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"content": "\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003ca href=\"https://youtu.be/nTpsMyNezPQ\">Here’s How Flint’s Water Crisis Happened\u003c/a> (CNN)\u003c/strong>\u003cbr>\nHear a summary of the information available to the state regarding the Flint water crisis, the decisions they made and their responses to the public.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Will the water crisis in Flint, Michigan motivate government officials to respond more efficiently in the face of future health and environmental crises? \u003cstrong>#DoNowUFlint\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>#DoNowUFlint\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Flint Water Crisis\u003c/h2>\n\u003cp>It seems as though you can’t turn on the TV or surf the Internet without hearing about the water crisis in Flint, Michigan. For a year and a half, residents of Flint were drinking water \u003ca href=\"http://www.cdc.gov/nceh/lead/\">contaminated with lead\u003c/a>—“a potent, know, irreversible neurotoxin,” \u003ca href=\"http://www.pbs.org/newshour/bb/in-flint-public-trust-poisoned-by-toxic-drinking-water-crisis-2/\">says Dr. Mona Hanna-Attisha\u003c/a>, which can cause learning disabilities in children. The crisis, now officially recognized as a state of emergency on a national level, has sparked interest in human rights organizations around the world.\u003c/p>\n\u003cp>It all began in 2014, when the City of Flint—where 40 percent of the residents live in poverty and a majority of the residents are black—in a cost-saving measure, switched their water supply from Detroit’s drinking water, sourced from Lake Huron, to the Flint River. Many sources \u003ca href=\"http://www.cnn.com/2016/01/18/us/flint-michigan-water-crisis-five-things/\">mention a study\u003c/a> in 2011 that found that he river water would need to be treated with anti-corrosive agents in order to make the water safe to drink, in compliance with the Safe Drinking Water Act of 1974. The anti-corrosive agents were important because the pipes that had been in use in Flint for decades were old and contained lead. However, the Department of Environmental Quality decided not to add the anti-corrosives to the water. The day of the switch, April 25, 2014, Flint’s department of public works director Howard Croft stated in a \u003ca href=\"http://flintwaterstudy.org/wp-content/uploads/2016/01/snyder-emails.pdf\">press release\u003c/a>, “The test results have shown that our water is not only safe, but of the high quality that Flint customers have come to expect. We are proud of the end result.” Once the corrosive water was flowing through the pipes, though, the damage was done. Residents complained of filthy drinking and bathing water, getting sick, and developing rashes, yet the government repeatedly assured them that everything was fine.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Government officials are now trying to find out how this all happened. How was contaminated water allowed to flow to the taps of Flint residents for a year and a half, and all the while they were told it was safe to drink? \u003ca href=\"http://www.pbs.org/newshour/bb/state-investigator-named-to-flint-water-crisis-probe/\" target=\"_blank\" rel=\"noopener noreferrer\">Investigations have commenced\u003c/a>, launched by the federal government, Governor Snyder and Michigan’s attorney general Bill Schuette, and some key officials in the crisis have resigned. For now, Flint’s residents are relying on bottled water, filters and lead tests being distributed by the National Guard, state and local authorities, and volunteer organizations. Although Governor Snyder has apologized and stated that he was giving an additional \u003ca href=\"http://www.nbcnews.com/storyline/flint-water-crisis/michigan-gov-rick-snyder-offers-flint-2-million-more-clean-n521066\">$2 million\u003c/a> to Flint to replace the contaminated water system, there has been an overall concern by residents about what seems to be a lack of solid plans for the future.\u003c/p>\n\u003cp>What do you think we, as citizens, and they, as government officials, have learned from this crisis? Do you think that lessons learned from the Flint water crisis will motivate governments to respond more quickly in the face of future environmental or health crises?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: The Conversation\u003cbr>\n\u003ca href=\"https://theconversation.com/will-anyone-be-prosecuted-in-the-flint-water-crisis-54153\">Will Anyone Be Prosecuted in the Flint Water Crisis?\u003c/a>\u003c/strong>\u003cbr>\nThis article, written by a professor of law, describes the laws that the City of Flint violated, who is investigating the crisis, and potential charges for those involved.\u003c/p>\n\u003cp>\u003cstrong>Article with Infographics: FiveThirtyEight\u003cbr>\n\u003ca href=\"http://fivethirtyeight.com/features/what-went-wrong-in-flint-water-crisis-michigan/\">What Went Wrong In Flint\u003c/a>\u003c/strong>\u003cbr>\nA step by step outline of the decisions that started the crisis, leading up to the plans that have been put into action thus far.\u003c/p>\n\u003cp>\u003cstrong>Video: PBS NewsHour\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/state-investigator-named-to-flint-water-crisis-probe/\" target=\"_blank\" rel=\"noopener noreferrer\">State Investigator Named to Flint Water Crisis Probe\u003c/a>\u003c/strong>\u003cbr>\nA former prosecutor has been chosen to investigate the Flint water crisis by Michigan’s attorney general, but this choice leaves people with questions about how independent the investigation will be.\u003c/p>\n\u003cp>\u003cstrong>Timeline: The New York Times\u003cbr>\n\u003ca href=\"http://www.nytimes.com/interactive/2016/01/21/us/flint-lead-water-timeline.html?_r=0\">Events That Lead to Flint’s Water Crisis\u003c/a>\u003c/strong>\u003cbr>\nThis timeline chronicles the events of the Flint water crisis from April 2014 to January 2016.\u003c/p>\n\u003cp>\u003cstrong>Video: CNN\u003cbr>\n\u003ca href=\"https://youtu.be/6UNFhAAD4o0\">Michigan Officials Absent at Flint Water Crisis Hearing\u003c/a>\u003c/strong>\u003cbr>\nView a news report of the congress committee meeting over the Flint crisis.\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by Taylor Maxson, Maribeth Eickenhorst, Christina Hernandez, Camron Grant, Michael Hilton and Fatima Javed, students at \u003ca href=\"http://www.lonestar.edu/kingwood.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Lonestar College-Kingwood\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/nTpsMyNezPQ\">Here’s How Flint’s Water Crisis Happened\u003c/a> (CNN)\u003c/strong>\u003cbr>\nHear a summary of the information available to the state regarding the Flint water crisis, the decisions they made and their responses to the public.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Will the water crisis in Flint, Michigan motivate government officials to respond more efficiently in the face of future health and environmental crises? \u003cstrong>#DoNowUFlint\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>#DoNowUFlint\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Flint Water Crisis\u003c/h2>\n\u003cp>It seems as though you can’t turn on the TV or surf the Internet without hearing about the water crisis in Flint, Michigan. For a year and a half, residents of Flint were drinking water \u003ca href=\"http://www.cdc.gov/nceh/lead/\">contaminated with lead\u003c/a>—“a potent, know, irreversible neurotoxin,” \u003ca href=\"http://www.pbs.org/newshour/bb/in-flint-public-trust-poisoned-by-toxic-drinking-water-crisis-2/\">says Dr. Mona Hanna-Attisha\u003c/a>, which can cause learning disabilities in children. The crisis, now officially recognized as a state of emergency on a national level, has sparked interest in human rights organizations around the world.\u003c/p>\n\u003cp>It all began in 2014, when the City of Flint—where 40 percent of the residents live in poverty and a majority of the residents are black—in a cost-saving measure, switched their water supply from Detroit’s drinking water, sourced from Lake Huron, to the Flint River. Many sources \u003ca href=\"http://www.cnn.com/2016/01/18/us/flint-michigan-water-crisis-five-things/\">mention a study\u003c/a> in 2011 that found that he river water would need to be treated with anti-corrosive agents in order to make the water safe to drink, in compliance with the Safe Drinking Water Act of 1974. The anti-corrosive agents were important because the pipes that had been in use in Flint for decades were old and contained lead. However, the Department of Environmental Quality decided not to add the anti-corrosives to the water. The day of the switch, April 25, 2014, Flint’s department of public works director Howard Croft stated in a \u003ca href=\"http://flintwaterstudy.org/wp-content/uploads/2016/01/snyder-emails.pdf\">press release\u003c/a>, “The test results have shown that our water is not only safe, but of the high quality that Flint customers have come to expect. We are proud of the end result.” Once the corrosive water was flowing through the pipes, though, the damage was done. Residents complained of filthy drinking and bathing water, getting sick, and developing rashes, yet the government repeatedly assured them that everything was fine.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Government officials are now trying to find out how this all happened. How was contaminated water allowed to flow to the taps of Flint residents for a year and a half, and all the while they were told it was safe to drink? \u003ca href=\"http://www.pbs.org/newshour/bb/state-investigator-named-to-flint-water-crisis-probe/\" target=\"_blank\" rel=\"noopener noreferrer\">Investigations have commenced\u003c/a>, launched by the federal government, Governor Snyder and Michigan’s attorney general Bill Schuette, and some key officials in the crisis have resigned. For now, Flint’s residents are relying on bottled water, filters and lead tests being distributed by the National Guard, state and local authorities, and volunteer organizations. Although Governor Snyder has apologized and stated that he was giving an additional \u003ca href=\"http://www.nbcnews.com/storyline/flint-water-crisis/michigan-gov-rick-snyder-offers-flint-2-million-more-clean-n521066\">$2 million\u003c/a> to Flint to replace the contaminated water system, there has been an overall concern by residents about what seems to be a lack of solid plans for the future.\u003c/p>\n\u003cp>What do you think we, as citizens, and they, as government officials, have learned from this crisis? Do you think that lessons learned from the Flint water crisis will motivate governments to respond more quickly in the face of future environmental or health crises?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: The Conversation\u003cbr>\n\u003ca href=\"https://theconversation.com/will-anyone-be-prosecuted-in-the-flint-water-crisis-54153\">Will Anyone Be Prosecuted in the Flint Water Crisis?\u003c/a>\u003c/strong>\u003cbr>\nThis article, written by a professor of law, describes the laws that the City of Flint violated, who is investigating the crisis, and potential charges for those involved.\u003c/p>\n\u003cp>\u003cstrong>Article with Infographics: FiveThirtyEight\u003cbr>\n\u003ca href=\"http://fivethirtyeight.com/features/what-went-wrong-in-flint-water-crisis-michigan/\">What Went Wrong In Flint\u003c/a>\u003c/strong>\u003cbr>\nA step by step outline of the decisions that started the crisis, leading up to the plans that have been put into action thus far.\u003c/p>\n\u003cp>\u003cstrong>Video: PBS NewsHour\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/state-investigator-named-to-flint-water-crisis-probe/\" target=\"_blank\" rel=\"noopener noreferrer\">State Investigator Named to Flint Water Crisis Probe\u003c/a>\u003c/strong>\u003cbr>\nA former prosecutor has been chosen to investigate the Flint water crisis by Michigan’s attorney general, but this choice leaves people with questions about how independent the investigation will be.\u003c/p>\n\u003cp>\u003cstrong>Timeline: The New York Times\u003cbr>\n\u003ca href=\"http://www.nytimes.com/interactive/2016/01/21/us/flint-lead-water-timeline.html?_r=0\">Events That Lead to Flint’s Water Crisis\u003c/a>\u003c/strong>\u003cbr>\nThis timeline chronicles the events of the Flint water crisis from April 2014 to January 2016.\u003c/p>\n\u003cp>\u003cstrong>Video: CNN\u003cbr>\n\u003ca href=\"https://youtu.be/6UNFhAAD4o0\">Michigan Officials Absent at Flint Water Crisis Hearing\u003c/a>\u003c/strong>\u003cbr>\nView a news report of the congress committee meeting over the Flint crisis.\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by Taylor Maxson, Maribeth Eickenhorst, Christina Hernandez, Camron Grant, Michael Hilton and Fatima Javed, students at \u003ca href=\"http://www.lonestar.edu/kingwood.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Lonestar College-Kingwood\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>\u003cem>Note: This is part one of A Beginner’s Guide to the Educator’s Role in Engaging Learners in the Democratic Process, a 2-part series about strategies for teaching civic engagement.\u003c/em>\u003c/p>\n\u003cp>There’s no escaping the barrage of media surrounding the presidential race. Although my freshman learners cannot yet vote, next year’s election clearly impacts them as that soon-to-be elected official will be in office when they reach adulthood. The teenagers in my classroom often feel disconnected or powerless when “adult” issues are concerned – and many of them feel excluded from the important national conversation surrounding the election.\u003c/p>\n\u003cp>The “path of least resistance” would definitely be to avoid this potentially paralyzing issue. It would be one less tension to teach. But it would also be one less challenge to learn from.\u003c/p>\n\u003cp>These difficult moments in the classroom are opportunities in disguise for every educator to prepare learners to become informed citizens in a democratic republic.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117754\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Peace_canva-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-400x400.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-64x64.jpeg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-96x96.jpeg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-128x128.jpeg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-75x75.jpeg 75w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As an English facilitator, I’ve come to realize that literacy skills are intrinsic to teaching \u003ca href=\"http://henryjenkins.org/2012/07/participatory_politics_new_med.html\" target=\"_blank\" rel=\"noopener\">participatory politics\u003c/a>. No one can advocate for meaningful change, much less formulate an informed opinion, without critical reading, listening, speaking, and writing. And so, for me, it’s not a choice but rather an obligation to invite my young learners to consider political topics.\u003c/p>\n\u003cp>Each and every day, there are important reminders to refocus my intention and agency as an educator who develops the global competencies of her learners. These may seem simplistic, self-evident, “no-duh” points, but I return to these daily as reminders to foster tolerance and understanding of diversity in political beliefs.\u003c/p>\n\u003ch3>1. I will not discuss my own political tendencies with my learners.\u003c/h3>\n\u003cp>I go back and forth at times with this one. In my heart, I’d like to model having my own beliefs and discussing them openly with my learners without pushing these views on them. Ultimately, though, I feel learners can easily be influenced. Certainly, there are certain causes I am passionate about, but there are ways to present these without declaring specific affiliations that may sway my learners one way or another.\u003c/p>\n\u003cp>The challenge is to keep my own political choices private, while modeling the respect and tolerance in civic discourse that I desire my learners to have. I also want to encourage them to be inspired and have conviction, and I believe I can do this by championing my chosen causes. I am resolute in allowing my learners to make their own decisions, and giving them access to various credible sources and different perspectives is pivotal to this process.\u003c/p>\n\u003ch3>2. I will create low-stake invitations for learners to voice their informed opinions on various political topics.\u003c/h3>\n\u003cp>Most of my learners are entrenched in social media and various platforms for sharing and discussing all sorts of information. Rarely, however, do they understand that these spaces can be used for more academic purposes. Some platforms like Hackpad may be messier than others, lending themselves to what seems to be a more casual environment. Although less organized than a threaded discussion board, there’s an ease of discussion that seems to encourage interaction. Here’s a \u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\" target=\"_blank\" rel=\"noopener\">Hackpad about Youth in Participatory Politics \u003c/a>I asked my learners to contribute to:\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-117789\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Bence_Hackpad.png\" alt=\"Click on the screenshot above to see the full class discussion.