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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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"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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"content": "\u003cp>\u003cem>\u003cspan class=\"s1\">The achievement of students with special needs is a critical issue for all schools and teachers. Writing effectively is one of the areas in which students struggle most and in which classroom teachers struggle most to support them. This is the first in a four part series chronicling my efforts at teaching writing to students with special needs in a world dominated by the Internet and digital media.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>Writing is always a process. For some students, it’s an even bigger struggle to know what steps in that process go in what order, or if they are relevant to the big picture at all. Knowing what to write is difficult, and often when given a topic that is not personally interesting, can lead to even bigger problems. In the world of my students, often times, this is the case. 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This uses language in ways that better prepares our students for life outside of high school.\u003c/p>\n\u003cp>The bigger struggle comes when students are expected, after high school, to be able to use technology and to use it properly to achieve specific work-related goals. This becomes a challenge when students are confronted with these high expectations and are also expected to have brilliant writing skills. To prepare them for this eventuality, my goal with my students is to teach them ways to support their learning through writing, by utilizing the online tools that they will eventually need to be successful adults.\u003c/p>\n\u003cp>In the case of writing, I have a process I use to help support my students with their work. Since my school requires that we follow an Academic Discourse model, my students already have high expectations. With Academic Discourse, not only are students expected to read and write as we have traditionally expected them to, but now they are expected to be heard. No matter if you’re the smartest kid, the shyest kid, it doesn’t matter: your voice will be heard. To ease them into this transition, there are many ways I have implemented modified learning to help support them on this journey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, when beginning an assignment where my students will end up having to write a 5 paragraph essay, I automatically start with a \u003ca href=\"http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr9-10.pdf\" target=\"_blank\" rel=\"noopener\">rubric\u003c/a>. If you show the students what is required of them, they will better understand the expectations that are part of the process. From there, I move on to the collecting of information. Since most of our assignments stem from articles we read about real-world events, such as those found on \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">KQED’s The Lowdown.\u003c/a> The goal is to find something of interest that they will all benefit from exploring. Included with the rubric is the assignment with guiding questions and sentence frames. (Here is a good \u003ca href=\"http://www.multibriefs.com/briefs/exclusive/using_sentence_frames.html#.Vp6Iz1MrLEZ\" target=\"_blank\" rel=\"noopener\">introduction to using sentence frames\u003c/a> to improve language skills.) Most of the students will use these questions and frames to help shape their final essay.\u003c/p>\n\u003cp>I usually start with a gallery walk. I place large poster paper around the room with the guiding questions, designed to trigger ideas from my students. This is non-confrontational and gets the kids thinking about the topic they will be writing about eventually. \u003cspan class=\"s1\">During the gallery walk, students have markers and are asked to pick different posters and go around and answer the questions on each poster. If they don’t know what to write, I ask them to write their opinions or questions they have. Each student is required to answer. They do not have to interact, as this is usually a quiet individual activity at first. After, I will have them walk to the poster they find most connected to their opinion or claim they want to focus on. Then they discuss their ideas with other students who have the same agreements. T\u003c/span>he posters stay up throughout the writing process. I eventually put these up on our shared space on the internet and keep them there for my students to access.\u003c/p>\n\u003cp>We then move onto the real nitty-gritty stuff – reading for meaning and understanding. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan class=\"s1\">The achievement of students with special needs is a critical issue for all schools and teachers. Writing effectively is one of the areas in which students struggle most and in which classroom teachers struggle most to support them. This is the first in a four part series chronicling my efforts at teaching writing to students with special needs in a world dominated by the Internet and digital media.