juveniles and the Justice System\u003c/strong>\u003c/h2>\n\u003cp>The United States locks up more kids than any other industrialized nation in the world.\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=\"Annie E. Casey Foundation\" align=\"aligncenter\" width=\"697\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-143843\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg\" alt=\"Juvie Justice infographic\" width=\"697\" height=\"913\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg 697w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic-400x524.jpg 400w\" sizes=\"(max-width: 697px) 100vw, 697px\">[/media-credit]\u003c/p>\n\u003cp>But although the youth incarceration rate in the U.S. continues to outpace all other wealthy nations (much like our overall incarceration rate), it’s dropped significantly in the last decade. A series of Supreme Court decisions, state policy changes and plummeting crime rates since the late 1990s have resulted in major reductions in the youth prison population.\u003c/p>\n\u003cp>America’s youth and adult prison population peaked in the late 1990, following a spiking crime rate and \u003ca href=\"http://www.nap.edu/read/18613/chapter/5#74\">harsher sentencing laws\u003c/a>. Youth incarceration, in particular, exploded: \u003ca href=\"https://www.ncjrs.gov/pdffiles1/bja/182503.pdf\">by 1997, more than 107,000 kids were behind bars\u003c/a>, only about a quarter for violent offenses. Amid high crime rates and ultimately unfounded fears of a new generation of young “super predators,” states rushed to lower the age at which youth could be tried and sentenced as adults, a move that lead to longer prison terms and an increased number of teenagers in adult prisons. California, followed suite, passing \u003ca href=\"https://ballotpedia.org/California_Proposition_21,_Treatment_of_Juvenile_Offenders_(2000)\">Proposition 21 in 2000\u003c/a>, which required adult trials for juveniles 14 or older charged with murder or specified sex offenses.\u003c/p>\n\u003cp>By 2013, though, that number had dropped by roughly half, according to the U.S. Justice Department. Today there are about \u003ca href=\"https://www.themarshallproject.org/2015/12/22/why-we-need-to-shut-down-juvie#.Lbt5JhsZU\">54,000 incarcerated youth\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What happened?\u003c/strong>\u003c/p>\n\u003cp>By the early 2000s, the youth and adult crime rate started dropping sharply, and more states simply started to realize this strategy of harsh youth sentencing simply didn’t make much sense. Not only were a growing number of kids leaving prison with psychological issues and a greater risk of committing more serious crimes, but the system was also extremely expensive. \u003ca href=\"http://www.justicepolicy.org/research/8477\">One recent study by the Justice Policy Institute\u003c/a> found that for most states, it costs roughly $100,000 a year to incarcerate one kid, as opposed to $10,000 to pay for a year of public school education.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/pov/15tolife/supreme-court-cases/\">A trio of Supreme Court decisions\u003c/a> also made it harder for states to slap youth with severe sentences. A 2004 decision abolished capital punishment for crimes committed by juveniles. And as a result of decisions in 2010 and 2012, states are now prohibited from imposing life sentences on juveniles. The court determined that such harsh sentencing of kids constituted cruel and unusual punishment, a decision that overturned mandatory sentencing policies in 28 states.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003ch3>[polldaddy poll=9363114]\u003c/h3>\n\u003c/aside>\n\u003cp>Although today’s juvenile justice system has undergone significant reforms, there are still stark disparities.\u003ca href=\"http://sentencingproject.org/doc/publications/jj_Disproportionate%20Minority%20Contact.pdf\"> Nearly 70 percent of incarcerated youth are minorities\u003c/a>. And black youth are nearly five times as likely to be incarcerated than their white peers. Additionally, a sizable number of youth are still entering the system because of very minor offenses, including petty theft and school discipline issues, a factor that’s now referred to as the “school-to-prison pipeline.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.ojjdp.gov/ojstatbb/snapshots/DataSnapshot_CJRP2013.pdf\">The Number of Juveniles in Residential Placement Continued to Decline in 2013 \u003c/a>(Office of Juvenile Justice and Delinquency Prevention)\u003cbr>\n\u003c/strong> This graphic illustrates the challenges that remain to reduce racial and ethnic disparities and confinement of youth who commit less serious offenses.\u003c/p>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.aecf.org/resources/youth-incarceration-in-the-united-states/\">Youth Incarceration in the United States \u003c/a>(Annie E. Casey Foundation)\u003c/strong>\u003cbr>\nAlthough the United States still leads the industrialized world in its incarceration rate of young people, the lock-up rate is rapidly declining. This two-page infographic presents a wealth of statistics underscoring the sea change in youth confinement that is underway.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.pbs.org/wgbh/frontline/article/why-states-are-changing-course-on-juvenile-crime/\">Why States Are Changing Course on Juvenile Crime\u003c/a> (Frontline)\u003c/strong>\u003cbr>\nIn the last six or seven years, states have begun to consider new approaches to juvenile offenders, backed by research showing that incarceration actually increases the chances a young person will commit another crime.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://abcnews.go.com/Politics/life-prison-juvenile-offenders-adult-courts/story?id=11129594\">Juvenile Justice: Too Young for Life in Prison? (ABC News)\u003c/a>\u003c/strong>\u003cbr>\nThis article spells out some of the main arguments in favor of and against trying and sentencing minors as adults.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowJuvies.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Have have your class vote on the best approach to sentencing juveniles and tweet your responses to @KQEDEdspace with #DoNowJuvies. Make sure to cite sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Create a Survey:\u003c/strong> Poll students in your school about what they think about this issue. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and send your results to @KQEDEdspace.\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>From virtual trips to outdoor exploring, \u003ca href=\"http://ca.pbslearningmedia.org\" target=\"_blank\" rel=\"noopener noreferrer\">PBS LearningMedia \u003c/a>offers activities for fun, engaged learning during Spring Break. These games and activities can keep students minds active during this and other school breaks.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/07/09/take-virtual-road-trip-with-pbs-learningmedia/\" target=\"_blank\" rel=\"noopener noreferrer\">Virtual Road Trips\u003c/a>\u003cbr>\nInvite kids on virtual trips around the United States to explore the sights, sounds, people, and places that have helped to shape our nation’s cultural heritage.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/07/30/summer-explorer-series-20-resources-for-trotting-around-the-globe/\" target=\"_blank\" rel=\"noopener noreferrer\">Activities for Trotting Around the Globe\u003c/a>\u003cbr>\nFrom Antarctica to the Farallon Islands, this list offers students a window to the world by spotlighting cities and customs from around the globe.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/06/18/30-exploratory-activities-for-camp-fun-and-summer-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">Exploratory Activities for Fun and Learning\u003c/a>\u003cbr>\nThis list highlights fun, exploratory resources for quick school break fun and learning.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/05/14/summer-games-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">Elementary Games for Engaged Learning\u003c/a>\u003cbr>\nLearning doesn’t have to come to a halt when students are on school break. PBS LearningMedia has many educational resources that can support children throughout the long school break days.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From virtual trips to outdoor exploring, \u003ca href=\"http://ca.pbslearningmedia.org\" target=\"_blank\" rel=\"noopener noreferrer\">PBS LearningMedia \u003c/a>offers activities for fun, engaged learning during Spring Break. These games and activities can keep students minds active during this and other school breaks.