\" width=\"752\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Bence_Hackpad.png 752w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Bence_Hackpad-400x286.png 400w\" sizes=\"(max-width: 752px) 100vw, 752px\">\u003c/a> \u003cem>Click on the screenshot above to see the full class discussion.\u003c/em>\u003c/p>\n\u003cp>Their responses were genuine, supportive, but also challenging. It was a nice extension to their responses to \u003ca href=\"http://ww2.kqed.org/education/2016/01/14/what-does-being-politically-active-mean-to-you/\" target=\"_blank\" rel=\"noopener\">a recent Do Now post that asked: “What Does Being Politically Active Mean to You?”.\u003c/a> The Hackpad added a multimodal layer to the discussion. Since learners could easily see the digital posters created by their peers, we see some deconstruction of media and what makes it effective. Such media literacy will aid in their understanding of campaign ads on their rhetorical appeals, and more importantly, how to create their own media that will effectively communicate their views and perhaps, even engender any desired changes.\u003c/p>\n\u003ch3>3. I will attempt to speak the transmedia language of my learners.\u003c/h3>\n\u003cp>Everyone wants more bang for their buck. In this “on demand” world we live in, the quicker you can get your message across, the more striking the design, the more heartstring-tugging the image, the more attention received to that particular piece of media. And although it’s important for me to guide my learners in both the critical consumption and production of longer more traditional texts in the form of articles, essays, books, etc., it’s equally important to speak the language of my learners. That most often means shorter bursts of text coupled with carefully chosen graphics and sound.\u003c/p>\n\u003cp>One way to make such messages more appealing and prepare it for publication across various platforms like Facebook or Instagram is a digital poster. \u003ca href=\"https://www.canva.com/\" target=\"_blank\" rel=\"noopener\">Canva \u003c/a>is an online design application that can make messages more impactful with just a few keystrokes. I created the Canva posted above as part of my invitation to my learners to contribute to the discussion. Learners also created their own Canvas to respond to questions on the Hackpad. This one by Katelin Reznicek expresses the hopeful nature many learners shared in regards to Millennials and participatory politics.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117791\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Reznicek-800x450.jpeg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-400x225.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-768x432.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-1440x810.jpeg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-1180x664.jpeg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-960x540.jpeg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>It is also helpful to allow for learner choice when responding in media. Here’s a video response created by Daniel Larva that was posted to the Hackpad.\u003cbr>\n[youtube https://www.youtube.com/watch?v=JfPERRifJYM]\u003c/p>\n\u003cp>Learners enjoy the challenge of learning new media-making skills while demonstrating their understandings. For some, this makes the process more rewarding while helping them be more present and deliberate in the learning. This added production-centered element of civic discourse seems to appeal to the diverse learning styles and interests of Millennials.\u003c/p>\n\u003cp>Ultimately, I hope educators feel there are more options and strategies to inviting youth to political discussions. My hope is that teenagers begin to find their voice through research and deep discussions of issues that interest them. And a final hope is that they feel like although they may not be able to vote, their ideas still count. Learners at any age should feel valued and invested in the democratic process. As my learner Anika Lee points out:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117792\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Lee-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-400x400.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-960x960.jpeg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-64x64.jpeg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-96x96.jpeg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-128x128.jpeg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-75x75.jpeg 75w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee.jpeg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Coming up in Part 2: Going beyond the four walls of the classroom and forming partnerships for continued civic engagement.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Note: This is part one of A Beginner’s Guide to the Educator’s Role in Engaging Learners in the Democratic Process, a 2-part series about strategies for teaching civic engagement.\u003c/em>\u003c/p>\n\u003cp>There’s no escaping the barrage of media surrounding the presidential race. Although my freshman learners cannot yet vote, next year’s election clearly impacts them as that soon-to-be elected official will be in office when they reach adulthood. The teenagers in my classroom often feel disconnected or powerless when “adult” issues are concerned – and many of them feel excluded from the important national conversation surrounding the election.\u003c/p>\n\u003cp>The “path of least resistance” would definitely be to avoid this potentially paralyzing issue. It would be one less tension to teach. But it would also be one less challenge to learn from.\u003c/p>\n\u003cp>These difficult moments in the classroom are opportunities in disguise for every educator to prepare learners to become informed citizens in a democratic republic.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117754\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Peace_canva-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-400x400.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-64x64.jpeg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-96x96.jpeg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-128x128.jpeg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-75x75.jpeg 75w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As an English facilitator, I’ve come to realize that literacy skills are intrinsic to teaching \u003ca href=\"http://henryjenkins.org/2012/07/participatory_politics_new_med.html\" target=\"_blank\" rel=\"noopener\">participatory politics\u003c/a>. No one can advocate for meaningful change, much less formulate an informed opinion, without critical reading, listening, speaking, and writing. And so, for me, it’s not a choice but rather an obligation to invite my young learners to consider political topics.\u003c/p>\n\u003cp>Each and every day, there are important reminders to refocus my intention and agency as an educator who develops the global competencies of her learners. These may seem simplistic, self-evident, “no-duh” points, but I return to these daily as reminders to foster tolerance and understanding of diversity in political beliefs.\u003c/p>\n\u003ch3>1. I will not discuss my own political tendencies with my learners.\u003c/h3>\n\u003cp>I go back and forth at times with this one. In my heart, I’d like to model having my own beliefs and discussing them openly with my learners without pushing these views on them. Ultimately, though, I feel learners can easily be influenced. Certainly, there are certain causes I am passionate about, but there are ways to present these without declaring specific affiliations that may sway my learners one way or another.\u003c/p>\n\u003cp>The challenge is to keep my own political choices private, while modeling the respect and tolerance in civic discourse that I desire my learners to have. I also want to encourage them to be inspired and have conviction, and I believe I can do this by championing my chosen causes. I am resolute in allowing my learners to make their own decisions, and giving them access to various credible sources and different perspectives is pivotal to this process.\u003c/p>\n\u003ch3>2. I will create low-stake invitations for learners to voice their informed opinions on various political topics.\u003c/h3>\n\u003cp>Most of my learners are entrenched in social media and various platforms for sharing and discussing all sorts of information. Rarely, however, do they understand that these spaces can be used for more academic purposes. Some platforms like Hackpad may be messier than others, lending themselves to what seems to be a more casual environment. Although less organized than a threaded discussion board, there’s an ease of discussion that seems to encourage interaction. Here’s a \u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\" target=\"_blank\" rel=\"noopener\">Hackpad about Youth in Participatory Politics \u003c/a>I asked my learners to contribute to:\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-117789\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Bence_Hackpad.png\" alt=\"Click on the screenshot above to see the full class discussion.\" width=\"752\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Bence_Hackpad.png 752w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Bence_Hackpad-400x286.png 400w\" sizes=\"(max-width: 752px) 100vw, 752px\">\u003c/a> \u003cem>Click on the screenshot above to see the full class discussion.\u003c/em>\u003c/p>\n\u003cp>Their responses were genuine, supportive, but also challenging. It was a nice extension to their responses to \u003ca href=\"http://ww2.kqed.org/education/2016/01/14/what-does-being-politically-active-mean-to-you/\" target=\"_blank\" rel=\"noopener\">a recent Do Now post that asked: “What Does Being Politically Active Mean to You?”.\u003c/a> The Hackpad added a multimodal layer to the discussion. Since learners could easily see the digital posters created by their peers, we see some deconstruction of media and what makes it effective. Such media literacy will aid in their understanding of campaign ads on their rhetorical appeals, and more importantly, how to create their own media that will effectively communicate their views and perhaps, even engender any desired changes.\u003c/p>\n\u003ch3>3. I will attempt to speak the transmedia language of my learners.\u003c/h3>\n\u003cp>Everyone wants more bang for their buck. In this “on demand” world we live in, the quicker you can get your message across, the more striking the design, the more heartstring-tugging the image, the more attention received to that particular piece of media. And although it’s important for me to guide my learners in both the critical consumption and production of longer more traditional texts in the form of articles, essays, books, etc., it’s equally important to speak the language of my learners. That most often means shorter bursts of text coupled with carefully chosen graphics and sound.\u003c/p>\n\u003cp>One way to make such messages more appealing and prepare it for publication across various platforms like Facebook or Instagram is a digital poster. \u003ca href=\"https://www.canva.com/\" target=\"_blank\" rel=\"noopener\">Canva \u003c/a>is an online design application that can make messages more impactful with just a few keystrokes. I created the Canva posted above as part of my invitation to my learners to contribute to the discussion. Learners also created their own Canvas to respond to questions on the Hackpad. This one by Katelin Reznicek expresses the hopeful nature many learners shared in regards to Millennials and participatory politics.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117791\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Reznicek-800x450.jpeg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-400x225.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-768x432.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-1440x810.jpeg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-1180x664.jpeg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-960x540.jpeg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>It is also helpful to allow for learner choice when responding in media. Here’s a video response created by Daniel Larva that was posted to the Hackpad.\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/JfPERRifJYM'\n title='//www.youtube.com/embed/JfPERRifJYM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Learners enjoy the challenge of learning new media-making skills while demonstrating their understandings. For some, this makes the process more rewarding while helping them be more present and deliberate in the learning. This added production-centered element of civic discourse seems to appeal to the diverse learning styles and interests of Millennials.\u003c/p>\n\u003cp>Ultimately, I hope educators feel there are more options and strategies to inviting youth to political discussions. My hope is that teenagers begin to find their voice through research and deep discussions of issues that interest them. And a final hope is that they feel like although they may not be able to vote, their ideas still count. Learners at any age should feel valued and invested in the democratic process. As my learner Anika Lee points out:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117792\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Lee-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-400x400.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-960x960.jpeg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-64x64.jpeg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-96x96.jpeg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-128x128.jpeg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-75x75.jpeg 75w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee.jpeg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "Getting Your Class Started with Digital Portfolios | KQED",
"content": "\u003cp>I am a lifelong learner and have been a professional educator for over 20 years. Along my educational journey, I have seen many ideas come and go, but I remain focused on teaching students the skills they need to become successful members of society and to develop their own love of learning.\u003c/p>\n\u003cp>3 years ago I took the leap and began to use student blogging to incorporate digital portfolios into my classes. In addition to a blog page, students share projects, investigations, and a bit about themselves. The sites allow my students to catalog their educational journey and provide opportunities to\u003c/p>\n\u003cul>\n\u003cli>Demonstrate mastery of content.\u003c/li>\n\u003cli>Reflect on the process of learning.\u003c/li>\n\u003cli>Develop 21st century skills – empathy, communication, critical thinking, creativity.\u003c/li>\n\u003cli>Build an ideal resource for a resume and \u003ca href=\"https://www.insidehighered.com/news/2015/09/29/80-colleges-and-universities-announce-plan-new-application-and-new-approach\">college applications\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Here are three questions to ask yourself as you embark on this new path.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. How do I start?\u003c/strong>\u003cbr>\nTaking the first step can be the hardest so encourage yourself, and your students, to start small. I suggest beginning with a class portfolio to share the learning in your classroom once every week or two. This will help students see the progress of their learning and encourage conversations while building your own publishing skills. You can have individual students or small groups decide what to add to the portfolio and design posts. Then, once you and your students are ready, move on to having each student create their own digital portfolio.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-114487\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/APBioRockstars.png\" alt=\"APBioRockstars\" width=\"300\" height=\"39\">\u003c/figure>\n\u003cp>Check out the portfolios of my student AP Bio Rockstars\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://apbiorockstars.blogspot.com/\">Our Class Site\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://isabelle9386.wordpress.com/\">Isabelle Qin – Le Voyage de AP Biology\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://christineheartsbio.wordpress.com/\">Christine Morino – Christine Hearts Bio\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://naturallevels.wordpress.com/\">Julia Montes-Liang – Natural Levels\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>2. Where should the portfolios be hosted?