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>Writing is always a process. For some students, it’s an even bigger struggle to know what steps in that process go in what order, or if they are relevant to the big picture at all. Knowing what to write is difficult, and often when given a topic that is not personally interesting, can lead to even bigger problems. In the world of my students, often times, this is the case. I’ve found the pre-writing strategies I discuss here are a good way to begin to overcome some of the inherent challenges students with special needs face.\u003c/p>\n\u003cp>My background is working with students who have special needs. Many struggle with comprehension and/or writing and are in my Resource English class to help support and build these skills. The class runs just like any other general education English class, but I work with a Special Education background in mind. We read the same books, write the same types of essays, and have the same types of discussions. At my school, the overarching goal we have is \u003ca href=\"https://www5.esc13.net/thescoop/insight/2014/03/academic-conversations-for-diverse-learners-the-first-steps/\" target=\"_blank\" rel=\"noopener\">Academic Discourse\u003c/a>. Through Academic Discourse, all students are expected to respond to text in a thoughtful way. This uses language in ways that better prepares our students for life outside of high school.\u003c/p>\n\u003cp>The bigger struggle comes when students are expected, after high school, to be able to use technology and to use it properly to achieve specific work-related goals. This becomes a challenge when students are confronted with these high expectations and are also expected to have brilliant writing skills. To prepare them for this eventuality, my goal with my students is to teach them ways to support their learning through writing, by utilizing the online tools that they will eventually need to be successful adults.\u003c/p>\n\u003cp>In the case of writing, I have a process I use to help support my students with their work. Since my school requires that we follow an Academic Discourse model, my students already have high expectations. With Academic Discourse, not only are students expected to read and write as we have traditionally expected them to, but now they are expected to be heard. No matter if you’re the smartest kid, the shyest kid, it doesn’t matter: your voice will be heard. To ease them into this transition, there are many ways I have implemented modified learning to help support them on this journey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, when beginning an assignment where my students will end up having to write a 5 paragraph essay, I automatically start with a \u003ca href=\"http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr9-10.pdf\" target=\"_blank\" rel=\"noopener\">rubric\u003c/a>. If you show the students what is required of them, they will better understand the expectations that are part of the process. From there, I move on to the collecting of information. Since most of our assignments stem from articles we read about real-world events, such as those found on \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">KQED’s The Lowdown.\u003c/a> The goal is to find something of interest that they will all benefit from exploring. Included with the rubric is the assignment with guiding questions and sentence frames. (Here is a good \u003ca href=\"http://www.multibriefs.com/briefs/exclusive/using_sentence_frames.html#.Vp6Iz1MrLEZ\" target=\"_blank\" rel=\"noopener\">introduction to using sentence frames\u003c/a> to improve language skills.) Most of the students will use these questions and frames to help shape their final essay.\u003c/p>\n\u003cp>I usually start with a gallery walk. I place large poster paper around the room with the guiding questions, designed to trigger ideas from my students. This is non-confrontational and gets the kids thinking about the topic they will be writing about eventually. \u003cspan class=\"s1\">During the gallery walk, students have markers and are asked to pick different posters and go around and answer the questions on each poster. If they don’t know what to write, I ask them to write their opinions or questions they have. Each student is required to answer. They do not have to interact, as this is usually a quiet individual activity at first. After, I will have them walk to the poster they find most connected to their opinion or claim they want to focus on. Then they discuss their ideas with other students who have the same agreements. T\u003c/span>he posters stay up throughout the writing process. I eventually put these up on our shared space on the internet and keep them there for my students to access.\u003c/p>\n\u003cp>We then move onto the real nitty-gritty stuff – reading for meaning and understanding. Since this is the time of technology, we often utilize Google Apps for Education to obtain access to these articles. I will post excerpts from articles to my Google Classroom and share them with my students. I always teach my students annotation at the beginning of each year; this way they have a good grasp of how to best understand text. There are a number of programs that you can use. I use Google Docs and upload the text to each of my students so they each have a clean copy. They use highlighting, italicizing, as well as the comment feature to write their annotations. The expectation from annotating is that students write out their ideas, their questions, their understandings or confusions. I want my students to be able to write predictions, and summarize thoughtfully.