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/07/09/take-virtual-road-trip-with-pbs-learningmedia/\" target=\"_blank\" rel=\"noopener noreferrer\">Virtual Road Trips\u003c/a>\u003cbr>\nInvite kids on virtual trips around the United States to explore the sights, sounds, people, and places that have helped to shape our nation’s cultural heritage.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/07/30/summer-explorer-series-20-resources-for-trotting-around-the-globe/\" target=\"_blank\" rel=\"noopener noreferrer\">Activities for Trotting Around the Globe\u003c/a>\u003cbr>\nFrom Antarctica to the Farallon Islands, this list offers students a window to the world by spotlighting cities and customs from around the globe.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/06/18/30-exploratory-activities-for-camp-fun-and-summer-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">Exploratory Activities for Fun and Learning\u003c/a>\u003cbr>\nThis list highlights fun, exploratory resources for quick school break fun and learning.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/05/14/summer-games-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">Elementary Games for Engaged Learning\u003c/a>\u003cbr>\nLearning doesn’t have to come to a halt when students are on school break. PBS LearningMedia has many educational resources that can support children throughout the long school break days.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Are the Benefits of Organic Food Worth the Price?",
"headTitle": "Are the Benefits of Organic Food Worth the Price? | KQED",
"content": "\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"https://youtu.be/GhIZWhJtY8w\" target=\"_blank\" rel=\"noopener noreferrer\">What Is Organic Food?\u003c/a> (Epipheo)\u003c/strong>\u003cbr>\nEpipheo explains what organic food is and why “organic” doesn’t always equal “healthy.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are the benefits of organic food worth its price? Do you buy organic food? Why or why not? \u003cstrong>#DoNowUOrganic\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>#DoNowUOrganic\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Benefits and Costs of Organic Food\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the past couple of years, there has been increased demand for and increased \u003c/span>\u003ca href=\"http://www.pbs.org/newshour/rundown/consumers-buying-organic-products-new-data-show/\">\u003cspan style=\"font-weight: 400\">sales\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of organic foods as the general public has become more educated about how our food is grown and produced. The term “\u003c/span>\u003ca href=\"http://www.usda.gov/wps/portal/usda/usdahome?contentidonly=true&contentid=organic-agriculture.html\">\u003cspan style=\"font-weight: 400\">organic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” as it refers to food, means that fruits, vegetables and grains have not been treated with pesticides or synthetic fertilizers, and the animals that produce meat, eggs, and dairy have not been treated with antibiotics or growth hormones. Studies have been able to demonstrate that organically grown produce may have \u003c/span>\u003ca href=\"http://www.ncl.ac.uk/press/news/2015/10/organicvsnon-organicfood/\">\u003cspan style=\"font-weight: 400\">more nutritional value\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than produce that was conventionally grown, but consumers still have questions about how much of a difference organic foods make to our overall health and if it’s worth the higher prices. The \u003c/span>\u003ca href=\"http://www.ams.usda.gov/market-news/retail-dairy-market-news\">\u003cspan style=\"font-weight: 400\">average price\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for a gallon of organic milk is $4.30 compared to $3.82 for a gallon of conventional milk, and a pound of \u003c/span>\u003ca href=\"http://data.bls.gov/cgi-bin/surveymost?ap\">\u003cspan style=\"font-weight: 400\">organic beef\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> costs about $6.75 when the price for \u003c/span>\u003ca href=\"http://www.ers.usda.gov/data-products/meat-price-spreads.aspx\">\u003cspan style=\"font-weight: 400\">conventional beef\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is around $3.95 per pound. One may question the benefits of investing in this organic trend and if it is worth the increased costs, especially when on a budget.\u003c/span>\u003c/p>\n\u003cp>[media-credit name=\"USDA\" align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-141597\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-800x618.jpg\" alt=\"Top Ten States in Organic Sales 2014\" width=\"800\" height=\"618\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-800x618.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-400x309.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-768x593.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-1440x1113.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-1920x1484.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-1180x912.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-960x742.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of organic foods point \u003c/span>\u003cspan style=\"font-weight: 400\">to several different benefits, including a higher concentration of antioxidants, better taste and supporting overall health.\u003c/span>\u003cspan style=\"font-weight: 400\"> Organic food may have\u003c/span> \u003ca href=\"http://www.usda.gov/wps/portal/usda/usdahome?contentidonly=true&contentid=organic-agriculture.html\">\u003cspan style=\"font-weight: 400\">increased levels of nutrients\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it was produced without \u003c/span>\u003cspan style=\"font-weight: 400\">synthetic fertilizers, pesticides or genetic modification. \u003c/span>\u003cspan style=\"font-weight: 400\">One study found that \u003c/span>\u003ca href=\"http://www.ncl.ac.uk/press/news/2015/10/organicvsnon-organicfood/\">\u003cspan style=\"font-weight: 400\">concentrations of antioxidants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were anywhere from 18 to 68 percent higher in organically grown crops. \u003c/span>\u003cspan style=\"font-weight: 400\">Many consumers also say that organic produce tastes better. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Mark Goebel/Flickr\" link=\"https://www.flickr.com/photos/sangre-la/3098749982/\" align=\"alignright\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-141594\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Farmers-Market-Tomatoes-400x300.jpg\" alt=\"jc1767 montpelier vt vermont farmers market tomatoes\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Farmers-Market-Tomatoes-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Farmers-Market-Tomatoes.jpg 500w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The argument against organic food has four main points: cost, productivity, time and skill, and spoilage. The \u003c/span>\u003ca href=\"http://www.usda.gov/wps/portal/usda/usdahome?contentidonly=true&contentid=organic-agriculture.html\">\u003cspan style=\"font-weight: 400\">organic certification process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is very lengthy and expensive, and the USDA has strict labeling requirements. And, because a smaller amount of organic food can be grown per acre of land, many farmers \u003c/span>\u003ca href=\"http://www.foxnews.com/leisure/2012/03/11/10-reasons-organic-food-is-so-expensive/\">\u003cspan style=\"font-weight: 400\">cannot justify the spending\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The process of organic farming is more labor-intensive, and the products have a significantly shorter shelf-life because they don’t contain preservatives. Studies also show that, despite popular belief, organic farming does allow a limited amount of chemicals to be used, and organic food may be no \u003c/span>\u003ca href=\"http://annals.org/article.aspx?articleid=1355685\">\u003cspan style=\"font-weight: 400\">safer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or nutritious than conventional food. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what do you think? Is purchasing and consuming organic food worth the price you pay for it? Do you buy organic food? Why or why not?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Website: United States Department of Agriculture (USDA)\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.usda.gov/wps/portal/usda/usdahome?contentidonly=true&contentid=organic-agriculture.html\" target=\"_blank\" rel=\"noopener noreferrer\">Organic Agriculture\u003c/a>\u003cbr>\nThis website presents the legal definition of “organic” in the United States, benefits for farmers and consumers, and discusses USDA’s support of organic food production.