\u003c/strong>\u003cbr>\nDetermine which tool is best suited to support your goals. If your school uses Google Apps for Education, you can develop incredible portfolios using \u003ca href=\"https://support.google.com/drive/answer/2424384?hl=en\" target=\"_blank\" rel=\"noopener\">Google Drive\u003c/a>, \u003ca href=\"https://www.google.com/sites/overview.html\" target=\"_blank\" rel=\"noopener\">Google Sites\u003c/a> and \u003ca href=\"https://support.google.com/blogger/answer/1623800?hl=en\" target=\"_blank\" rel=\"noopener\">Blogger\u003c/a>. Some benefits to Google Apps for Education are the privacy settings. You can decide to keep the portfolios private, invite a specific audience to view them, or connect them directly with the worldwide audience. The ability for students to collaborate through Google is unrivaled. I use Blogger to host our class blog and students are guest bloggers who share their experiences in the class. I include the links to each of my student’s portfolios on our class blog so they’re all connected in one place. You can check out our \u003ca href=\"http://apbiorockstars.blogspot.com/\" target=\"_blank\" rel=\"noopener\">AP Bio Rockstars\u003c/a> site.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When I first decided to dive into digital portfolios, I debated between allowing students to choose their platform or requiring a specific platform. In the end, I chose to use WordPress as our student platform because of it’s reputation as a professional platform. Since making this choice, other website/blog creators have come on the scene such as \u003ca href=\"http://www.weebly.com/\" target=\"_blank\" rel=\"noopener\">Weebly\u003c/a> and \u003ca href=\"http://www.wix.com/\" target=\"_blank\" rel=\"noopener\">Wix\u003c/a>. There are also digital portfolio apps like \u003ca href=\"https://threering.com/\" target=\"_blank\" rel=\"noopener\">Three Ring\u003c/a>, \u003ca href=\"https://pathbrite.com/\" target=\"_blank\" rel=\"noopener\">PathBrite\u003c/a>, and \u003ca href=\"http://web.seesaw.me/\" target=\"_blank\" rel=\"noopener\">Seesaw\u003c/a>. I work with high school juniors and seniors and I want their portfolios to be presented to a wide, authentic audience so they use WordPress to develop a complete website. I have become familiar with WordPress and have stayed with one platform to help coordinate my own workflow. Having students use the same platform means they can support one another as they learn to navigate and populate their site. I do not have to be the only expert in site design! I also direct the overall organization of the sites so that no matter what theme they choose, each site has a similar layout so that they are easy for everyone to navigate.\u003c/p>\n\u003cp>\u003cstrong>3. How to manage the portfolios?\u003c/strong>\u003cbr>\nI am sure you have thought about the amount of work and organization it could take to manage all of these portfolios. The following strategies have worked for me to make the workflow a bit easier.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms \u003c/a>to the rescue!\u003cbr>\nEach student fills out a Submission Form that collects their name, title of the assignment, and link to the actual post. The spreadsheet allows me keep track of submissions and click on each link to assess their work.\u003c/li>\n\u003cli>Crowdsource the feedback!\u003cbr>\nShare the spreadsheet of links with the class allows for peer review. Students work at a higher level when they are sharing with peers and they have the opportunity to reflect on their own work and learn from their peers. Use Formal Commenters that students must acquire. These are individuals outside our school population who commit to reviewing each assignment and posting a comment to the site.\u003c/li>\n\u003cli>Recruit a co-pilot!\u003cbr>\nMine is the incredible \u003ca href=\"http://eduekahn.com/\" target=\"_blank\" rel=\"noopener\">Erin Kahn\u003c/a>, whose support and creativity have sustained me on the journey. Find a colleague at your school or in your district. Connect with an educator through Twitter to collaborate with and keep you on track. Find inspiring blog posts to read to keep you fueled along the way.\u003c/li>\n\u003c/ul>\n\u003cp>Taking the risk to develop digital portfolios with my students has been a transformative experience. Each post is an opportunity to demonstrate mastery and showcase creativity. My students know they are communicating with an authentic audience. They work to develop their voice as they share their ideas. The best part is that student work is no longer submitted only to me for my assessment and their work does not disappear by being stuffed in a backpack or thrown in the recycle bin. Each student has the road map of their learning journey to take with them as they continue into college and beyond.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I am a lifelong learner and have been a professional educator for over 20 years. Along my educational journey, I have seen many ideas come and go, but I remain focused on teaching students the skills they need to become successful members of society and to develop their own love of learning.\u003c/p>\n\u003cp>3 years ago I took the leap and began to use student blogging to incorporate digital portfolios into my classes. In addition to a blog page, students share projects, investigations, and a bit about themselves. The sites allow my students to catalog their educational journey and provide opportunities to\u003c/p>\n\u003cul>\n\u003cli>Demonstrate mastery of content.\u003c/li>\n\u003cli>Reflect on the process of learning.\u003c/li>\n\u003cli>Develop 21st century skills – empathy, communication, critical thinking, creativity.\u003c/li>\n\u003cli>Build an ideal resource for a resume and \u003ca href=\"https://www.insidehighered.com/news/2015/09/29/80-colleges-and-universities-announce-plan-new-application-and-new-approach\">college applications\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Here are three questions to ask yourself as you embark on this new path.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. How do I start?\u003c/strong>\u003cbr>\nTaking the first step can be the hardest so encourage yourself, and your students, to start small. I suggest beginning with a class portfolio to share the learning in your classroom once every week or two. This will help students see the progress of their learning and encourage conversations while building your own publishing skills. You can have individual students or small groups decide what to add to the portfolio and design posts. Then, once you and your students are ready, move on to having each student create their own digital portfolio.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-114487\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/APBioRockstars.png\" alt=\"APBioRockstars\" width=\"300\" height=\"39\">\u003c/figure>\n\u003cp>Check out the portfolios of my student AP Bio Rockstars\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://apbiorockstars.blogspot.com/\">Our Class Site\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://isabelle9386.wordpress.com/\">Isabelle Qin – Le Voyage de AP Biology\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://christineheartsbio.wordpress.com/\">Christine Morino – Christine Hearts Bio\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://naturallevels.wordpress.com/\">Julia Montes-Liang – Natural Levels\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>2. Where should the portfolios be hosted?\u003c/strong>\u003cbr>\nDetermine which tool is best suited to support your goals. If your school uses Google Apps for Education, you can develop incredible portfolios using \u003ca href=\"https://support.google.com/drive/answer/2424384?hl=en\" target=\"_blank\" rel=\"noopener\">Google Drive\u003c/a>, \u003ca href=\"https://www.google.com/sites/overview.html\" target=\"_blank\" rel=\"noopener\">Google Sites\u003c/a> and \u003ca href=\"https://support.google.com/blogger/answer/1623800?hl=en\" target=\"_blank\" rel=\"noopener\">Blogger\u003c/a>. Some benefits to Google Apps for Education are the privacy settings. You can decide to keep the portfolios private, invite a specific audience to view them, or connect them directly with the worldwide audience. The ability for students to collaborate through Google is unrivaled. I use Blogger to host our class blog and students are guest bloggers who share their experiences in the class. I include the links to each of my student’s portfolios on our class blog so they’re all connected in one place. You can check out our \u003ca href=\"http://apbiorockstars.blogspot.com/\" target=\"_blank\" rel=\"noopener\">AP Bio Rockstars\u003c/a> site.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When I first decided to dive into digital portfolios, I debated between allowing students to choose their platform or requiring a specific platform. In the end, I chose to use WordPress as our student platform because of it’s reputation as a professional platform. Since making this choice, other website/blog creators have come on the scene such as \u003ca href=\"http://www.weebly.com/\" target=\"_blank\" rel=\"noopener\">Weebly\u003c/a> and \u003ca href=\"http://www.wix.com/\" target=\"_blank\" rel=\"noopener\">Wix\u003c/a>. There are also digital portfolio apps like \u003ca href=\"https://threering.com/\" target=\"_blank\" rel=\"noopener\">Three Ring\u003c/a>, \u003ca href=\"https://pathbrite.com/\" target=\"_blank\" rel=\"noopener\">PathBrite\u003c/a>, and \u003ca href=\"http://web.seesaw.me/\" target=\"_blank\" rel=\"noopener\">Seesaw\u003c/a>. I work with high school juniors and seniors and I want their portfolios to be presented to a wide, authentic audience so they use WordPress to develop a complete website. I have become familiar with WordPress and have stayed with one platform to help coordinate my own workflow. Having students use the same platform means they can support one another as they learn to navigate and populate their site. I do not have to be the only expert in site design! I also direct the overall organization of the sites so that no matter what theme they choose, each site has a similar layout so that they are easy for everyone to navigate.\u003c/p>\n\u003cp>\u003cstrong>3. How to manage the portfolios?\u003c/strong>\u003cbr>\nI am sure you have thought about the amount of work and organization it could take to manage all of these portfolios. The following strategies have worked for me to make the workflow a bit easier.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms \u003c/a>to the rescue!\u003cbr>\nEach student fills out a Submission Form that collects their name, title of the assignment, and link to the actual post. The spreadsheet allows me keep track of submissions and click on each link to assess their work.\u003c/li>\n\u003cli>Crowdsource the feedback!\u003cbr>\nShare the spreadsheet of links with the class allows for peer review. Students work at a higher level when they are sharing with peers and they have the opportunity to reflect on their own work and learn from their peers. Use Formal Commenters that students must acquire. These are individuals outside our school population who commit to reviewing each assignment and posting a comment to the site.\u003c/li>\n\u003cli>Recruit a co-pilot!\u003cbr>\nMine is the incredible \u003ca href=\"http://eduekahn.com/\" target=\"_blank\" rel=\"noopener\">Erin Kahn\u003c/a>, whose support and creativity have sustained me on the journey. Find a colleague at your school or in your district. Connect with an educator through Twitter to collaborate with and keep you on track. Find inspiring blog posts to read to keep you fueled along the way.\u003c/li>\n\u003c/ul>\n\u003cp>Taking the risk to develop digital portfolios with my students has been a transformative experience. Each post is an opportunity to demonstrate mastery and showcase creativity. My students know they are communicating with an authentic audience. They work to develop their voice as they share their ideas. The best part is that student work is no longer submitted only to me for my assessment and their work does not disappear by being stuffed in a backpack or thrown in the recycle bin. Each student has the road map of their learning journey to take with them as they continue into college and beyond.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "What Can Today's Social Movements Learn from the Black Panthers?",
"headTitle": "What Can Today’s Social Movements Learn from the Black Panthers? | KQED",
"content": "\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>“\u003ca href=\"http://www.pbslearningmedia.org/resource/b1c251f3-8d28-482c-8ec6-b002488c9158/film-clip-1-the-black-panthers-vanguard-of-the-revolution/\">The Black Panthers: Vanguard of the Revolution [excerpt]\u003c/a>” (Independent Lens/Firelight Media)\u003c/strong>\u003cbr>\n\u003cem>In the turbulent 1960s, change was coming to America and the fault lines could no longer be ignored — cities were burning, Vietnam was exploding, and disputes raged over equality and civil rights. A new revolutionary culture was emerging and it sought to drastically transform the system. The Black Panther Party for Self-Defense would, for a short time, put itself at the vanguard of that change.\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.\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\">How does the work of the Black Panther Party relate to social justice activism today, or historical revolutionary movements? Would you apply any of their tactics to make change in your own community? \u003cb>\u003ci>#DoNowPanthers\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 #DoNowPanthers\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 the Black Panthers \u003c/strong>\u003c/h2>\n\u003cp>The Black Panthers Party’s role in the civil rights movement in 1960s America is often overlooked in history textbooks, or presented as radical departure from the non-violent organizing methods practiced by celebrated leaders like Martin Luther King, Jr. The Party’s legacy within American culture, however, is profound — and often controversial.\u003cbr>\nDocumentary filmmaker Stanley Nelson explores this complicated but pivotal history in the Independent Lens (PBS) film \u003ca href=\"http://www.pbs.org/independentlens/films/the-black-panthers-vanguard-of-the-revolution/\">\u003cem>The Black Panthers: Vanguard of the Revolution\u003c/em>\u003c/a>. Combining archival footage of the Panthers in action with interviews with scholars, former Panthers, and former police officers—Nelson captures the excitement, the turmoil, and ultimately the demise of this revolutionary movement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Black Panthers rose up as a grassroots organization during the late 1960s–a time of great social upheaval in the US. This was the Vietnam War, Cold War and civil rights era, when marginalized groups such as women, Latinos, American Indians, and African Americans were organizing to stand up against oppression and the status quo. College students around the country joined in these protests and coalitions were formed across many of these groups.\u003c/p>\n\u003cp>[media-credit name=\"Huey P. Newton at microphone/Independent Lens\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-103123\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web.jpg\" alt=\"black_panthers-press-05_web\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>Huey P. Newton and Bobby Seale started the Black Panther Party for Self-Defense in Oakland, California in 1966. They drafted a \u003ca href=\"http://collectiveliberation.org/wp-content/uploads/2015/01/BPP_Ten_Point_Program.pdf\">10-Point Program\u003c/a> to address what they viewed as the roots of inequality in the black community. Their early actions involved monitoring police conduct in their community, providing free breakfast and healthcare programs, and utilizing their own media and mainstream media outlets to publicize a strong stance against police brutality and the structures of racism. By 1970, the group had offices in 68 cities and enormous appeal, especially for a younger generation who were frustrated with the slow pace of change.\u003c/p>\n\u003cp>The rise of the Panthers drew intense media attention and debate. The Party \u003ca href=\"http://www.theatlantic.com/magazine/archive/2011/09/the-secret-history-of-guns/308608/\">claimed the right to bear arms under the 2nd Amendment\u003c/a>, and were often photographed carrying guns. The FBI classified the Panthers with domestic groups that they felt were a danger to national security, and targeted many members for surveillance through their \u003ca href=\"https://www.pbs.org/hueypnewton/actions/actions_cointelpro.html\">counterintelligence program COINTELPRO\u003c/a>. More than 20 Panthers remain in prison today, and others live in exile, sentenced for crimes associated with violent confrontations with police officers. Whether or not these Panthers received fair trials remains an issue of dispute.