\u003c/p>\n\u003cp>Typically we will include 2-3 texts for each essay we write in class. These are articles I find, they are articles my students find, or they are novels we are reading. Then, we find all the pertinent information that they believe is relevant to their final essay. The students seem to enjoy this process because although it’s a lot of work to read through a text and really read it for understanding, I find that they do more work when it’s in the online component than when they hand-wrote their annotations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">At this point my students have gathered several ideas by learning how to follow the online tools provided for them. Students learn to use a rubric as a checklist to know what I am looking for in their work, and students have learned the annotation tools to get them writing out their notes to help them write out thoughtful connections. \u003c/span>Stay tuned for part 2, when we discuss using sentence frames and partner/group discussion to better develop student writing ideas.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "What Does Being Politically Active Mean to You? | KQED",
"content": "\u003cp>[audio mp3=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Perspectives20150924x.mp3\"][/audio]\u003cbr>\n\u003cstrong>Featured Media Resource: [AUDIO]\u003c/strong> “\u003ca href=\"http://www.kqed.org/a/perspectives/R201509240643\">Voting Block\u003c/a>” (KQED/Youth Radio)\u003cbr>\n\u003cem>When it comes to politics, Youth Radio’s Desmond Meagley says young voters like him don’t care about party affiliation, only results.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do teens today identify with political parties, or are they redefining political action? What does being politically active mean to you? \u003c/span>\u003cstrong>\u003ci>#DoNowPolitics\u003c/i>\u003c/strong>\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 #DoNowPolitics\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\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 Teens and Politics\u003c/strong>\u003c/h2>\n\u003cp>When it comes to civic engagement, young people today are a bit of a puzzle. On the one hand millennials are less likely to identify with a particular political party than any previous generation, according to \u003ca href=\"http://www.pewsocialtrends.org/2014/03/07/millennials-in-adulthood/\">a recent Pew study\u003c/a>. On the flip side, having grown up with digital media, many are expert at engaging friends, classmates and community members online in support of the political issues they care about.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Desmond Meagley/Youth Radio\" align=\"aligncenter\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-83780\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/DesmondMeagley-400x400.jpg\" alt=\"DesmondMeagley\" width=\"400\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-400x400.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-75x75.jpg 75w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley.jpg 450w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003cbr>\nWhen Youth Radio’s Desmond Meagley was a kid, he thought joining a political party was part of everyone’s duty as a member of society. But now that he’s 18 and about to be a first-time voter, he doesn’t think teens need political parties to make change. “My own political involvement mostly happens in front of a computer screen,” he says. “When an online movement like \u003ca href=\"http://blacklivesmatter.com/\">BlackLivesMatter\u003c/a> can force police departments to review their tactics, it’s clear that joining a political party isn’t the only way to make change.”\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003cp>[polldaddy poll=9275574]\u003c/p>\n\u003c/aside>\n\u003cp>Meagley isn’t the only one. \u003ca href=\"http://ypp.dmlcentral.net/sites/default/files/publications/Participatory_Politics_Report.pdf\">Another study\u003c/a> about young people’s political activities found that 41 percent of young people have engaged in at least one act of “participatory politics.” What does that mean exactly? The study defines participatory politics as “interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern.” In other words: lots of teens are online, connecting to one another to make a difference about issues they feel passionate about.\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>What’s the relationship between online organizing (e.g., replacing your Facebook photo with an image that shows your support of an issue) and more traditional means of protest (e.g., mobilizing a walk-out)?\u003c/li>\n\u003cli>How have your opinions on social and/or economic issues been affected by social media campaigns?