\u003c/p>\n\u003cp>\u003cstrong>Article: Consumer Reports\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.consumerreports.org/cro/news/2015/03/cost-of-organic-food/index.htm\">The Cost of Organic Food\u003c/a>\u003cbr>\nThis study compared 100 products from a variety of grocers to determine the difference in costs between organic and non-organic foods. Data tables are included in the article.\u003c/p>\n\u003cp>\u003cstrong>Article: NPR\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.npr.org/sections/thesalt/2016/02/18/467136329/is-organic-more-nutritious-new-study-adds-to-the-evidence\">Is Organic More Nutritious? New Study Adds to the Evidence\u003c/a>\u003cbr>\nA new study has found that organic production may mean more key nutrients in foods, including omega-3 fatty acids, but there are still skeptics as to the real health benefits.\u003c/p>\n\u003cp>\u003cstrong>Article: LifeHacker\u003c/strong>\u003ca href=\"http://lifehacker.com/5488799/the-common-sense-guide-to-organic-and-other-food-labels\">\u003cbr>\nThe Common Sense Guide to “Organic” and Other Food Labels\u003c/a>\u003cbr>\nLearn about the terminology that appears on organic food labels.\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 Abigail Jones, Alex Hickey, Anthony Arcodia, Chandler Eckert, Emily Daffron, Mallory Reaves, Paige Simms, Sarah Rogers, Trisha Stocker and Victoria Mosby, students at \u003ca href=\"https://secure.lipscomb.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lipscomb 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://youtu.be/GhIZWhJtY8w\" target=\"_blank\" rel=\"noopener noreferrer\">What Is Organic Food?\u003c/a> (Epipheo)\u003c/strong>\u003cbr>\nEpipheo explains what organic food is and why “organic” doesn’t always equal “healthy.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are the benefits of organic food worth its price? Do you buy organic food? Why or why not? \u003cstrong>#DoNowUOrganic\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>#DoNowUOrganic\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Benefits and Costs of Organic Food\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the past couple of years, there has been increased demand for and increased \u003c/span>\u003ca href=\"http://www.pbs.org/newshour/rundown/consumers-buying-organic-products-new-data-show/\">\u003cspan style=\"font-weight: 400\">sales\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of organic foods as the general public has become more educated about how our food is grown and produced. The term “\u003c/span>\u003ca href=\"http://www.usda.gov/wps/portal/usda/usdahome?contentidonly=true&contentid=organic-agriculture.html\">\u003cspan style=\"font-weight: 400\">organic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” as it refers to food, means that fruits, vegetables and grains have not been treated with pesticides or synthetic fertilizers, and the animals that produce meat, eggs, and dairy have not been treated with antibiotics or growth hormones. Studies have been able to demonstrate that organically grown produce may have \u003c/span>\u003ca href=\"http://www.ncl.ac.uk/press/news/2015/10/organicvsnon-organicfood/\">\u003cspan style=\"font-weight: 400\">more nutritional value\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than produce that was conventionally grown, but consumers still have questions about how much of a difference organic foods make to our overall health and if it’s worth the higher prices. The \u003c/span>\u003ca href=\"http://www.ams.usda.gov/market-news/retail-dairy-market-news\">\u003cspan style=\"font-weight: 400\">average price\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for a gallon of organic milk is $4.30 compared to $3.82 for a gallon of conventional milk, and a pound of \u003c/span>\u003ca href=\"http://data.bls.gov/cgi-bin/surveymost?ap\">\u003cspan style=\"font-weight: 400\">organic beef\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> costs about $6.75 when the price for \u003c/span>\u003ca href=\"http://www.ers.usda.gov/data-products/meat-price-spreads.aspx\">\u003cspan style=\"font-weight: 400\">conventional beef\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is around $3.95 per pound. One may question the benefits of investing in this organic trend and if it is worth the increased costs, especially when on a budget.\u003c/span>\u003c/p>\n\u003cp>[media-credit name=\"USDA\" align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-141597\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-800x618.jpg\" alt=\"Top Ten States in Organic Sales 2014\" width=\"800\" height=\"618\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-800x618.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-400x309.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-768x593.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-1440x1113.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-1920x1484.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-1180x912.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Top-Ten-States-in-Organic-Sales-960x742.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of organic foods point \u003c/span>\u003cspan style=\"font-weight: 400\">to several different benefits, including a higher concentration of antioxidants, better taste and supporting overall health.\u003c/span>\u003cspan style=\"font-weight: 400\"> Organic food may have\u003c/span> \u003ca href=\"http://www.usda.gov/wps/portal/usda/usdahome?contentidonly=true&contentid=organic-agriculture.html\">\u003cspan style=\"font-weight: 400\">increased levels of nutrients\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it was produced without \u003c/span>\u003cspan style=\"font-weight: 400\">synthetic fertilizers, pesticides or genetic modification. \u003c/span>\u003cspan style=\"font-weight: 400\">One study found that \u003c/span>\u003ca href=\"http://www.ncl.ac.uk/press/news/2015/10/organicvsnon-organicfood/\">\u003cspan style=\"font-weight: 400\">concentrations of antioxidants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were anywhere from 18 to 68 percent higher in organically grown crops. \u003c/span>\u003cspan style=\"font-weight: 400\">Many consumers also say that organic produce tastes better. \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=\"Mark Goebel/Flickr\" link=\"https://www.flickr.com/photos/sangre-la/3098749982/\" align=\"alignright\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-141594\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Farmers-Market-Tomatoes-400x300.jpg\" alt=\"jc1767 montpelier vt vermont farmers market tomatoes\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Farmers-Market-Tomatoes-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Farmers-Market-Tomatoes.jpg 500w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The argument against organic food has four main points: cost, productivity, time and skill, and spoilage. The \u003c/span>\u003ca href=\"http://www.usda.gov/wps/portal/usda/usdahome?contentidonly=true&contentid=organic-agriculture.html\">\u003cspan style=\"font-weight: 400\">organic certification process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is very lengthy and expensive, and the USDA has strict labeling requirements. And, because a smaller amount of organic food can be grown per acre of land, many farmers \u003c/span>\u003ca href=\"http://www.foxnews.com/leisure/2012/03/11/10-reasons-organic-food-is-so-expensive/\">\u003cspan style=\"font-weight: 400\">cannot justify the spending\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The process of organic farming is more labor-intensive, and the products have a significantly shorter shelf-life because they don’t contain preservatives. Studies also show that, despite popular belief, organic farming does allow a limited amount of chemicals to be used, and organic food may be no \u003c/span>\u003ca href=\"http://annals.org/article.aspx?articleid=1355685\">\u003cspan style=\"font-weight: 400\">safer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or nutritious than conventional food. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what do you think? Is purchasing and consuming organic food worth the price you pay for it? Do you buy organic food? Why or why not?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Website: United States Department of Agriculture (USDA)\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.usda.gov/wps/portal/usda/usdahome?contentidonly=true&contentid=organic-agriculture.html\" target=\"_blank\" rel=\"noopener noreferrer\">Organic Agriculture\u003c/a>\u003cbr>\nThis website presents the legal definition of “organic” in the United States, benefits for farmers and consumers, and discusses USDA’s support of organic food production.