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>Why was the Party so appealing to young people, to people in low-income urban communities, and to many intellectuals?\u003c/li>\n\u003cli>Are there connections between the Panthers’ relationships with the police and the relationships between police and protesters today?\u003c/li>\n\u003cli>How did the organizing strategies of the Black Panthers differ from the methods you’ve learned about the civil rights movement?\u003c/li>\n\u003cli>Is there a place for violent protest or for the threat of violence in a movement for social change? Why or why not?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Although the Party no longer operates today, many former Panthers continue to work for the same causes that inspired the Black Panthers–such as reforming the education and criminal justice systems. Their example has inspired many other radical social movements in the US and abroad, and their history continues to be hotly contested.\u003c/p>\n\u003cp>While there may be differences in opinion about the Panthers, it is undeniable that Stanley Nelson’s film is timely–after recent events in Ferguson and Baltimore and a slew of police-related deaths of African Americans. As the filmmaker said to the British newspaper \u003ca href=\"http://www.theguardian.com/film/2015/sep/03/black-panthers-vanguard-revolution-film\">\u003cem>The Guardian\u003c/em>\u003c/a>: “A year and a half ago, it might have been easier for critics to say, ‘Oh, these guys [the Panthers] look crazy, how could they do this?’, and not take it seriously. But I think now they’ll understand – or a lot of people will understand – that the magnitude of police mistreatment of African Americans is real and it’s been going on for a long time.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://http://ww2.kqed.org/arts/black-panthers/\">The Black Panther Party: Through a KQED Lens (KQED)\u003cbr>\nOur cameras were there at the rallies in the ’60s and our reporters are still covering the story today, as our culture reflects on what’s changed, what hasn’t, and how, despite the demise of the party, Panther ideals live on today. This website contains archival clips of KQED coverage of the Black Panthers Party, along with other resources.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>DISCUSSION GUIDE: \u003ca href=\"http://independentlens.s3.amazonaws.com/1700/black-panthers/Black-Panthers_Discussion-Guide.pdf\">The Black Panthers: Vanguard of the Revolution Discussion Guide\u003c/a> (Independent Lens)\u003c/strong>\u003cbr>\nA discussion guide to support schools and organizations screening the documentary film. The guide is a tool to facilitate dialogue and deepen understanding of the complex topics in the film.\u003c/p>\n\u003cp>\u003cstrong>VIEWING GUIDE: \u003ca href=\"http://filmed.sffs.org/film-ed/lesson-library/sffs-viewing-guides/the-black-panthers-vanguard-of-the-revolution-sffs-viewing-guide\">The Black Panthers: Vanguard of the Revolution (San Francisco Film Society)\u003c/a>\u003c/strong>\u003cbr>\nDiscussion questions and supplemental materials facilitate further research into related topics such as government surveillance, the role of media in shaping a movement, and the relationship between peaceful and violent protest.\u003c/p>\n\u003cp>\u003cstrong>LESSON PLANS: \u003ca href=\"http://itvs.org/educators/collections/women-and-girls-lead-vol-2\">\u003cstrong>African American Women Lead\u003c/strong> \u003c/a> \u003cstrong>(ITVS Community Classroom)\u003c/strong>\u003cbr>\n\u003c/strong>This curricula collection features three films about extraordinary African American women leaders:\u003cem>Daisy Bates: The First Lady of Little Rock\u003c/em>, \u003cem>The Interrupters\u003c/em>, and \u003cem>The Black Power Mixtape 1967 – 1975\u003c/em>. The first lesson considers the crucial leadership of largely forgotten civil rights activist Daisy Bates in the desegregation of Central High School in Little Rock, Arkansas. The second introduces Ameena Matthews — a former drug-ring enforcer who now uses her unique skills to intervene in conflicts before they turn to bloodshed. The final lesson examines the legacy of former Black Panther Angela Davis and her profound impact on liberation movements around the globe.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">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. \u003cstrong>Make sure to tag your creations with #DoNowPanthers\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Annotate the 10-Point Program\u003c/strong>: Using the free online social annotation tool \u003ca href=\"https://hypothes.is/\">hypothes.is\u003c/a>, plan an “annotation flash mob” in class. Upload this URL hosting the \u003ca href=\"http://www.nathanielturner.com/blackpantherpartyplatpro.htm\">Black Panthers’ 10-Point Program\u003c/a> to the hypothes.is website and begin to highlight portions of the text to comment/debate/reflect with your classmates. Live Tweet about the flash mob so that others in the Do Now conversation can see the action!\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Host a Twitter Debate\u003c/strong>: In the classroom, choose sides on the issues presented in this Do Now and stage a mock debate. Create arguments, counter-arguments, rebuttals, and closing statements. To make it a contest, take a poll before and after each debate to see how many viewers changed their opinions. Assign a classmate to live-Tweet the debate and invite others to chime in. The team that sways the most people to their side wins!\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Illustrate the Debate\u003c/strong>: Make an infographic using an online tool like \u003ca href=\"http://www.easel.ly/\">ease.ly\u003c/a> or \u003ca href=\"http://piktochart.com/\">Piktochart\u003c/a> or even \u003ca href=\"http://blog.hubspot.com/blog/tabid/6307/bid/34223/5-Infographics-to-Teach-You-How-to-Easily-Create-Infographics-in-PowerPoint-TEMPLATES.aspx\">PowerPoint\u003c/a> to explain your position on the legacy of the Black Panthers and the connection to social movements today.\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.pbslearningmedia.org/resource/b1c251f3-8d28-482c-8ec6-b002488c9158/film-clip-1-the-black-panthers-vanguard-of-the-revolution/\">The Black Panthers: Vanguard of the Revolution [excerpt]\u003c/a>” (Independent Lens/Firelight Media)\u003c/strong>\u003cbr>\n\u003cem>In the turbulent 1960s, change was coming to America and the fault lines could no longer be ignored — cities were burning, Vietnam was exploding, and disputes raged over equality and civil rights. A new revolutionary culture was emerging and it sought to drastically transform the system. The Black Panther Party for Self-Defense would, for a short time, put itself at the vanguard of that change.\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.\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\">How does the work of the Black Panther Party relate to social justice activism today, or historical revolutionary movements? Would you apply any of their tactics to make change in your own community? \u003cb>\u003ci>#DoNowPanthers\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 #DoNowPanthers\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 the Black Panthers \u003c/strong>\u003c/h2>\n\u003cp>The Black Panthers Party’s role in the civil rights movement in 1960s America is often overlooked in history textbooks, or presented as radical departure from the non-violent organizing methods practiced by celebrated leaders like Martin Luther King, Jr. The Party’s legacy within American culture, however, is profound — and often controversial.\u003cbr>\nDocumentary filmmaker Stanley Nelson explores this complicated but pivotal history in the Independent Lens (PBS) film \u003ca href=\"http://www.pbs.org/independentlens/films/the-black-panthers-vanguard-of-the-revolution/\">\u003cem>The Black Panthers: Vanguard of the Revolution\u003c/em>\u003c/a>. Combining archival footage of the Panthers in action with interviews with scholars, former Panthers, and former police officers—Nelson captures the excitement, the turmoil, and ultimately the demise of this revolutionary movement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Black Panthers rose up as a grassroots organization during the late 1960s–a time of great social upheaval in the US. This was the Vietnam War, Cold War and civil rights era, when marginalized groups such as women, Latinos, American Indians, and African Americans were organizing to stand up against oppression and the status quo. College students around the country joined in these protests and coalitions were formed across many of these groups.\u003c/p>\n\u003cp>[media-credit name=\"Huey P. Newton at microphone/Independent Lens\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-103123\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web.jpg\" alt=\"black_panthers-press-05_web\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>Huey P. Newton and Bobby Seale started the Black Panther Party for Self-Defense in Oakland, California in 1966. They drafted a \u003ca href=\"http://collectiveliberation.org/wp-content/uploads/2015/01/BPP_Ten_Point_Program.pdf\">10-Point Program\u003c/a> to address what they viewed as the roots of inequality in the black community. Their early actions involved monitoring police conduct in their community, providing free breakfast and healthcare programs, and utilizing their own media and mainstream media outlets to publicize a strong stance against police brutality and the structures of racism. By 1970, the group had offices in 68 cities and enormous appeal, especially for a younger generation who were frustrated with the slow pace of change.\u003c/p>\n\u003cp>The rise of the Panthers drew intense media attention and debate. The Party \u003ca href=\"http://www.theatlantic.com/magazine/archive/2011/09/the-secret-history-of-guns/308608/\">claimed the right to bear arms under the 2nd Amendment\u003c/a>, and were often photographed carrying guns. The FBI classified the Panthers with domestic groups that they felt were a danger to national security, and targeted many members for surveillance through their \u003ca href=\"https://www.pbs.org/hueypnewton/actions/actions_cointelpro.html\">counterintelligence program COINTELPRO\u003c/a>. More than 20 Panthers remain in prison today, and others live in exile, sentenced for crimes associated with violent confrontations with police officers. Whether or not these Panthers received fair trials remains an issue of dispute.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>Why was the Party so appealing to young people, to people in low-income urban communities, and to many intellectuals?\u003c/li>\n\u003cli>Are there connections between the Panthers’ relationships with the police and the relationships between police and protesters today?\u003c/li>\n\u003cli>How did the organizing strategies of the Black Panthers differ from the methods you’ve learned about the civil rights movement?\u003c/li>\n\u003cli>Is there a place for violent protest or for the threat of violence in a movement for social change? Why or why not?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Although the Party no longer operates today, many former Panthers continue to work for the same causes that inspired the Black Panthers–such as reforming the education and criminal justice systems. Their example has inspired many other radical social movements in the US and abroad, and their history continues to be hotly contested.\u003c/p>\n\u003cp>While there may be differences in opinion about the Panthers, it is undeniable that Stanley Nelson’s film is timely–after recent events in Ferguson and Baltimore and a slew of police-related deaths of African Americans. As the filmmaker said to the British newspaper \u003ca href=\"http://www.theguardian.com/film/2015/sep/03/black-panthers-vanguard-revolution-film\">\u003cem>The Guardian\u003c/em>\u003c/a>: “A year and a half ago, it might have been easier for critics to say, ‘Oh, these guys [the Panthers] look crazy, how could they do this?’, and not take it seriously. But I think now they’ll understand – or a lot of people will understand – that the magnitude of police mistreatment of African Americans is real and it’s been going on for a long time.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://http://ww2.kqed.org/arts/black-panthers/\">The Black Panther Party: Through a KQED Lens (KQED)\u003cbr>\nOur cameras were there at the rallies in the ’60s and our reporters are still covering the story today, as our culture reflects on what’s changed, what hasn’t, and how, despite the demise of the party, Panther ideals live on today. This website contains archival clips of KQED coverage of the Black Panthers Party, along with other resources.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>DISCUSSION GUIDE: \u003ca href=\"http://independentlens.s3.amazonaws.com/1700/black-panthers/Black-Panthers_Discussion-Guide.pdf\">The Black Panthers: Vanguard of the Revolution Discussion Guide\u003c/a> (Independent Lens)\u003c/strong>\u003cbr>\nA discussion guide to support schools and organizations screening the documentary film. The guide is a tool to facilitate dialogue and deepen understanding of the complex topics in the film.\u003c/p>\n\u003cp>\u003cstrong>VIEWING GUIDE: \u003ca href=\"http://filmed.sffs.org/film-ed/lesson-library/sffs-viewing-guides/the-black-panthers-vanguard-of-the-revolution-sffs-viewing-guide\">The Black Panthers: Vanguard of the Revolution (San Francisco Film Society)\u003c/a>\u003c/strong>\u003cbr>\nDiscussion questions and supplemental materials facilitate further research into related topics such as government surveillance, the role of media in shaping a movement, and the relationship between peaceful and violent protest.\u003c/p>\n\u003cp>\u003cstrong>LESSON PLANS: \u003ca href=\"http://itvs.org/educators/collections/women-and-girls-lead-vol-2\">\u003cstrong>African American Women Lead\u003c/strong> \u003c/a> \u003cstrong>(ITVS Community Classroom)\u003c/strong>\u003cbr>\n\u003c/strong>This curricula collection features three films about extraordinary African American women leaders:\u003cem>Daisy Bates: The First Lady of Little Rock\u003c/em>, \u003cem>The Interrupters\u003c/em>, and \u003cem>The Black Power Mixtape 1967 – 1975\u003c/em>. The first lesson considers the crucial leadership of largely forgotten civil rights activist Daisy Bates in the desegregation of Central High School in Little Rock, Arkansas. The second introduces Ameena Matthews — a former drug-ring enforcer who now uses her unique skills to intervene in conflicts before they turn to bloodshed. The final lesson examines the legacy of former Black Panther Angela Davis and her profound impact on liberation movements around the globe.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">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. \u003cstrong>Make sure to tag your creations with #DoNowPanthers\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Annotate the 10-Point Program\u003c/strong>: Using the free online social annotation tool \u003ca href=\"https://hypothes.is/\">hypothes.is\u003c/a>, plan an “annotation flash mob” in class. Upload this URL hosting the \u003ca href=\"http://www.nathanielturner.com/blackpantherpartyplatpro.htm\">Black Panthers’ 10-Point Program\u003c/a> to the hypothes.is website and begin to highlight portions of the text to comment/debate/reflect with your classmates. Live Tweet about the flash mob so that others in the Do Now conversation can see the action!\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Host a Twitter Debate\u003c/strong>: In the classroom, choose sides on the issues presented in this Do Now and stage a mock debate. Create arguments, counter-arguments, rebuttals, and closing statements. To make it a contest, take a poll before and after each debate to see how many viewers changed their opinions. Assign a classmate to live-Tweet the debate and invite others to chime in. The team that sways the most people to their side wins!\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Illustrate the Debate\u003c/strong>: Make an infographic using an online tool like \u003ca href=\"http://www.easel.ly/\">ease.ly\u003c/a> or \u003ca href=\"http://piktochart.com/\">Piktochart\u003c/a> or even \u003ca href=\"http://blog.hubspot.com/blog/tabid/6307/bid/34223/5-Infographics-to-Teach-You-How-to-Easily-Create-Infographics-in-PowerPoint-TEMPLATES.aspx\">PowerPoint\u003c/a> to explain your position on the legacy of the Black Panthers and the connection to social movements today.\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"title": "Better Classroom Discussions Through Choice and a Little Bit of Chaos",
"headTitle": "Better Classroom Discussions Through Choice and a Little Bit of Chaos | KQED",