\u003c/li>\n\u003cli>Can you think of other ways young people work towards social change today?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>So what happens when young people use social media to start political movements? While the effectiveness of some strategies, like \u003ca href=\"https://www.washingtonpost.com/news/the-intersect/wp/2015/06/29/more-than-26-million-people-have-changed-their-facebook-picture-to-a-rainbow-flag-heres-why-that-matters/\">changing your profile picture\u003c/a>, remains debatable, other efforts have resulted in real-life results. For example, recently, \u003ca href=\"http://www.nytimes.com/2015/11/09/us/missouri-football-players-boycott-in-protest-of-university-president.html?_r=1\">football players at the University of Missouri\u003c/a> announced via Twitter that they would refuse to play until the school’s president, Tim Wolfe, was removed from office. The players were joining forces with another student protester, who was on hunger strike, who objected to the way school administrators had handled a series of racist incidents on campus. Shortly after the announcement, \u003ca href=\"http://www.cnn.com/2015/11/09/us/missouri-football-players-protest-president-resigns/\">both Wolfe and the University’s chancellor resigned\u003c/a> their positions.\u003c/p>\n\u003cp>Social media can also fuel other youth-driven political strategies, such as student groups pressuring college administrations to divest from industries that profit from social issues ranging from apartheid to fossil fuels. Divestment causes are on the rise at colleges across the country, and \u003ca href=\"http://www.latimes.com/local/education/la-me-divestment-column-20150121-story.html\">yield mixed results\u003c/a>. Last December, the University of California (UC) sold off $2 million of its investments in private prison corporations \u003ca href=\"http://www.theaggie.org/2016/01/08/uc-directly-divests-25-million-from-two-private-prison-corporations/\">after receiving pressure\u003c/a> from the student organization Afrikan Black Coalition (ABC). Whatever the end result, these tactics help raise awareness of the causes young people are rallying behind.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ONLINE: \u003ca href=\"http://www.wired.com/2015/10/how-black-lives-matter-uses-social-media-to-fight-the-power/\">How Black Lives Matter uses social media to fight the power\u003c/a> (Wired)\u003c/strong>\u003cbr>\nThis multimedia build documents the growth and tactics used by the Black Lives Matter movement to mobilize advocates via social media. “If you’re a civil rights activist in 2015 and you need to get some news out, your first move is to choose a platform. If you want to post a video of a protest or a violent arrest, you put it up on Vine, Instagram, or Periscope. If you want to avoid trolls or snooping authorities and you need to coordinate some kind of action, you might chat privately with other activists on GroupMe. If you want to rapidly mobilize a bunch of people you know and you don’t want the whole world clued in, you use SMS or WhatsApp. If you want to mobilize a ton of people you might not know and you do want the whole world to talk about it: Twitter.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.journalism.org/2015/06/01/millennials-political-news/\">Millennials and Political News – Social Media – the Local TV for the Next Generation?\u003c/a> (Journalism.org)\u003c/strong>\u003cbr>\nThis website breaks down the different ways various generations digest news content. “When it comes to where younger Americans get news about politics and government, social media look to be the local TV of the Millennial generation. About six-in-ten online Millennials (61%) report getting political news on Facebook in a given week, a much larger percentage than turn to any other news source, according to a new Pew Research Center analysis. This stands in stark contrast to internet-using Baby Boomers, for whom local TV tops the list of sources for political news at nearly the same reach (60%).”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH: \u003c/strong>\u003ca href=\"http://ypp.dmlcentral.net/publications\">\u003cstrong>Youth and Participatory Politics: New Media and Youth Political Action\u003c/strong> \u003c/a>\u003cbr>\nLots of research and resources here for teachers looking to understand and build support for new ways to approach civic education in the digital age.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\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 #DoNowPolitics.\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>The Power of Pictures:\u003c/strong> Create a picture that represents a cause that you care about, then post it to social media. Use hashtags and tag people who might find your post interesting to get your idea noticed.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Political To-Do List:\u003c/strong> With a friend or a small group, make lists of the issues you individually think are especially important. Then, compare your lists, and discuss why you chose those issues and put them in that order. If you can, try to consolidate your lists into one you can agree on, and provide reasoning for each issue.