\u003c/p>\n\u003cp>\u003cstrong>Article: Consumer Reports\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.consumerreports.org/cro/news/2015/03/cost-of-organic-food/index.htm\">The Cost of Organic Food\u003c/a>\u003cbr>\nThis study compared 100 products from a variety of grocers to determine the difference in costs between organic and non-organic foods. Data tables are included in the article.\u003c/p>\n\u003cp>\u003cstrong>Article: NPR\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.npr.org/sections/thesalt/2016/02/18/467136329/is-organic-more-nutritious-new-study-adds-to-the-evidence\">Is Organic More Nutritious? New Study Adds to the Evidence\u003c/a>\u003cbr>\nA new study has found that organic production may mean more key nutrients in foods, including omega-3 fatty acids, but there are still skeptics as to the real health benefits.\u003c/p>\n\u003cp>\u003cstrong>Article: LifeHacker\u003c/strong>\u003ca href=\"http://lifehacker.com/5488799/the-common-sense-guide-to-organic-and-other-food-labels\">\u003cbr>\nThe Common Sense Guide to “Organic” and Other Food Labels\u003c/a>\u003cbr>\nLearn about the terminology that appears on organic food labels.\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 Abigail Jones, Alex Hickey, Anthony Arcodia, Chandler Eckert, Emily Daffron, Mallory Reaves, Paige Simms, Sarah Rogers, Trisha Stocker and Victoria Mosby, students at \u003ca href=\"https://secure.lipscomb.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lipscomb 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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"content": "\u003cp>In my middle school, technology is a consistent part of every student and teacher’s daily routine. We are in the third year of using a Math curriculum that has a digital only component. Students are immersed in STEAM activities in electives, and utilize GAFE (Google Apps for Education) in most classes. Just last week, our Special Education Department went 1:1, where each student has access to a numbered laptop all day. We supplement our curriculum with some subscriptions to websites, apps, and programs, but there are also many free, high quality resources available that I use. I frequently use the following four apps/websites in my classroom, and am extremely happy to share them with you. My hope is that you will incorporate some of these programs into your curriculum and share them with your colleagues. Enjoy!\u003c/p>\n\u003ch3>Open eBooks\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://openebooks.net/\" target=\"_blank\" rel=\"noopener\">Open eBooks\u003c/a> is a free resource that is the product of a collaboration between the \u003c/span>\u003ca href=\"http://www.nypl.org/\">\u003cspan style=\"font-weight: 400\">New York Public Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"http://dp.la/\">\u003cspan style=\"font-weight: 400\">Digital Public Library of America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.firstbook.org/\">\u003cspan style=\"font-weight: 400\">First Book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers, librarians, after-school program leaders, and informal educators can access the catalog if they work directly with students who go to Title 1 schools, students with disabilities, and several other qualifying categories. Once registered, you have the option of acquiring licenses for Elementary, Middle School, High School, and all ages collections. Each collection has a variety of genres, of both fiction and informational text.\u003c/span>\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp\">\u003cspan class=\"mceMediaCreditTemp mceNonEditable\" style=\"max-width: 800px\"> \u003c/span>\u003c/div>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-135697 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/OpenEbooks.png\" alt=\"Open eBooks\" width=\"767\" height=\"746\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks.png 767w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks-400x389.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks-32x32.png 32w\" sizes=\"(max-width: 767px) 100vw, 767px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Licenses can be used in the classroom, school library, or distributed to students so they can use them at home. Students can borrow up to ten books at a time, and these books can be accessed through apps for iOS and Android. Once a book is downloaded to the app, it can be opened up and read without needing an internet connection. This makes it accessible to students who may not have Internet at home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use this tool with learners who may be at different reading levels. Students that are reading above or below grade level access content in different collections, they just need additional an login and key code. It also gives students the opportunity to share reading with siblings. I encourage my students to read to their little brothers and sisters to enhance their own comprehension skills. It’s also a great tool for both small reading groups and book clubs in class, giving me the opportunity to teach and introduce new books to those groups and clubs each year. The current libraries have thousands of titles, and it’s expected that this number will grow considerably this year as more publishers come on board.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is the FLOTUS talking about Open eBooks:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[youtube=https://youtu.be/EfpgRiD4BF4]\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: The Open eBooks app is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/open-ebooks/id1033669250?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, as well as \u003c/span>\u003c/i>\u003ca href=\"https://play.google.com/store/apps/details?id=org.nypl.labs.OpenEbooks.app&hl=en\">\u003ci>\u003cspan style=\"font-weight: 400\">Google Play for Android\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. Register with First Book and request licenses for your students. \u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Padlet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener\">Padlet\u003c/a> is a web tool/iOS app that can be used as a digital parking lot for questions, a forum for brainstorming ideas during group time, a means of assessing through exit tickets, and so much more! Teachers can create custom URLs, such as \u003c/span>\u003ca href=\"http://padlet.com/ParksideRSP/RubyBridges\">\u003cspan style=\"font-weight: 400\">this.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Responses can be either anonymous or labeled. This is a great opportunity for students who may be hesitant to ask a question or pose an opinion in class. Students can work collaboratively on an assignment that the teacher posts, such as adding photos of book covers from a specific genre, or posting photos of geometric shapes. Here is an example of a Padlet I used with my students several years ago after watching the movie “\u003c/span>\u003ca href=\"http://movies.disney.com/ruby-bridges\">\u003cspan style=\"font-weight: 400\">Ruby Bridges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” (click image to enlarge):\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Padlet.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-135692\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Padlet-800x336.png\" alt=\"Padlet\" width=\"800\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-800x336.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-400x168.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-768x323.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-1440x606.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-1180x496.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-960x404.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet.png 1510w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>Here’s a \u003ca href=\"http://ww2.kqed.org/education/category/tools/\" target=\"_blank\" rel=\"noopener\">KQED Digital Tool \u003c/a>Tutorial “How to Build a Wall Using Padlet”\u003c/p>\n\u003cp>[youtube=https://www.youtube.com/watch?v=Xr-0CKBhz8s]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Padlet app is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/padlet/id834618886?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://chrome.google.com/webstore/detail/padlet/ppckapbnfhikdajgehibjapcohbaomhd?hl=en\">\u003ci>\u003cspan style=\"font-weight: 400\">Chrome Web Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, and is coming soon to Android.