"content": "\u003cp>Some of us have been there. You have a room full of 30+ students, and you wonder how it is possible that so many kids or teenagers could actually be that quiet. Many avert their eyes, thinking that if they don’t make eye contact, they can achieve the superpower of invisibility. Then, there are those five students who confidently and regularly raise their hands, waiting to be called on to answer the question that has been posed by the teacher. Regardless of the topic, regardless of the questions, it is usually the same five hands that sprout up each time.\u003c/p>\n\u003cp>How can we improve our practice so that more engagement occurs for all students and not just the confident few? A successful discussion is typically dependent on two factors: the topic and the level of participation. How can we choose subjects for discussion that interest and yet educate students? How can we run our discussions so that all students have a voice?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an English Language Arts teacher, literacy is at the core of my curriculum. This is not new to our content area. For years, the traditional genres we teach include short stories, poetry, and novels. However, in this world where news can literally be transmitted the minute we click the share button, we need to expand the breadth of what our students are reading. Our world is increasingly digital, and it’s time we add that to our warehouse of genres. This is why I regularly supplement my students’ readings with online sources, like articles from \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">KQED’s The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The Lowdown provides current and educational topics that are fantastic for incorporating informational text into the classroom. What better way to meet this requirement in the Common Core State Standards than to introduce stories that also resonant with our students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Challenge\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whole class discussions come with limitations. This is why, over many years of teaching, I’ve tried different approaches to encourage meaningful dialogue among students. To me, a conversation isn’t meaningful if only 15 to 20% of the class is talking during the period. This is why I think the following strategies are great alternatives to the traditional approach of whole class discussions.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Student Choice\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ever mindful that students love choice, I let my students choose what they wish to read and discuss each week. On Mondays, the first task of the day is to browse the topics offered on \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see which topics interest them. Next, I ask for a volunteer to facilitate the decision-making process. This person takes up to five suggestions before polling the class. Students are allowed to vote as many times as they want, and the article that receives the most votes is the one that we read that week.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Socratic Seminars with a Twist\u003c/b>\u003c/p>\n\u003caside class=\"alignright\">\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Socratic Seminars are formal, small group discussions that explore open-ended, critical-thinking questions based upon an assigned text. Before the seminar, students are given a set of questions that will be discussed. They prepare for the talk by taking notes or annotating the text. There are some excellent online resources that support teachers in using Socratic Seminars like this video from the Teaching Channel (see right) or the National Paideia Center, which offers \u003ca href=\"http://www.paideia.org/socratic-seminar-rules/\">\u003cspan style=\"font-weight: 400\">a helpful overview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how to use this method in the classroom.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, in my classroom, I feel it’s more empowering to have my students ask and answer their own questions. Students are encouraged to jot down questions during and after reading a text. Then, they submit their best question and the class votes on the ones they want to explore. Sometimes I tweak their submissions a little to ensure that the questions have the substance needed for a Socratic Seminar.\u003c/span>\u003c/p>\n\u003cp>Due to class size, most teachers divide their students into two groups: an inner circle and an outer circle. The participants in the seminar sit in the inner circle, while the students in the outer circle take on the role of observers and coaches. However, in a secondary California classroom where we easily have more than 30 students, a socratic seminar with 15+ participants is still too large. Instead, I break my class into three groups: participants, coaches, and notetakers. The notetakers are each assigned to follow the contributions of one member of the inner circle and documents the conversation during the discussion on a shared Google Doc. I find that these smaller groups work best with an advanced class where students are usually competing for an opportunity to speak.\u003c/p>\n\u003cp>\u003cb>Table Talks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though Socratic Seminars are great for cultivating public speaking skills, I also want to create an environment where the engagement and participation in my class is high and constant. To do this, I created a method I coined Table Talks. Like I mentioned previously, I prefer to have my class submit and choose their own questions. They do this using \u003ca href=\"http://socrative.com\">Socrative\u003c/a>, and using their voting feature, I have my students determine which questions they want to explore. Once the voting has ended, the top nine questions are shared, and students choose three that they want to explore. They prepare for the Table Talk the day before by choosing a position, gathering evidence, and writing a rationale. On the day of the Table Talk, students join the table that corresponds to the question they have chosen. This is repeated three times during the period. With multiple conversations occurring simultaneously, it may feel a little chaotic, but I love the animated discussions that arise. It also gets my students moving, and it gives them the opportunity to hear different perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online Discussion Threads\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have access to technology, online discussions are a wonderful way to ensure that every student’s voice is heard. Many learning management systems (LMS) include a discussion tool in their product, and the one I use is \u003c/span>\u003ca href=\"https://www.schoology.com/\">\u003cspan style=\"font-weight: 400\">Schoology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With their analytics tool, I can quickly see who participated and how frequently they contributed to the conversation. When using a discussion tool, students have the opportunity to process their thoughts before sharing them. This allows for more thoughtful discourse and the occasion to practice their writing skills. Sometimes the opening question is posed by me, and sometimes I have all my students post one question of their own. To encourage active engagement and follow-up, I institute a “3 Post Rule.” Each student must contribute an original post, respond to another peer’s original post, and respond to someone’s reply. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Inclusivity\u003c/b>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my classroom, I try to utilize a variety of strategies to give my students choice and to increase engagement. I believe we need to reach all our students, both introverts and extroverts. My goal is always to foster a collaborative environment where all participants can feel like they are a part of a larger conversation. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some of us have been there. You have a room full of 30+ students, and you wonder how it is possible that so many kids or teenagers could actually be that quiet. Many avert their eyes, thinking that if they don’t make eye contact, they can achieve the superpower of invisibility. Then, there are those five students who confidently and regularly raise their hands, waiting to be called on to answer the question that has been posed by the teacher. Regardless of the topic, regardless of the questions, it is usually the same five hands that sprout up each time.\u003c/p>\n\u003cp>How can we improve our practice so that more engagement occurs for all students and not just the confident few? A successful discussion is typically dependent on two factors: the topic and the level of participation. How can we choose subjects for discussion that interest and yet educate students? How can we run our discussions so that all students have a voice?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an English Language Arts teacher, literacy is at the core of my curriculum. This is not new to our content area. For years, the traditional genres we teach include short stories, poetry, and novels. However, in this world where news can literally be transmitted the minute we click the share button, we need to expand the breadth of what our students are reading. Our world is increasingly digital, and it’s time we add that to our warehouse of genres. This is why I regularly supplement my students’ readings with online sources, like articles from \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">KQED’s The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The Lowdown provides current and educational topics that are fantastic for incorporating informational text into the classroom. What better way to meet this requirement in the Common Core State Standards than to introduce stories that also resonant with our students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Challenge\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whole class discussions come with limitations. This is why, over many years of teaching, I’ve tried different approaches to encourage meaningful dialogue among students. To me, a conversation isn’t meaningful if only 15 to 20% of the class is talking during the period. This is why I think the following strategies are great alternatives to the traditional approach of whole class discussions.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Student Choice\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ever mindful that students love choice, I let my students choose what they wish to read and discuss each week. On Mondays, the first task of the day is to browse the topics offered on \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see which topics interest them. Next, I ask for a volunteer to facilitate the decision-making process. This person takes up to five suggestions before polling the class. Students are allowed to vote as many times as they want, and the article that receives the most votes is the one that we read that week.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Socratic Seminars with a Twist\u003c/b>\u003c/p>\n\u003caside class=\"alignright\">\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Socratic Seminars are formal, small group discussions that explore open-ended, critical-thinking questions based upon an assigned text. Before the seminar, students are given a set of questions that will be discussed. They prepare for the talk by taking notes or annotating the text. There are some excellent online resources that support teachers in using Socratic Seminars like this video from the Teaching Channel (see right) or the National Paideia Center, which offers \u003ca href=\"http://www.paideia.org/socratic-seminar-rules/\">\u003cspan style=\"font-weight: 400\">a helpful overview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how to use this method in the classroom.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, in my classroom, I feel it’s more empowering to have my students ask and answer their own questions. Students are encouraged to jot down questions during and after reading a text. Then, they submit their best question and the class votes on the ones they want to explore. Sometimes I tweak their submissions a little to ensure that the questions have the substance needed for a Socratic Seminar.\u003c/span>\u003c/p>\n\u003cp>Due to class size, most teachers divide their students into two groups: an inner circle and an outer circle. The participants in the seminar sit in the inner circle, while the students in the outer circle take on the role of observers and coaches. However, in a secondary California classroom where we easily have more than 30 students, a socratic seminar with 15+ participants is still too large. Instead, I break my class into three groups: participants, coaches, and notetakers. The notetakers are each assigned to follow the contributions of one member of the inner circle and documents the conversation during the discussion on a shared Google Doc. 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"content": "\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-101289\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/love.png\" alt=\"The Odds of Finding Life and Love/ It's Okay to be Smart \" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/love.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/love-400x225.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\"> The Odds of Finding Life and Love/ It’s Okay to be Smart\u003c/p>\n\u003cp>From calculating the odds of finding love to counting down to summer, this fun mix of math resources supports young counters as well as upper-level number crunchers. Elementary resources can be used to enhance “100th Day of School” projects throughout February. \u003cstrong>Sign up for a free\u003c/strong>\u003cstrong> \u003c/strong>\u003ca href=\"http://ca.pbslearningmedia.org/\">\u003cstrong>PBS LearningMedia account\u003c/strong>\u003c/a>\u003cstrong> \u003c/strong>\u003cstrong>to access thousands more educational resources from PBS and partners. \u003c/strong> Build PBS LearningMedia interactive lessons and quizzes to create media-rich teaching and learning opportunities in your classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/4127e39b-ac60-471d-a083-47f6aa00edf0/100th-day-of-school/\">100\u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/4127e39b-ac60-471d-a083-47f6aa00edf0/100th-day-of-school/\">\u003csup>th\u003c/sup>\u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/4127e39b-ac60-471d-a083-47f6aa00edf0/100th-day-of-school/\"> Day of School Guide\u003c/a> | Video | Grades PreK-1\u003c/strong>\u003cbr>\nCelebrate the 100th Day of School with activities all about the number 100. Use this \u003cem>Peg + Cat\u003c/em> 100th Day of School educator guide to bring estimation and counting into the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/ket-mrsteve-song4/many-ways-to-make-a-whole/\">Many Ways to Make a Whole \u003c/a>| Video | Grades PreK-1\u003c/strong>\u003cbr>\nMr. Steve sings about exploring fractions by dividing a pizza and a pie into halves and fourths, teaching that there are many ways to make a whole in this video from \u003ca href=\"http://www.ca.pbslearningmedia.org/collection/everyday-learning/?topic_id=599\">\u003cstrong>Everyday Math for Preschoolers\u003c/strong>\u003c/a> collection.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/odd-squad/?topic_id=1938\">Odd Squad Collection |\u003c/a> Grades K-3\u003c/strong>\u003cbr>\nWelcome to \u003cem>Odd Squad\u003c/em>: the zaniest, craziest team of kid investigators around! Explore content below targeted at making elementary-level math a fun, imaginative experience, mixing concepts like arithmetic and geometry with fantastical storytelling.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/e1f19d24-f204-4610-8e65-254f775c4270/skip-counting-5-10-and-100-the-electric-company-math-activities/\">Skip Counting \u003c/a>| Activity | Grades 1-3, 13+\u003c/strong>\u003cbr>\nIn this activity, students will review counting by fives, tens, and hundreds and discuss how 100 is a bundle of ten tens. Included are simple teacher-led activities and hands-on exercises for students.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/63308d65-942e-42c4-ad52-8c1b2bae0178/multiplication-trick-full-time-kid-pbs-parents/\">Multiplication Trick \u003c/a>| Video | Grades 2-5\u003c/strong>\u003cbr>\nStudents learn nine times tables in just a few minutes with Mya, the Full-Time Kid.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/pbs-math-club/?topic_id=1758\">PBS \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/pbs-math-club/?topic_id=1758\">Math Club \u003c/a>| Videos | Grades 3-9\u003c/strong>\u003cbr>\nPBS Math Club helps students with homework… and provides a laugh. Videos cover the 6th-9th grade Common Core Standard for math; topics like adding and subtracting integers, equations, ratios and proportions, and statistics. They use uncommon examples like Mean Girls to explain adding negative numbers.