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Host a Twitter Debate\u003c/strong>: In the classroom, brainstorm some real-life issues that your class feels strongly about. Narrow it down to a few important ones, then choose sides 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>Interview the Other Side\u003c/strong>: Interview someone who has different values than you– social, political, economical, moral– and without being judgemental, ask them about how their background helped to shape their ideas. Be on the lookout for things you have in common that you didn’t expect. Use Youth Radio’s \u003c/span>\u003ca href=\"https://youthradio.org/creative-studio/article/diy-toolkit-the-art-of-the-interview/\">\u003cspan style=\"font-weight: 400\">Interview Toolkit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help you write your questions.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\n\u003cstrong>Featured Media Resource: [AUDIO]\u003c/strong> “\u003ca href=\"http://www.kqed.org/a/perspectives/R201509240643\">Voting Block\u003c/a>” (KQED/Youth Radio)\u003cbr>\n\u003cem>When it comes to politics, Youth Radio’s Desmond Meagley says young voters like him don’t care about party affiliation, only results.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do teens today identify with political parties, or are they redefining political action? What does being politically active mean to you? \u003c/span>\u003cstrong>\u003ci>#DoNowPolitics\u003c/i>\u003c/strong>\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 #DoNowPolitics\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\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 Teens and Politics\u003c/strong>\u003c/h2>\n\u003cp>When it comes to civic engagement, young people today are a bit of a puzzle. On the one hand millennials are less likely to identify with a particular political party than any previous generation, according to \u003ca href=\"http://www.pewsocialtrends.org/2014/03/07/millennials-in-adulthood/\">a recent Pew study\u003c/a>. On the flip side, having grown up with digital media, many are expert at engaging friends, classmates and community members online in support of the political issues they care about.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Desmond Meagley/Youth Radio\" align=\"aligncenter\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-83780\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/DesmondMeagley-400x400.jpg\" alt=\"DesmondMeagley\" width=\"400\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-400x400.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-75x75.jpg 75w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley.jpg 450w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003cbr>\nWhen Youth Radio’s Desmond Meagley was a kid, he thought joining a political party was part of everyone’s duty as a member of society. But now that he’s 18 and about to be a first-time voter, he doesn’t think teens need political parties to make change. “My own political involvement mostly happens in front of a computer screen,” he says. “When an online movement like \u003ca href=\"http://blacklivesmatter.com/\">BlackLivesMatter\u003c/a> can force police departments to review their tactics, it’s clear that joining a political party isn’t the only way to make change.”\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003cp>[polldaddy poll=9275574]\u003c/p>\n\u003c/aside>\n\u003cp>Meagley isn’t the only one. \u003ca href=\"http://ypp.dmlcentral.net/sites/default/files/publications/Participatory_Politics_Report.pdf\">Another study\u003c/a> about young people’s political activities found that 41 percent of young people have engaged in at least one act of “participatory politics.” What does that mean exactly? The study defines participatory politics as “interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern.” In other words: lots of teens are online, connecting to one another to make a difference about issues they feel passionate about.\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>What’s the relationship between online organizing (e.g., replacing your Facebook photo with an image that shows your support of an issue) and more traditional means of protest (e.g., mobilizing a walk-out)?\u003c/li>\n\u003cli>How have your opinions on social and/or economic issues been affected by social media campaigns?\u003c/li>\n\u003cli>Can you think of other ways young people work towards social change today?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>So what happens when young people use social media to start political movements? While the effectiveness of some strategies, like \u003ca href=\"https://www.washingtonpost.com/news/the-intersect/wp/2015/06/29/more-than-26-million-people-have-changed-their-facebook-picture-to-a-rainbow-flag-heres-why-that-matters/\">changing your profile picture\u003c/a>, remains debatable, other efforts have resulted in real-life results. For example, recently, \u003ca href=\"http://www.nytimes.com/2015/11/09/us/missouri-football-players-boycott-in-protest-of-university-president.html?