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Newsela\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://newsela.com/\" target=\"_blank\" rel=\"noopener\">Newsela\u003c/a> takes stories from current events, with a wide range of topics, and transcribes them in five different \u003c/span>\u003ca href=\"https://lexile.com/about-lexile/grade-equivalent/\">\u003cspan style=\"font-weight: 400\">Lexile levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Stories range from around 530L (approximately 3rd-4th grade reading level) to well over 1200L (upper middle school and high school level) on the Lexile framework. This is a fantastic resource for Social Studies, English Language Arts, and Elective courses where students can participate in discussions after reading content catered to them. Students’ reading assignments never have a Lexile number shown next to them, which lessens the stigma of a student reading below grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-135693\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Newsela-800x612.png\" alt=\"Newsela\" width=\"800\" height=\"612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-800x612.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-400x306.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-768x587.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-960x734.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela.png 968w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Find the right Lexile level for your students can help guide instruction, and can help them select books that are in their Independent and Instructional levels. I don’t deny requests to read books above or below their levels, but I do caution them that they may be too difficult (or easy). My students take a Lexile test around six times a year, and it’s great data to have to measure reading progress, as well as to send home to students! If you are not familiar with Lexile levels, you can find more information \u003c/span>\u003ca href=\"https://lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Newsela is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/newsela-daily-news-at-just/id966371321?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003c/i>\u003ca href=\"https://chrome.google.com/webstore/detail/newsela/bfpeiapdhnegnfcfkdfihabadngjagfj?hl=en-US\">\u003ci>\u003cspan style=\"font-weight: 400\">Chrome Web Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Popplet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://popplet.com/\" target=\"_blank\" rel=\"noopener\">Popplet\u003c/a> is a web-based tool and app that lets visual learners map out their thoughts and ideas in a format that meets their learning style. Out of all the resources I have mentioned in this post, Popplet is the one I was introduced to most recently; a friend of mine in real estate showed me an app that his team uses in meetings to brainstorm and connect ideas. Upon looking at the website, I discovered it was also heavily used in schools!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Popplet also works with students who are reluctant note takers, or who have orthopedic issues and cannot write quickly. Several of my students struggle with organization, and it takes them significantly longer to write down a few sentences of notes than other students. Graphic organizers are key in making sure that they are able to get key content down. Providing them the opportunity to capture their thoughts in a format that is stimulating to them ensures further student engagement and progress.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-135691\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Popplet.png\" alt=\"Popplet\" width=\"680\" height=\"506\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Popplet.png 680w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Popplet-400x298.png 400w\" sizes=\"(max-width: 680px) 100vw, 680px\">\u003c/p>\n\u003cp>Here’s another KQED Digital Tool Tutorial “How to Make a Popplet”\u003c/p>\n\u003cp>[youtube=https://www.youtube.com/watch?v=GkKg2qKnsRw]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Popplet Lite is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/popplet-lite/id364738549?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. The full version is available for $4.99.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are so many more resources out there that support our learners’ diverse strengths, talents, and learning styles. Have you found any that work well for you and your students? Please share them in the comments below!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In my middle school, technology is a consistent part of every student and teacher’s daily routine. We are in the third year of using a Math curriculum that has a digital only component. Students are immersed in STEAM activities in electives, and utilize GAFE (Google Apps for Education) in most classes. Just last week, our Special Education Department went 1:1, where each student has access to a numbered laptop all day. We supplement our curriculum with some subscriptions to websites, apps, and programs, but there are also many free, high quality resources available that I use. I frequently use the following four apps/websites in my classroom, and am extremely happy to share them with you. My hope is that you will incorporate some of these programs into your curriculum and share them with your colleagues. Enjoy!\u003c/p>\n\u003ch3>Open eBooks\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://openebooks.net/\" target=\"_blank\" rel=\"noopener\">Open eBooks\u003c/a> is a free resource that is the product of a collaboration between the \u003c/span>\u003ca href=\"http://www.nypl.org/\">\u003cspan style=\"font-weight: 400\">New York Public Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"http://dp.la/\">\u003cspan style=\"font-weight: 400\">Digital Public Library of America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.firstbook.org/\">\u003cspan style=\"font-weight: 400\">First Book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers, librarians, after-school program leaders, and informal educators can access the catalog if they work directly with students who go to Title 1 schools, students with disabilities, and several other qualifying categories. Once registered, you have the option of acquiring licenses for Elementary, Middle School, High School, and all ages collections. Each collection has a variety of genres, of both fiction and informational text.\u003c/span>\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp\">\u003cspan class=\"mceMediaCreditTemp mceNonEditable\" style=\"max-width: 800px\"> \u003c/span>\u003c/div>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-135697 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/OpenEbooks.png\" alt=\"Open eBooks\" width=\"767\" height=\"746\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks.png 767w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks-400x389.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks-32x32.png 32w\" sizes=\"(max-width: 767px) 100vw, 767px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Licenses can be used in the classroom, school library, or distributed to students so they can use them at home. Students can borrow up to ten books at a time, and these books can be accessed through apps for iOS and Android. Once a book is downloaded to the app, it can be opened up and read without needing an internet connection. This makes it accessible to students who may not have Internet at home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use this tool with learners who may be at different reading levels. Students that are reading above or below grade level access content in different collections, they just need additional an login and key code. It also gives students the opportunity to share reading with siblings. I encourage my students to read to their little brothers and sisters to enhance their own comprehension skills. It’s also a great tool for both small reading groups and book clubs in class, giving me the opportunity to teach and introduce new books to those groups and clubs each year. The current libraries have thousands of titles, and it’s expected that this number will grow considerably this year as more publishers come on board.\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\">Here is the FLOTUS talking about Open eBooks:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\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/EfpgRiD4BF4'\n title='//www.youtube.com/embed/EfpgRiD4BF4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: The Open eBooks app is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/open-ebooks/id1033669250?