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/mathcore\">Math at the Core \u003c/a>| Videos, Interactives and Lessons Collection | Grades 5-8\u003c/strong>\u003cbr>\nFind engaging media and integrated activities, all aligned with the Common Core State Standards in Mathematics. Designed for middle school students of diverse learning styles and backgrounds. Produced by a collaborative of public media stations and producers with funding from the Corporation for Public Broadcasting.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/nvnd-math-zombiecalc1/zombies-and-calculus-part-1/\">Zombies and Calculus \u003c/a>| Video | Grades 6-12\u003c/strong>\u003cbr>\nLearn about the math behind predator-prey population cycles in this video from NOVA Digital. In this example, zombie and human populations fluctuate. The zombie population increases as zombies convert humans into zombies. However, without enough humans to eat, zombies die and the population shrinks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/60f79b0e-3f6f-4d05-bd2b-bf76f9bf4ba1/the-odds-of-finding-life-and-love-its-okay-to-be-smart/\">The Odds of Finding Love \u003c/a>| Video | Grades 6-13+\u003c/strong>\u003cbr>\nJoe Hanson, host of \u003cem>It’s Okay To Be Smart \u003c/em> explores Enrico Fermi’s paradox of why we haven’t crossed paths with any extraterrestrials, and then uses Frank Drake’s equation to estimate the number of civilizations that might exist in our galaxy. Finally, meet a young lady named Ann and see if we can calculate how many special someones there might be out there for her. It’s a cosmic love story.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/muen-math-ee-writingalgequ/writing-algebraic-equations/\">Writing Algebraic Equations \u003c/a>| Video| Grades 7\u003c/strong>\u003cbr>\nIn this video, learn how writing an algebraic equation can help solve a real-life scenario—in this case, determining in advance when to buy a supply of cat food. Learning how to translate a real-life scenario to mathematical language is an important skill. In the accompanying classroom activity, students practice developing expressions and equations from story problems. Special attention is paid to identifying the variable. Students also take turns as mathematicians, coming up with some of their own scenarios for their classmates to solve.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-101289\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/love.png\" alt=\"The Odds of Finding Life and Love/ It's Okay to be Smart \" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/love.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/love-400x225.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\"> The Odds of Finding Life and Love/ It’s Okay to be Smart\u003c/p>\n\u003cp>From calculating the odds of finding love to counting down to summer, this fun mix of math resources supports young counters as well as upper-level number crunchers. Elementary resources can be used to enhance “100th Day of School” projects throughout February. \u003cstrong>Sign up for a free\u003c/strong>\u003cstrong> \u003c/strong>\u003ca href=\"http://ca.pbslearningmedia.org/\">\u003cstrong>PBS LearningMedia account\u003c/strong>\u003c/a>\u003cstrong> \u003c/strong>\u003cstrong>to access thousands more educational resources from PBS and partners. \u003c/strong> Build PBS LearningMedia interactive lessons and quizzes to create media-rich teaching and learning opportunities in your classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/4127e39b-ac60-471d-a083-47f6aa00edf0/100th-day-of-school/\">100\u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/4127e39b-ac60-471d-a083-47f6aa00edf0/100th-day-of-school/\">\u003csup>th\u003c/sup>\u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/4127e39b-ac60-471d-a083-47f6aa00edf0/100th-day-of-school/\"> Day of School Guide\u003c/a> | Video | Grades PreK-1\u003c/strong>\u003cbr>\nCelebrate the 100th Day of School with activities all about the number 100. Use this \u003cem>Peg + Cat\u003c/em> 100th Day of School educator guide to bring estimation and counting into the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/ket-mrsteve-song4/many-ways-to-make-a-whole/\">Many Ways to Make a Whole \u003c/a>| Video | Grades PreK-1\u003c/strong>\u003cbr>\nMr. Steve sings about exploring fractions by dividing a pizza and a pie into halves and fourths, teaching that there are many ways to make a whole in this video from \u003ca href=\"http://www.ca.pbslearningmedia.org/collection/everyday-learning/?topic_id=599\">\u003cstrong>Everyday Math for Preschoolers\u003c/strong>\u003c/a> collection.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/odd-squad/?topic_id=1938\">Odd Squad Collection |\u003c/a> Grades K-3\u003c/strong>\u003cbr>\nWelcome to \u003cem>Odd Squad\u003c/em>: the zaniest, craziest team of kid investigators around! Explore content below targeted at making elementary-level math a fun, imaginative experience, mixing concepts like arithmetic and geometry with fantastical storytelling.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/e1f19d24-f204-4610-8e65-254f775c4270/skip-counting-5-10-and-100-the-electric-company-math-activities/\">Skip Counting \u003c/a>| Activity | Grades 1-3, 13+\u003c/strong>\u003cbr>\nIn this activity, students will review counting by fives, tens, and hundreds and discuss how 100 is a bundle of ten tens. Included are simple teacher-led activities and hands-on exercises for students.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/63308d65-942e-42c4-ad52-8c1b2bae0178/multiplication-trick-full-time-kid-pbs-parents/\">Multiplication Trick \u003c/a>| Video | Grades 2-5\u003c/strong>\u003cbr>\nStudents learn nine times tables in just a few minutes with Mya, the Full-Time Kid.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/pbs-math-club/?topic_id=1758\">PBS \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/pbs-math-club/?topic_id=1758\">Math Club \u003c/a>| Videos | Grades 3-9\u003c/strong>\u003cbr>\nPBS Math Club helps students with homework… and provides a laugh. Videos cover the 6th-9th grade Common Core Standard for math; topics like adding and subtracting integers, equations, ratios and proportions, and statistics. They use uncommon examples like Mean Girls to explain adding negative numbers.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/mathcore\">Math at the Core \u003c/a>| Videos, Interactives and Lessons Collection | Grades 5-8\u003c/strong>\u003cbr>\nFind engaging media and integrated activities, all aligned with the Common Core State Standards in Mathematics. Designed for middle school students of diverse learning styles and backgrounds. Produced by a collaborative of public media stations and producers with funding from the Corporation for Public Broadcasting.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/nvnd-math-zombiecalc1/zombies-and-calculus-part-1/\">Zombies and Calculus \u003c/a>| Video | Grades 6-12\u003c/strong>\u003cbr>\nLearn about the math behind predator-prey population cycles in this video from NOVA Digital. In this example, zombie and human populations fluctuate. The zombie population increases as zombies convert humans into zombies. However, without enough humans to eat, zombies die and the population shrinks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/60f79b0e-3f6f-4d05-bd2b-bf76f9bf4ba1/the-odds-of-finding-life-and-love-its-okay-to-be-smart/\">The Odds of Finding Love \u003c/a>| Video | Grades 6-13+\u003c/strong>\u003cbr>\nJoe Hanson, host of \u003cem>It’s Okay To Be Smart \u003c/em> explores Enrico Fermi’s paradox of why we haven’t crossed paths with any extraterrestrials, and then uses Frank Drake’s equation to estimate the number of civilizations that might exist in our galaxy. Finally, meet a young lady named Ann and see if we can calculate how many special someones there might be out there for her. It’s a cosmic love story.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/muen-math-ee-writingalgequ/writing-algebraic-equations/\">Writing Algebraic Equations \u003c/a>| Video| Grades 7\u003c/strong>\u003cbr>\nIn this video, learn how writing an algebraic equation can help solve a real-life scenario—in this case, determining in advance when to buy a supply of cat food. Learning how to translate a real-life scenario to mathematical language is an important skill. In the accompanying classroom activity, students practice developing expressions and equations from story problems. Special attention is paid to identifying the variable. Students also take turns as mathematicians, coming up with some of their own scenarios for their classmates to solve.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Squeezing Out the Words: Strategies for Reluctant Writers in the Art Classroom | KQED",
"content": "\u003cp class=\"p1\">\u003cspan style=\"font-weight: 400\">This term, I’m working on methods to squeeze the words out of my reluctant writers. \u003c/span>\u003cspan style=\"font-weight: 400\">Imagine a tube of oil paint that has a little dab left inside. How to do you get the final valuable bit of paint out? Just like your toothpaste you squeeze it. You apply pressure, you flatten the tube, and roll the ends up. This is the image comes to my mind when I am struggling to get my students to write about art. Obliviously, I can’t use pressure tactics to get students to write about their art, so I employ a stealth approach to engage students in the necessary critical thinking needed to devise a successful art essay, artist statement, or critical analysis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since developing proficient writers is my goal. I had to figure out where to start. First, I review the \u003c/span>\u003ca href=\"http://www.kqed.org/assets/pdf/arts/programs/spark/visartvocab.pdf\">\u003cspan style=\"font-weight: 400\">Visual Arts Vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so that students have the words to match to their beginning art projects. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PLiOil1qP-cMURN_8baOr3QWfySmIjqKIj\">\u003cspan style=\"font-weight: 400\">KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Elements of Arts\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the\u003c/span> \u003ca href=\"https://www.getty.edu/education/teachers/building_lessons/principles_design.pdf\">\u003cspan style=\"font-weight: 400\">Principles of Design\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">provide further foundational concepts and vocabulary for communicating about art which we emphasize when discussing student work and images from art history. Additionally, changing art bulletin boards frequently generates discussion among students. Students look for their own work to be displayed and by viewing other students work they naturally start to use their new vocabulary to appraise, compare, and justify their artwork within their thoughts. Ideas and new questions emerge when students examine other students’ solutions to an art theme or problem.\u003c/span>\u003c/p>\n\u003cp>Typically a frequent reaction to a writing assignment is student despair. Comments like, “Is writing necessary in art?” or, “The ART speaks for itself!” come tumbling out of my quick-witted students. Even though the information is inside them, writing about their thoughts on art seems paralyzing to my students. Frustration overcomes many creators when asked to defend their artwork with written words. As a response, I’m in the habit of throwing out several puzzling questions to get my students thinking. If the message isn’t immediately clear, how do I decipher the meaning? Are there visual clues that show a connection between the artist and viewer? How do I discover the meaning or story in a work of art? Is my reaction to the art influenced by personal bias, life experience, prior knowledge or cultural norms? What do you think the artist’s intentions were? How do we know? Does my perception of the art work differ from the artist’s intentions? Then, using the question frame “I wonder if _____________?”, I ask students to formulate their own questions about viewing art. Developing thoughtful questions and seeking multiple answers will support students in critical thinking, which in turn will lead to reflective writing.\u003c/p>\n\u003cp>Observation skills are key to drawing and also to viewing art. As a teacher I often guide students in seeing detail in nature and art. Teaching students to look carefully helps students appreciate the world around them. However, “looking” is not a simple task. Seeking out complexity and emotion in art is many layered endeavour. Developing observations skills will also help students write with confidence. Students that learn to describe an artwork by making lists, soon have words to compose an essay. Students who generate questions will also find engaging art themes to explore in their writing.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A simple classroom exercise is to present students with an image and ask them to list everything they see. Select artwork relevant to your student population. My favorite images come from surrealist artists such as Rene Magritte and Salvador Dali, street murals, and local living artists. Go for complex images, more detail allows students to do an indepth investigation of the artwork. Then proceed to a pair-share, students can compare lists and see the different items or ideals that a partner might have found. Next have partners formulate a list of 10 items; starting with the focal point to a minute detail and write their list on the board. Allow a few minutes for introspection before conducting a discussion. Hopefully students will find ideas that they can apply to their writing. Repeat this\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> “Observe and Describe”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> activity 3 to 6 times during a semester for best results.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another idea for generating words is to have students keep a “process” journal. Students record the material and steps taken to achieve a completed project. Students may include the feelings and thoughts that occur while working on their projects. Students may include goals and ideals for refining their artwork. They can explore the anxiety of taking creative risks. Did the idea change during the “making of the art”. How close was the final project to the envisioned piece? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In conclusion, I enjoy showing my students the KQED Art School video \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003ca href=\"https://www.youtube.com/watch?v=_msxoWMtJyo\">\u003ci>\u003cspan style=\"font-weight: 400\">Making Conceptual Art with Chris Johanson\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> because he demonstrates how to use word association in painting. Having students imitate Johanson’s use of venn diagrams gives them another powerful way to generate ideas. Ultimately, getting reluctant students to write about art is about creating opportunities for students to confidently develop their art vocabulary, which is the key to helping them squeeze out the words.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan style=\"font-weight: 400\">This term, I’m working on methods to squeeze the words out of my reluctant writers. \u003c/span>\u003cspan style=\"font-weight: 400\">Imagine a tube of oil paint that has a little dab left inside. How to do you get the final valuable bit of paint out? Just like your toothpaste you squeeze it. You apply pressure, you flatten the tube, and roll the ends up. This is the image comes to my mind when I am struggling to get my students to write about art. Obliviously, I can’t use pressure tactics to get students to write about their art, so I employ a stealth approach to engage students in the necessary critical thinking needed to devise a successful art essay, artist statement, or critical analysis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since developing proficient writers is my goal. I had to figure out where to start. First, I review the \u003c/span>\u003ca href=\"http://www.kqed.org/assets/pdf/arts/programs/spark/visartvocab.pdf\">\u003cspan style=\"font-weight: 400\">Visual Arts Vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so that students have the words to match to their beginning art projects. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PLiOil1qP-cMURN_8baOr3QWfySmIjqKIj\">\u003cspan style=\"font-weight: 400\">KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Elements of Arts\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the\u003c/span> \u003ca href=\"https://www.getty.edu/education/teachers/building_lessons/principles_design.pdf\">\u003cspan style=\"font-weight: 400\">Principles of Design\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">provide further foundational concepts and vocabulary for communicating about art which we emphasize when discussing student work and images from art history. Additionally, changing art bulletin boards frequently generates discussion among students. Students look for their own work to be displayed and by viewing other students work they naturally start to use their new vocabulary to appraise, compare, and justify their artwork within their thoughts. Ideas and new questions emerge when students examine other students’ solutions to an art theme or problem.