_r=1\">football players at the University of Missouri\u003c/a> announced via Twitter that they would refuse to play until the school’s president, Tim Wolfe, was removed from office. The players were joining forces with another student protester, who was on hunger strike, who objected to the way school administrators had handled a series of racist incidents on campus. Shortly after the announcement, \u003ca href=\"http://www.cnn.com/2015/11/09/us/missouri-football-players-protest-president-resigns/\">both Wolfe and the University’s chancellor resigned\u003c/a> their positions.\u003c/p>\n\u003cp>Social media can also fuel other youth-driven political strategies, such as student groups pressuring college administrations to divest from industries that profit from social issues ranging from apartheid to fossil fuels. Divestment causes are on the rise at colleges across the country, and \u003ca href=\"http://www.latimes.com/local/education/la-me-divestment-column-20150121-story.html\">yield mixed results\u003c/a>. Last December, the University of California (UC) sold off $2 million of its investments in private prison corporations \u003ca href=\"http://www.theaggie.org/2016/01/08/uc-directly-divests-25-million-from-two-private-prison-corporations/\">after receiving pressure\u003c/a> from the student organization Afrikan Black Coalition (ABC). Whatever the end result, these tactics help raise awareness of the causes young people are rallying behind.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ONLINE: \u003ca href=\"http://www.wired.com/2015/10/how-black-lives-matter-uses-social-media-to-fight-the-power/\">How Black Lives Matter uses social media to fight the power\u003c/a> (Wired)\u003c/strong>\u003cbr>\nThis multimedia build documents the growth and tactics used by the Black Lives Matter movement to mobilize advocates via social media. “If you’re a civil rights activist in 2015 and you need to get some news out, your first move is to choose a platform. If you want to post a video of a protest or a violent arrest, you put it up on Vine, Instagram, or Periscope. If you want to avoid trolls or snooping authorities and you need to coordinate some kind of action, you might chat privately with other activists on GroupMe. If you want to rapidly mobilize a bunch of people you know and you don’t want the whole world clued in, you use SMS or WhatsApp. If you want to mobilize a ton of people you might not know and you do want the whole world to talk about it: Twitter.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.journalism.org/2015/06/01/millennials-political-news/\">Millennials and Political News – Social Media – the Local TV for the Next Generation?\u003c/a> (Journalism.org)\u003c/strong>\u003cbr>\nThis website breaks down the different ways various generations digest news content. “When it comes to where younger Americans get news about politics and government, social media look to be the local TV of the Millennial generation. About six-in-ten online Millennials (61%) report getting political news on Facebook in a given week, a much larger percentage than turn to any other news source, according to a new Pew Research Center analysis. This stands in stark contrast to internet-using Baby Boomers, for whom local TV tops the list of sources for political news at nearly the same reach (60%).”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH: \u003c/strong>\u003ca href=\"http://ypp.dmlcentral.net/publications\">\u003cstrong>Youth and Participatory Politics: New Media and Youth Political Action\u003c/strong> \u003c/a>\u003cbr>\nLots of research and resources here for teachers looking to understand and build support for new ways to approach civic education in the digital age.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\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 #DoNowPolitics.\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>The Power of Pictures:\u003c/strong> Create a picture that represents a cause that you care about, then post it to social media. Use hashtags and tag people who might find your post interesting to get your idea noticed.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Political To-Do List:\u003c/strong> With a friend or a small group, make lists of the issues you individually think are especially important. Then, compare your lists, and discuss why you chose those issues and put them in that order. If you can, try to consolidate your lists into one you can agree on, and provide reasoning for each issue.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Host a Twitter Debate\u003c/strong>: In the classroom, brainstorm some real-life issues that your class feels strongly about. Narrow it down to a few important ones, then choose sides 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>Interview the Other Side\u003c/strong>: Interview someone who has different values than you– social, political, economical, moral– and without being judgemental, ask them about how their background helped to shape their ideas. Be on the lookout for things you have in common that you didn’t expect. Use Youth Radio’s \u003c/span>\u003ca href=\"https://youthradio.org/creative-studio/article/diy-toolkit-the-art-of-the-interview/\">\u003cspan style=\"font-weight: 400\">Interview Toolkit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help you write your questions.