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, as well as \u003c/span>\u003c/i>\u003ca href=\"https://play.google.com/store/apps/details?id=org.nypl.labs.OpenEbooks.app&hl=en\">\u003ci>\u003cspan style=\"font-weight: 400\">Google Play for Android\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. Register with First Book and request licenses for your students. \u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Padlet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener\">Padlet\u003c/a> is a web tool/iOS app that can be used as a digital parking lot for questions, a forum for brainstorming ideas during group time, a means of assessing through exit tickets, and so much more! Teachers can create custom URLs, such as \u003c/span>\u003ca href=\"http://padlet.com/ParksideRSP/RubyBridges\">\u003cspan style=\"font-weight: 400\">this.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Responses can be either anonymous or labeled. This is a great opportunity for students who may be hesitant to ask a question or pose an opinion in class. Students can work collaboratively on an assignment that the teacher posts, such as adding photos of book covers from a specific genre, or posting photos of geometric shapes. Here is an example of a Padlet I used with my students several years ago after watching the movie “\u003c/span>\u003ca href=\"http://movies.disney.com/ruby-bridges\">\u003cspan style=\"font-weight: 400\">Ruby Bridges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” (click image to enlarge):\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Padlet.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-135692\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Padlet-800x336.png\" alt=\"Padlet\" width=\"800\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-800x336.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-400x168.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-768x323.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-1440x606.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-1180x496.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-960x404.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet.png 1510w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>Here’s a \u003ca href=\"http://ww2.kqed.org/education/category/tools/\" target=\"_blank\" rel=\"noopener\">KQED Digital Tool \u003c/a>Tutorial “How to Build a Wall Using Padlet”\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/Xr-0CKBhz8s'\n title='//www.youtube.com/embed/Xr-0CKBhz8s'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Padlet app is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/padlet/id834618886?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://chrome.google.com/webstore/detail/padlet/ppckapbnfhikdajgehibjapcohbaomhd?hl=en\">\u003ci>\u003cspan style=\"font-weight: 400\">Chrome Web Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, and is coming soon to Android.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Newsela\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://newsela.com/\" target=\"_blank\" rel=\"noopener\">Newsela\u003c/a> takes stories from current events, with a wide range of topics, and transcribes them in five different \u003c/span>\u003ca href=\"https://lexile.com/about-lexile/grade-equivalent/\">\u003cspan style=\"font-weight: 400\">Lexile levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Stories range from around 530L (approximately 3rd-4th grade reading level) to well over 1200L (upper middle school and high school level) on the Lexile framework. This is a fantastic resource for Social Studies, English Language Arts, and Elective courses where students can participate in discussions after reading content catered to them. Students’ reading assignments never have a Lexile number shown next to them, which lessens the stigma of a student reading below grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-135693\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Newsela-800x612.png\" alt=\"Newsela\" width=\"800\" height=\"612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-800x612.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-400x306.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-768x587.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-960x734.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela.png 968w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Find the right Lexile level for your students can help guide instruction, and can help them select books that are in their Independent and Instructional levels. I don’t deny requests to read books above or below their levels, but I do caution them that they may be too difficult (or easy). My students take a Lexile test around six times a year, and it’s great data to have to measure reading progress, as well as to send home to students! If you are not familiar with Lexile levels, you can find more information \u003c/span>\u003ca href=\"https://lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Newsela is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/newsela-daily-news-at-just/id966371321?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003c/i>\u003ca href=\"https://chrome.google.com/webstore/detail/newsela/bfpeiapdhnegnfcfkdfihabadngjagfj?hl=en-US\">\u003ci>\u003cspan style=\"font-weight: 400\">Chrome Web Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Popplet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://popplet.com/\" target=\"_blank\" rel=\"noopener\">Popplet\u003c/a> is a web-based tool and app that lets visual learners map out their thoughts and ideas in a format that meets their learning style. Out of all the resources I have mentioned in this post, Popplet is the one I was introduced to most recently; a friend of mine in real estate showed me an app that his team uses in meetings to brainstorm and connect ideas. Upon looking at the website, I discovered it was also heavily used in schools!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Popplet also works with students who are reluctant note takers, or who have orthopedic issues and cannot write quickly. Several of my students struggle with organization, and it takes them significantly longer to write down a few sentences of notes than other students. Graphic organizers are key in making sure that they are able to get key content down. Providing them the opportunity to capture their thoughts in a format that is stimulating to them ensures further student engagement and progress.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-135691\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Popplet.png\" alt=\"Popplet\" width=\"680\" height=\"506\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Popplet.png 680w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Popplet-400x298.png 400w\" sizes=\"(max-width: 680px) 100vw, 680px\">\u003c/p>\n\u003cp>Here’s another KQED Digital Tool Tutorial “How to Make a Popplet”\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/GkKg2qKnsRw'\n title='//www.youtube.com/embed/GkKg2qKnsRw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Popplet Lite is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/popplet-lite/id364738549?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. The full version is available for $4.99.\u003c/span>\u003c/i>\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\">There are so many more resources out there that support our learners’ diverse strengths, talents, and learning styles. Have you found any that work well for you and your students? Please share them in the comments below!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Sharing on Social Media Helped Me Become a Better Educator",
"headTitle": "How Sharing on Social Media Helped Me Become a Better Educator | KQED",