\u003c/span>\u003c/p>\n\u003cp>Typically a frequent reaction to a writing assignment is student despair. Comments like, “Is writing necessary in art?” or, “The ART speaks for itself!” come tumbling out of my quick-witted students. Even though the information is inside them, writing about their thoughts on art seems paralyzing to my students. Frustration overcomes many creators when asked to defend their artwork with written words. As a response, I’m in the habit of throwing out several puzzling questions to get my students thinking. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another idea for generating words is to have students keep a “process” journal. Students record the material and steps taken to achieve a completed project. Students may include the feelings and thoughts that occur while working on their projects. Students may include goals and ideals for refining their artwork. They can explore the anxiety of taking creative risks. Did the idea change during the “making of the art”. How close was the final project to the envisioned piece? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In conclusion, I enjoy showing my students the KQED Art School video \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003ca href=\"https://www.youtube.com/watch?v=_msxoWMtJyo\">\u003ci>\u003cspan style=\"font-weight: 400\">Making Conceptual Art with Chris Johanson\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> because he demonstrates how to use word association in painting. Having students imitate Johanson’s use of venn diagrams gives them another powerful way to generate ideas. Ultimately, getting reluctant students to write about art is about creating opportunities for students to confidently develop their art vocabulary, which is the key to helping them squeeze out the words.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-96249\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/black-history-blog.png\" alt=\"African Americans: Many Rivers to Cross/WNET\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/black-history-blog.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/black-history-blog-400x225.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Add depth and dimension to your Black History Month lessons with an amazing collection of resources highlighting key events, movements, and traditions as well as notable leaders, poets, and musicians. These highlighted resources are a small sample of the quality content in\u003ca href=\"http://ca.pbslearningmedia.org\"> PBS LearningMedia\u003c/a>. Create an account to build interactive, personalized, media-rich learning experiences for engaged, real-world relevant learning.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/the-african-americans-many-rivers-to-cross/\">The African Americans: Many Rivers to Cross\u003c/a> | Video and Lesson Plan Collection | Grades 2-13+ \u003c/strong>\u003cbr>\nNoted Harvard scholar Henry Louis Gates, Jr. recounts the full trajectory of African-American history in his groundbreaking series \u003cem>The African Americans: Many Rivers to Cross\u003c/em>. The series explores the evolution of the African-American people, as well as the multiplicity of cultural institutions, political strategies, and religious and social perspectives they developed — forging their own history, culture and society against unimaginable odds. Using video clips from \u003cem>The African Americans: Many Rivers to Cross\u003c/em>, this collection of lesson plans addresses a wide range of themes of the African-American experience from 1500 to the present.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/marchonwashington/?topic_id=1892\">March on Washington Collection \u003c/a>| Various | Grades 3-12\u003c/strong>\u003cbr>\nThis year marks the 52nd anniversary of the 1963 March on Washington for Jobs and Freedom and will be commemorated by teachers and students across the country and around the world. Help your students understand the significance of this event – and its role in the larger Civil Rights Movement using this collection of digital content.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/6af00e12-ed2a-4908-a6c5-1c0800185d95/should-black-history-be-more-than-a-month/\">More Than a Month?\u003c/a> | Videos and Educator Guide | Grades 5-13+ \u003c/strong>\u003cbr>\nShould Black History Month be ended? That’s the question explored by African American filmmaker Shukree Hassan Tilghman as he embarks on his cross-country campaign. Both amusing and thought provoking, More Than a Month examines what the treatment of history tells us about race and power in America. Classrooms can use the guide without watching the entire film, by watching the film clips and discussing the synopsis. “Whose History” provides a one-to-three day lesson plan designed to further students’ understanding of the film and to explore the question of how different cultural groups are acknowledged in American history, media, and culture.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/671ae823-2c35-43a8-b6ec-12d51dd0dcf2/671ae823-2c35-43a8-b6ec-12d51dd0dcf2/\">Using Oral History \u003c/a>| Lesson | Grades 9-12\u003c/strong>\u003cbr>\n“A Place Out of Time: The Bordentown School” provides teachers with a touchstone to convey important concepts in American history to high schoolers. In this lesson, students compare ideas and information from various sources to understand how oral histories contribute to our understanding of segregation. Students then conduct their own interviews to further their own understanding of individual experiences during segregation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/fyr/\">Finding Your Roots \u003c/a>| Video Collection | Grades 9-13+\u003c/strong>\u003cbr>\nThe basic drive to discover who we are and where we come from is at the core of the 10-part PBS series Finding Your Roots with Henry Louis Gates, Jr., the 12th series from Professor Gates, the Alphonse Fletcher University Professor at Harvard University and director of the W.E.B. Du Bois Institute for African and African American Research.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-96249\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/black-history-blog.png\" alt=\"African Americans: Many Rivers to Cross/WNET\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/black-history-blog.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/black-history-blog-400x225.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Add depth and dimension to your Black History Month lessons with an amazing collection of resources highlighting key events, movements, and traditions as well as notable leaders, poets, and musicians. These highlighted resources are a small sample of the quality content in\u003ca href=\"http://ca.pbslearningmedia.org\"> PBS LearningMedia\u003c/a>. Create an account to build interactive, personalized, media-rich learning experiences for engaged, real-world relevant learning.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/the-african-americans-many-rivers-to-cross/\">The African Americans: Many Rivers to Cross\u003c/a> | Video and Lesson Plan Collection | Grades 2-13+ \u003c/strong>\u003cbr>\nNoted Harvard scholar Henry Louis Gates, Jr. recounts the full trajectory of African-American history in his groundbreaking series \u003cem>The African Americans: Many Rivers to Cross\u003c/em>. The series explores the evolution of the African-American people, as well as the multiplicity of cultural institutions, political strategies, and religious and social perspectives they developed — forging their own history, culture and society against unimaginable odds. Using video clips from \u003cem>The African Americans: Many Rivers to Cross\u003c/em>, this collection of lesson plans addresses a wide range of themes of the African-American experience from 1500 to the present.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/marchonwashington/?topic_id=1892\">March on Washington Collection \u003c/a>| Various | Grades 3-12\u003c/strong>\u003cbr>\nThis year marks the 52nd anniversary of the 1963 March on Washington for Jobs and Freedom and will be commemorated by teachers and students across the country and around the world. Help your students understand the significance of this event – and its role in the larger Civil Rights Movement using this collection of digital content.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/6af00e12-ed2a-4908-a6c5-1c0800185d95/should-black-history-be-more-than-a-month/\">More Than a Month?\u003c/a> | Videos and Educator Guide | Grades 5-13+ \u003c/strong>\u003cbr>\nShould Black History Month be ended? That’s the question explored by African American filmmaker Shukree Hassan Tilghman as he embarks on his cross-country campaign. Both amusing and thought provoking, More Than a Month examines what the treatment of history tells us about race and power in America. Classrooms can use the guide without watching the entire film, by watching the film clips and discussing the synopsis. “Whose History” provides a one-to-three day lesson plan designed to further students’ understanding of the film and to explore the question of how different cultural groups are acknowledged in American history, media, and culture.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/671ae823-2c35-43a8-b6ec-12d51dd0dcf2/671ae823-2c35-43a8-b6ec-12d51dd0dcf2/\">Using Oral History \u003c/a>| Lesson | Grades 9-12\u003c/strong>\u003cbr>\n“A Place Out of Time: The Bordentown School” provides teachers with a touchstone to convey important concepts in American history to high schoolers. In this lesson, students compare ideas and information from various sources to understand how oral histories contribute to our understanding of segregation. Students then conduct their own interviews to further their own understanding of individual experiences during segregation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/fyr/\">Finding Your Roots \u003c/a>| Video Collection | Grades 9-13+\u003c/strong>\u003cbr>\nThe basic drive to discover who we are and where we come from is at the core of the 10-part PBS series Finding Your Roots with Henry Louis Gates, Jr., the 12th series from Professor Gates, the Alphonse Fletcher University Professor at Harvard University and director of the W.E.B. Du Bois Institute for African and African American Research.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Promoting Literacy and Empathy in the Artroom",
"headTitle": "Promoting Literacy and Empathy in the Artroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a high school Art teacher, I focus my curriculum and instruction on \u003c/span>\u003cb>\u003ci>connections – \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">connections between ideas and with the world outside the Artroom/Studio classroom. That might take the form of incorporating students’ home, community or cultural experiences as well as topics from other subjects in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Artroom is a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">place of learning\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> – whether it’s about technique in order to render images and make objects, or the context and history of the many art forms and their practitioners. But perhaps more importantly, it is also a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">studio \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> – an open and safe space\u003c/span> \u003cspan style=\"font-weight: 400\">to explore practices that call forth dispositions which impact learning. That’s where \u003c/span>\u003cb>Arts Integration\u003c/b>\u003cspan style=\"font-weight: 400\"> comes in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A widely referenced definition of \u003c/span>\u003cb>Arts Integration\u003c/b>\u003cspan style=\"font-weight: 400\">n comes from the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kennedy Center’s Art Edge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Publication from 2010:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Arts Integration is an APPROACH to TEACHING in which students construct and demonstrate UNDERSTANDING through an ART FORM. Students engage in a CREATIVE PROCESS which CONNECTS an art form and another subject area and meets EVOLVING OBJECTIVES in both.\u003c/span>\u003c/i>\u003ca href=\"http://www.kennedy-center.org/education/partners/defining_arts_integration.pdf\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">1\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-91085\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices04-400x547.jpg\" alt=\"CreativeJuices04\" width=\"400\" height=\"547\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-400x547.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-800x1093.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-768x1050.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-960x1312.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04.jpg 1113w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cbr>\nJust last year, \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED’s Mindshift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined the impact of Arts Integration in schools that made it a centerpiece of differentiation and cultural relevance.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the beginning of the school year, I weave Integrated Learning and \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Studio Thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into my lessons as means to develop connectivity, literacy and empathy as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes my art class (this year I teach mostly Art 1 and a section of Digital Imaging) looks like a conventional art room with traditional media and genres, such as watercolor landscapes, contour line still lifes, value drawings, charcoal portraits, collage, digital photography, etc. There are time, however, where we deviate and disrupt. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the course of this Fall Semester, I implemented some strategies that required students to make connections verbally, visually and associatively, such as \u003c/span>\u003cb>Illustrated Quotes \u003c/b>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003cb>\u003ci>Concept Maps\u003c/i>\u003c/b> \u003cspan style=\"font-weight: 400\">. Realizing the importance of grounding classroom art projects in real-world contemporary studio practice, we looked at the work of artists from \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED’s Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as \u003c/span>\u003cb> \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2013/03/31/in-the-studio-with-wendy-macnaughton/\" target=\"_blank\" rel=\"noopener\">\u003cb>Wendy MacNaughton\u003c/b>\u003c/a>\u003cb>’s Illustrated Documentaries \u003c/b>\u003cspan style=\"font-weight: 400\"> and\u003c/span> \u003ca href=\"http://ww2.kqed.org/artschool/2014/02/22/at-adobe-books-with-chris-johanson/\" target=\"_blank\" rel=\"noopener\">\u003cb>Chris Johanson\u003c/b>\u003c/a>\u003cb>’s Venn Diagrams \u003c/b>\u003cspan style=\"font-weight: 400\">as introductions.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-91087\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/valueconceptmap03-800x618.jpg\" alt=\"valueconceptmap03\" width=\"800\" height=\"618\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-800x618.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-400x309.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-768x593.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-1440x1113.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-1180x912.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-960x742.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03.jpg 1650w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their book, \u003ca href=\"http://www.amazon.com/Art-Centered-Learning-Across-Curriculum-Contemporary/dp/0807755818\" target=\"_blank\" rel=\"noopener\">“\u003c/a>\u003c/span>\u003ca href=\"http://www.amazon.com/Art-Centered-Learning-Across-Curriculum-Contemporary/dp/0807755818\" target=\"_blank\" rel=\"noopener\">\u003cb>\u003ci>Art-Centered Learning Across the Curriculum”\u003c/i>\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cb>Julia Marshall \u003c/b>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cb>David Donahue\u003c/b>\u003cspan style=\"font-weight: 400\"> emphasize the importance of teaching not just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">about\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">through\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the work of contemporary artists- \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“contemporary art does not necessarily require technical expertise; learners can engage in making real art and real thinking whether they are proficient in traditional art skills or not” (p.4). I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">t is, therefore a great way to get the creative juices flowing in an Artroom with fewer inhibitions and can be an equalizer among peers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Illustrated Quotes\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Recently I gave students a “special assignment” in the vein of \u003c/span>\u003cb> \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2013/03/31/in-the-studio-with-wendy-macnaughton/\" target=\"_blank\" rel=\"noopener\">\u003cb>Wendy MacNaughton\u003c/b>\u003c/a>\u003cb>’s Illustrated Documentaries\u003c/b>\u003cspan style=\"font-weight: 400\">, using their accordion book process art journals (to be addressed in more detail in a later blog entry) to gather quotes from throughout their day. They were to be\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-91088\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices05-800x537.jpg\" alt=\"CreativeJuices05\" width=\"800\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-800x537.