"content": "\u003cp>I used to think Twitter was just for celebrities. What they wore, who they’re with, and where they went. Then, I discovered that the true superstars on Twitter were educators.\u003c/p>\n\u003cp>My foray into social media started in 2011 when I received the opportunity to teach with a tablet in my classroom. I was ready to transform my teaching, but I didn’t know where to start. I did not have access to technology trainings, and no one else I knew used a tablet for teaching. Thus, I did what many people who do in situations like this: I went on the Internet to find inspiration. That’s where I discovered that some of the most dynamic and creative teachers were on Twitter. They were using this social media tool to connect over ideas, share resources, and participate in meaningful conversations.\u003c/p>\n\u003cp>At first, I was hesitant about using social media so publicly. My Facebook account was solely used to share my personal life with family and friends. My privacy settings were rather strict, and I didn’t “friend” anyone who I had never met in person. However, I realized that if I truly wanted to grow as a teacher and collaborate with other educators, I had to force myself out of my comfort zone and leave my metaphorical island. It turned out to be the best decision of my teaching career.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-134965\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-800x163.jpg\" alt=\"\" width=\"800\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-800x163.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-400x81.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-768x156.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon.jpg 861w\" sizes=\"(max-width: 800px) 100vw, 800px\">\n\u003ch4>Getting Started on Twitter\u003c/h4>\n\u003cp>\u003cspan style=\"font-size: 10pt\"> Using Twitter may seem daunting to a first-timer, but here are some tips to get you started.\u003c/span>\u003c/p>\n\u003cp>After creating an account, replace the Twitter “newbie egg.” Educators on Twitter are more likely to connect with you if personalize your account. Your image doesn’t have to be a headshot if you’re not comfortable using one right away, but it should reflect your identity and personality.\u003c/p>\n\u003cp>Include a short bio. As educators, we tend to gravitate toward those who teach similar grade levels or content areas. We also want to connect with like-minded professionals. What you write on your bio will help build the connections you want.\u003c/p>\n\u003cp>Use hashtags when you tweet. A hashtag is Twitter’s method to organize tweets by topic. Because of this, many educators use them as discussion threads. Here is just a small fraction of the hashtags that focus on education: #edchat, #edtechchat, #ccss, #pbl, #elemchat, #engchat, #elachat, #sschat, #scichat, #langchat, #stem/#steam\u003c/p>\n\u003cp>Join a Twitter chat. Some hashtags were purposely created by educators so that they can “meet” online to tweet on a specific day and time of the week. These chats are moderated and a specific topic is chosen ahead of time. For a newcomer, this is a fantastic way to view or join discussions that pique your interest. It’s also a great way to grow your PLN.\u003c/p>\n\u003cp>Use the event hashtag. When you’re at a conference, try out the hashtag to connect with others who are at the same event. It’s also a great way to “peek” at sessions that you can’t attend. Usually, someone will tweet out the ideas and resources that are shared in a session.\u003c/p>\n\u003c/aside>\n\u003caside class=\"alignright\">\n\u003ch4>Getting Started with Blogging\u003c/h4>\n\u003cp>\u003cspan style=\"font-size: 10pt\">I encourage educators who want to start a blog to write about a topic that inspires their passion. After writing the post, share it on Twitter to draw an audience. I don’t believe that there’s a magic formula to follow. Just write from the heart. It’s a great starting point. Consider the suggestions below on how to start blogging.\u003c/span>\u003c/p>\n\u003cp>Try a free blogging platform like Blogger or WordPress.\u003c/p>\n\u003cp>Create an “About Me” page. Like Twitter, people are more likely to read your blog if they know who you are. Share your professional background, what you teach, and what your interests are as an educator.\u003c/p>\n\u003cp>Try a short post. Blog about one idea that you’re passionate about or share a lesson that went well.\u003c/p>\n\u003cp>Include a picture with your blog post. Use a computer graphic, a photo you took, or a free-to-use image. Remember, unless you created the picture, you must check to see if the picture is copyright protected. Use \u003ca href=\"https://www.google.com/advanced_image_search\">Google Advanced Image Search\u003c/a> and filter your results by choosing “free to use or share” or go to \u003ca href=\"http://search.creativecommons.org/\">Creative Commons Search\u003c/a>. You can also use public domain images.\u003c/p>\n\u003cp>End with a question. This is a great way to continue the dialogue and invite comments.\u003c/p>\n\u003cp>Tweet out your post. Let people know that your post exists. Use hashtags to gain more visibility.\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003ch4>From Tweeter to Blogger\u003c/h4>\n\u003cp>On Twitter, I discovered that I could learn from educators from all around the world. Through this platform, I was able to expand my Professional Learning Community beyond my own district and create a Personal Learning Network (PLN) on my own terms and based on my interests. It was a place where I could design my own professional development by learning from other educators, all while sitting in my pajamas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Twitter’s 140 character limited really forced me to be focused and concise in what I shared. I found it an extremely fitting and useful platform for sharing links that I think other educators would find valuable or tweeting out ideas that others would find interesting. However, there were times when my thoughts could not be expressed in such a succinct format, and soon, I found myself blogging to meet that need.\u003c/p>\n\u003ch4>My First Dive Into Blogging\u003c/h4>\n\u003cp>When I first decided to start a blog, I didn’t really have a plan. I hadn’t studied the art of publication and my sole purpose for writing was to share ideas. For my first blog post, it felt natural to introduce myself and my approach to using technology in the classroom. I didn’t have aspirations to be a blogger. I was writing for me, not necessarily the world.\u003c/p>\n\u003ch4>Developing My Voice\u003c/h4>\n\u003cp>Over time, I realized that many bloggers write for three basic reasons: to be informative, to be reflective, or to be entertaining. I became a teacher to help others so I easily gravitated towards the first two reasons. I wanted to share what I was working for me, and in turn, hopefully help someone else in return. Soon, I was writing about, \u003ca href=\"http://wondertechedu.blogspot.com/2013/01/why-i-chose-schoology-over-all-rest.html?showComment=1359094284942#c5453428581424508432\">\u003cspan style=\"font-weight: 400\">which learning management system I liked best\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com/2013/04/giving-up-my-ipads-for-chromebooks.html\">\u003cspan style=\"font-weight: 400\">why I gave up my iPads for Chromebooks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and how I was implementing \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com/2013/11/my-google-powered-classroom.html\">\u003cspan style=\"font-weight: 400\">Google Apps in my classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I found that readers really enjoyed hearing from my personal experiences and how it differed from theirs. Many teachers read blogs to gain new ideas and to find tips to make their jobs easier. Soon readers were leaving comments on my blog, asking questions or wanting to continue the dialogue. This is what blogging is all about, the interchange of ideas and the exploration of other perspectives.\u003c/span>\u003c/p>\n\u003cp>My blog gave me the space to further share my pedagogy and reflect on my practice. It gave me a place to challenge myself, organize my thoughts, and find my voice. Blogging provided a creative outlet where I could push myself to become a better educator.\u003c/p>\n\u003ch4>Becoming an Active Participant\u003c/h4>\n\u003cp>To be honest, I never thought I would carve out an identity for myself on social media. That was the most surprising outcome when I first set out to use this platform to improve my practice as a teacher. At first, I thought I would just be a quiet observer. However, being an active participant is definitely much more rewarding, allowing me to explore new territories as a learner and new worlds of possibilities.\u003c/p>\n\u003cp>I hope your quest to finding your voice is a rewarding one. Taking the plunge isn’t as scary as some may think. Please share your adventures with social media in the comments below.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I used to think Twitter was just for celebrities. What they wore, who they’re with, and where they went. Then, I discovered that the true superstars on Twitter were educators.