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-400x268.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-768x516.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-1440x967.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-1180x792.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-960x644.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05.jpg 1752w\" sizes=\"(max-width: 800px) 100vw, 800px\"> alert to passages in books, song lyrics, conversation with peers – even quotes from other teachers – that provoked, inspired, or moved them in some way. I especially encouraged them to bring in something they were reading or learning in another class. They then selected two that resonated with each other (contradiction and contrast, analogous or synonymous, complementary). From these they created visuals that incorporated the text they chose. For these “Illustrated Quotes” they could use whatever media they wished. We had by this point worked in watercolor, charcoal, collage and even some photoshop. Any and all languages were acceptable – with the exception of hate speech or profanity – and some submitted bilingual illustrated quotes. This process, as well as the concept map experience described below, are examples of Julia Marshall’s notion of “\u003cb>\u003ci>Artistic thinking”…\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> which is largely an amalgam of logical reasoning and associative thinking.” (p.3)\u003c/span>\u003c/i>\u003c/span>\u003c/p>\n\u003caside class=\"aligncenter\">\n\u003ch3>Illustrated Quotes\u003c/h3>\n\u003cp>[gallery type=\"slideshow\" link=\"file\" size=\"large\" ids=\"91132,91126,91127,91128,91129,91130,91131,91083\"]\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003cb> Concept Map\u003c/b>\u003cspan style=\"font-weight: 400\"> assignment was conceived of as an introduction to a unit of “VALUE” (including all of its possible meanings) and \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/02/22/at-adobe-books-with-chris-johanson/\" target=\"_blank\" rel=\"noopener\">\u003cb>Chris Johanson\u003c/b>\u003c/a>\u003cb>’s Venn Diagrams\u003c/b>\u003cspan style=\"font-weight: 400\"> were shared as examples of how artists use this strategy to generate ideas and as an artform in itself. Some student maps were collaborative and others individual. I advised them to look for ways to express their systems of thinking, making them both visually appealing and informative at the same time. We concluded with a whole class gallery walk, and students left individual feedback on the maps they examined.\u003c/span>\u003c/p>\n\u003caside class=\"aligncenter\">\n\u003ch3>Concept Maps\u003c/h3>\n\u003cp>[gallery type=\"slideshow\" link=\"file\" size=\"large\" ids=\"91080,91122,91123,91125,91124\"]\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next semester we will intentionally integrate themes and topics from across subject areas and I will build more reflections on the quality of student thinking on those topics into project assessments. But for now, I’d have to agree with the found quote chosen by 9th grader, D.C. …\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-94386\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-800x587.jpg\" alt=\"CreativeJuices03-1\" width=\"800\" height=\"587\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-800x587.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-400x294.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-768x564.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-1440x1057.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-1180x866.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-960x704.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1.jpg 1525w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\n",
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"excerpt": "As a high school Art teacher, I focus my curriculum and instruction on connections - connections between ideas and with the world outside the Artroom/Studio classroom. That might take the form of incorporating students’ home, community or cultural experiences as well as topics from other subjects in school. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a high school Art teacher, I focus my curriculum and instruction on \u003c/span>\u003cb>\u003ci>connections – \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">connections between ideas and with the world outside the Artroom/Studio classroom. That might take the form of incorporating students’ home, community or cultural experiences as well as topics from other subjects in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Artroom is a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">place of learning\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> – whether it’s about technique in order to render images and make objects, or the context and history of the many art forms and their practitioners. But perhaps more importantly, it is also a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">studio \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> – an open and safe space\u003c/span> \u003cspan style=\"font-weight: 400\">to explore practices that call forth dispositions which impact learning. That’s where \u003c/span>\u003cb>Arts Integration\u003c/b>\u003cspan style=\"font-weight: 400\"> comes in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A widely referenced definition of \u003c/span>\u003cb>Arts Integration\u003c/b>\u003cspan style=\"font-weight: 400\">n comes from the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kennedy Center’s Art Edge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Publication from 2010:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Arts Integration is an APPROACH to TEACHING in which students construct and demonstrate UNDERSTANDING through an ART FORM. Students engage in a CREATIVE PROCESS which CONNECTS an art form and another subject area and meets EVOLVING OBJECTIVES in both.\u003c/span>\u003c/i>\u003ca href=\"http://www.kennedy-center.org/education/partners/defining_arts_integration.pdf\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">1\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-91085\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices04-400x547.jpg\" alt=\"CreativeJuices04\" width=\"400\" height=\"547\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-400x547.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-800x1093.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-768x1050.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-960x1312.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04.jpg 1113w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cbr>\nJust last year, \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED’s Mindshift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined the impact of Arts Integration in schools that made it a centerpiece of differentiation and cultural relevance.\u003c/span>\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\">From the beginning of the school year, I weave Integrated Learning and \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Studio Thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into my lessons as means to develop connectivity, literacy and empathy as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes my art class (this year I teach mostly Art 1 and a section of Digital Imaging) looks like a conventional art room with traditional media and genres, such as watercolor landscapes, contour line still lifes, value drawings, charcoal portraits, collage, digital photography, etc. There are time, however, where we deviate and disrupt. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the course of this Fall Semester, I implemented some strategies that required students to make connections verbally, visually and associatively, such as \u003c/span>\u003cb>Illustrated Quotes \u003c/b>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003cb>\u003ci>Concept Maps\u003c/i>\u003c/b> \u003cspan style=\"font-weight: 400\">. Realizing the importance of grounding classroom art projects in real-world contemporary studio practice, we looked at the work of artists from \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED’s Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as \u003c/span>\u003cb> \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2013/03/31/in-the-studio-with-wendy-macnaughton/\" target=\"_blank\" rel=\"noopener\">\u003cb>Wendy MacNaughton\u003c/b>\u003c/a>\u003cb>’s Illustrated Documentaries \u003c/b>\u003cspan style=\"font-weight: 400\"> and\u003c/span> \u003ca href=\"http://ww2.kqed.org/artschool/2014/02/22/at-adobe-books-with-chris-johanson/\" target=\"_blank\" rel=\"noopener\">\u003cb>Chris Johanson\u003c/b>\u003c/a>\u003cb>’s Venn Diagrams \u003c/b>\u003cspan style=\"font-weight: 400\">as introductions.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-91087\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/valueconceptmap03-800x618.jpg\" alt=\"valueconceptmap03\" width=\"800\" height=\"618\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-800x618.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-400x309.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-768x593.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-1440x1113.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-1180x912.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-960x742.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03.jpg 1650w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their book, \u003ca href=\"http://www.amazon.com/Art-Centered-Learning-Across-Curriculum-Contemporary/dp/0807755818\" target=\"_blank\" rel=\"noopener\">“\u003c/a>\u003c/span>\u003ca href=\"http://www.amazon.com/Art-Centered-Learning-Across-Curriculum-Contemporary/dp/0807755818\" target=\"_blank\" rel=\"noopener\">\u003cb>\u003ci>Art-Centered Learning Across the Curriculum”\u003c/i>\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cb>Julia Marshall \u003c/b>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cb>David Donahue\u003c/b>\u003cspan style=\"font-weight: 400\"> emphasize the importance of teaching not just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">about\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">through\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the work of contemporary artists- \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“contemporary art does not necessarily require technical expertise; learners can engage in making real art and real thinking whether they are proficient in traditional art skills or not” (p.4). I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">t is, therefore a great way to get the creative juices flowing in an Artroom with fewer inhibitions and can be an equalizer among peers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Illustrated Quotes\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Recently I gave students a “special assignment” in the vein of \u003c/span>\u003cb> \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2013/03/31/in-the-studio-with-wendy-macnaughton/\" target=\"_blank\" rel=\"noopener\">\u003cb>Wendy MacNaughton\u003c/b>\u003c/a>\u003cb>’s Illustrated Documentaries\u003c/b>\u003cspan style=\"font-weight: 400\">, using their accordion book process art journals (to be addressed in more detail in a later blog entry) to gather quotes from throughout their day. They were to be\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-91088\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices05-800x537.jpg\" alt=\"CreativeJuices05\" width=\"800\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-800x537.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-400x268.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-768x516.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-1440x967.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-1180x792.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-960x644.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05.jpg 1752w\" sizes=\"(max-width: 800px) 100vw, 800px\"> alert to passages in books, song lyrics, conversation with peers – even quotes from other teachers – that provoked, inspired, or moved them in some way. I especially encouraged them to bring in something they were reading or learning in another class. They then selected two that resonated with each other (contradiction and contrast, analogous or synonymous, complementary). From these they created visuals that incorporated the text they chose. For these “Illustrated Quotes” they could use whatever media they wished. We had by this point worked in watercolor, charcoal, collage and even some photoshop. Any and all languages were acceptable – with the exception of hate speech or profanity – and some submitted bilingual illustrated quotes. This process, as well as the concept map experience described below, are examples of Julia Marshall’s notion of “\u003cb>\u003ci>Artistic thinking”…\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> which is largely an amalgam of logical reasoning and associative thinking.” (p.3)\u003c/span>\u003c/i>\u003c/span>\u003c/p>\n\u003caside class=\"aligncenter\">\n\u003ch3>Illustrated Quotes\u003c/h3>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003cb> Concept Map\u003c/b>\u003cspan style=\"font-weight: 400\"> assignment was conceived of as an introduction to a unit of “VALUE” (including all of its possible meanings) and \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/02/22/at-adobe-books-with-chris-johanson/\" target=\"_blank\" rel=\"noopener\">\u003cb>Chris Johanson\u003c/b>\u003c/a>\u003cb>’s Venn Diagrams\u003c/b>\u003cspan style=\"font-weight: 400\"> were shared as examples of how artists use this strategy to generate ideas and as an artform in itself. Some student maps were collaborative and others individual. I advised them to look for ways to express their systems of thinking, making them both visually appealing and informative at the same time. We concluded with a whole class gallery walk, and students left individual feedback on the maps they examined.\u003c/span>\u003c/p>\n\u003caside class=\"aligncenter\">\n\u003ch3>Concept Maps\u003c/h3>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next semester we will intentionally integrate themes and topics from across subject areas and I will build more reflections on the quality of student thinking on those topics into project assessments. But for now, I’d have to agree with the found quote chosen by 9th grader, D.C. …\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-94386\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-800x587.jpg\" alt=\"CreativeJuices03-1\" width=\"800\" height=\"587\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-800x587.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-400x294.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-768x564.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-1440x1057.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-1180x866.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-960x704.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1.jpg 1525w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\n\u003c/div>\u003c/p>",
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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
"link": "/californiareport",
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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"order": 10
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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},
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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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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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
},
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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