\u003c/p>\n\u003cp>My foray into social media started in 2011 when I received the opportunity to teach with a tablet in my classroom. I was ready to transform my teaching, but I didn’t know where to start. I did not have access to technology trainings, and no one else I knew used a tablet for teaching. Thus, I did what many people who do in situations like this: I went on the Internet to find inspiration. That’s where I discovered that some of the most dynamic and creative teachers were on Twitter. They were using this social media tool to connect over ideas, share resources, and participate in meaningful conversations.\u003c/p>\n\u003cp>At first, I was hesitant about using social media so publicly. My Facebook account was solely used to share my personal life with family and friends. My privacy settings were rather strict, and I didn’t “friend” anyone who I had never met in person. However, I realized that if I truly wanted to grow as a teacher and collaborate with other educators, I had to force myself out of my comfort zone and leave my metaphorical island. It turned out to be the best decision of my teaching career.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-134965\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-800x163.jpg\" alt=\"\" width=\"800\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-800x163.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-400x81.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-768x156.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon.jpg 861w\" sizes=\"(max-width: 800px) 100vw, 800px\">\n\u003ch4>Getting Started on Twitter\u003c/h4>\n\u003cp>\u003cspan style=\"font-size: 10pt\"> Using Twitter may seem daunting to a first-timer, but here are some tips to get you started.\u003c/span>\u003c/p>\n\u003cp>After creating an account, replace the Twitter “newbie egg.” Educators on Twitter are more likely to connect with you if personalize your account. Your image doesn’t have to be a headshot if you’re not comfortable using one right away, but it should reflect your identity and personality.\u003c/p>\n\u003cp>Include a short bio. As educators, we tend to gravitate toward those who teach similar grade levels or content areas. We also want to connect with like-minded professionals. What you write on your bio will help build the connections you want.\u003c/p>\n\u003cp>Use hashtags when you tweet. A hashtag is Twitter’s method to organize tweets by topic. Because of this, many educators use them as discussion threads. Here is just a small fraction of the hashtags that focus on education: #edchat, #edtechchat, #ccss, #pbl, #elemchat, #engchat, #elachat, #sschat, #scichat, #langchat, #stem/#steam\u003c/p>\n\u003cp>Join a Twitter chat. Some hashtags were purposely created by educators so that they can “meet” online to tweet on a specific day and time of the week. These chats are moderated and a specific topic is chosen ahead of time. For a newcomer, this is a fantastic way to view or join discussions that pique your interest. It’s also a great way to grow your PLN.\u003c/p>\n\u003cp>Use the event hashtag. When you’re at a conference, try out the hashtag to connect with others who are at the same event. It’s also a great way to “peek” at sessions that you can’t attend. Usually, someone will tweet out the ideas and resources that are shared in a session.\u003c/p>\n\u003c/aside>\n\u003caside class=\"alignright\">\n\u003ch4>Getting Started with Blogging\u003c/h4>\n\u003cp>\u003cspan style=\"font-size: 10pt\">I encourage educators who want to start a blog to write about a topic that inspires their passion. After writing the post, share it on Twitter to draw an audience. I don’t believe that there’s a magic formula to follow. Just write from the heart. It’s a great starting point. Consider the suggestions below on how to start blogging.\u003c/span>\u003c/p>\n\u003cp>Try a free blogging platform like Blogger or WordPress.\u003c/p>\n\u003cp>Create an “About Me” page. Like Twitter, people are more likely to read your blog if they know who you are. Share your professional background, what you teach, and what your interests are as an educator.\u003c/p>\n\u003cp>Try a short post. Blog about one idea that you’re passionate about or share a lesson that went well.\u003c/p>\n\u003cp>Include a picture with your blog post. Use a computer graphic, a photo you took, or a free-to-use image. Remember, unless you created the picture, you must check to see if the picture is copyright protected. Use \u003ca href=\"https://www.google.com/advanced_image_search\">Google Advanced Image Search\u003c/a> and filter your results by choosing “free to use or share” or go to \u003ca href=\"http://search.creativecommons.org/\">Creative Commons Search\u003c/a>. You can also use public domain images.\u003c/p>\n\u003cp>End with a question. This is a great way to continue the dialogue and invite comments.\u003c/p>\n\u003cp>Tweet out your post. Let people know that your post exists. Use hashtags to gain more visibility.\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003ch4>From Tweeter to Blogger\u003c/h4>\n\u003cp>On Twitter, I discovered that I could learn from educators from all around the world. Through this platform, I was able to expand my Professional Learning Community beyond my own district and create a Personal Learning Network (PLN) on my own terms and based on my interests. It was a place where I could design my own professional development by learning from other educators, all while sitting in my pajamas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Twitter’s 140 character limited really forced me to be focused and concise in what I shared. I found it an extremely fitting and useful platform for sharing links that I think other educators would find valuable or tweeting out ideas that others would find interesting. However, there were times when my thoughts could not be expressed in such a succinct format, and soon, I found myself blogging to meet that need.\u003c/p>\n\u003ch4>My First Dive Into Blogging\u003c/h4>\n\u003cp>When I first decided to start a blog, I didn’t really have a plan. I hadn’t studied the art of publication and my sole purpose for writing was to share ideas. For my first blog post, it felt natural to introduce myself and my approach to using technology in the classroom. I didn’t have aspirations to be a blogger. I was writing for me, not necessarily the world.\u003c/p>\n\u003ch4>Developing My Voice\u003c/h4>\n\u003cp>Over time, I realized that many bloggers write for three basic reasons: to be informative, to be reflective, or to be entertaining. I became a teacher to help others so I easily gravitated towards the first two reasons. I wanted to share what I was working for me, and in turn, hopefully help someone else in return. Soon, I was writing about, \u003ca href=\"http://wondertechedu.blogspot.com/2013/01/why-i-chose-schoology-over-all-rest.html?showComment=1359094284942#c5453428581424508432\">\u003cspan style=\"font-weight: 400\">which learning management system I liked best\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com/2013/04/giving-up-my-ipads-for-chromebooks.html\">\u003cspan style=\"font-weight: 400\">why I gave up my iPads for Chromebooks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and how I was implementing \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com/2013/11/my-google-powered-classroom.html\">\u003cspan style=\"font-weight: 400\">Google Apps in my classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I found that readers really enjoyed hearing from my personal experiences and how it differed from theirs. Many teachers read blogs to gain new ideas and to find tips to make their jobs easier. Soon readers were leaving comments on my blog, asking questions or wanting to continue the dialogue. This is what blogging is all about, the interchange of ideas and the exploration of other perspectives.\u003c/span>\u003c/p>\n\u003cp>My blog gave me the space to further share my pedagogy and reflect on my practice. It gave me a place to challenge myself, organize my thoughts, and find my voice. Blogging provided a creative outlet where I could push myself to become a better educator.\u003c/p>\n\u003ch4>Becoming an Active Participant\u003c/h4>\n\u003cp>To be honest, I never thought I would carve out an identity for myself on social media. That was the most surprising outcome when I first set out to use this platform to improve my practice as a teacher. At first, I thought I would just be a quiet observer. However, being an active participant is definitely much more rewarding, allowing me to explore new territories as a learner and new worlds of possibilities.\u003c/p>\n\u003cp>I hope your quest to finding your voice is a rewarding one. Taking the plunge isn’t as scary as some may think. Please share your adventures with social media in the comments below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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