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">We are in the midst of an education revolution where teaching critical thinking is pushed, prized, evaluated, and exalted. This is the first in a series of posts telling the story of my efforts to shift thinking to the center of my curriculum using a variety of resources including KQED Education’s \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">The Lowdown.\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>While the ability to think is often taken as a natural byproduct of school learning, this year I placed teaching thinking front and center in my classes. Among the things I’ve learned is that analyzing the qualities of potential romantic partners and the powers of Congress have a lot more in common than I might have thought. I’ve also learned that the thinking experiences and skills students already possess have been mostly left out of the conversation when we talk about \u003cem>how\u003c/em> to teach thinking to students.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Thinking Strategies\u003c/h4>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-79588 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/think.jpg\" alt=\"Photo by markheybo via Flickr, CC BY 2.0\" width=\"360\" height=\"175\" align=\"center\">\u003c/figure>\n\u003cp style=\"text-align: center\">\u003cem>Photo by markheybo via Flickr, CC BY 2.0\u003c/em>\u003c/p>\n\u003cp>I chose to focus on teaching these eight thinking strategies after reading “\u003ca href=\"http://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible\u003c/a>” by Ron Ritchhart, Mark Church, and Karen Morrison.\u003c/p>\n\u003col>\n\u003cli>Observing closely and describing what’s there\u003c/li>\n\u003cli>Building explanations and interpretations\u003c/li>\n\u003cli>Making claims and supporting with evidence\u003c/li>\n\u003cli>Making connections\u003c/li>\n\u003cli>Considering different viewpoints and perspectives\u003c/li>\n\u003cli>Wondering and asking thoughtful questions\u003c/li>\n\u003cli>Uncovering complexity and going below the surface of things\u003c/li>\n\u003cli>Identifying patterns and themes\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Defining Thinking is troublesome. We use the word all the time, but it’s hard to explain what it means. After reading and talking and yes, \u003cem>thinking\u003c/em>, about skills necessary for life inside and outside of school, my plan for this school year included two essential questions:\u003cem> “What does it mean to think? And, how can I get good at it?\u003c/em>” To animate this question, I chose eight thinking strategies to practice with students. The book “Making Thinking Visible” by Ron Ritchhart, Mark Church and Karin Morrison helped me curate my list of eight thinking strategies from the hundreds of possibilities (see right). These eight strategies, or thinking-routines, are straightforward and useful.\u003c/p>\n\u003ch3>Re-Defining Thinking\u003c/h3>\n\u003cp>The first week of school, I asked the students, “What is thinking? When you tell someone you are thinking, what might actually be going on in your head?” Students looked at me. They looked at the paper. They fumbled about and wrote down phrases like, “Thinking means to think about something.” I gave them examples. More silence. I received a few solid answers but most students struggled to articulate what it means to think about something. Although I felt okay about this introduction to thinking, the idea that something was missing nagged at me.\u003c/p>\n\u003cp>One day while grading at my desk, it hit me. Students THINK. Students think deeply all the time. Of course, right? I know this because when a student says something or writes something that makes me pause or feel or \u003cem>think\u003c/em>, I write it down on a post it note and stick it on my desk somewhere. Here I was at my desk literally surrounded by examples of students’ deep and critical thinking processes covering a variety of topics – topics like how schools and prisons are similar, or how the United States treats people who make mistakes. In that moment I recognized that my job was not simply to “teach students to think” but to make connections between the types of thinking they already do in their everyday lives and the types of thinking that will help them excel in academic settings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I re-named the strategies “Asset Based Thinking Strategies” as a riff off the concept of Asset Based Community Development (ABCD) I learned about several years ago. ABCD always \u003cem>starts\u003c/em> with recognizing the existing resources, skills, and experience in a community. Although many students struggle to explain what’s going on in their head when they are thinking, they are, nonetheless, experienced thinkers. I realized I needed to go beyond asking myself whether a lesson asked my students to think; I needed to activate their experiences with thinking they already engage in every day.\u003c/p>\n\u003ch3>Asset-Based Thinking Strategies in Action\u003c/h3>\n\u003cp>The “Powers of Congress” is a standard lesson topic for government classes. I revamped my lesson on this topic to deemphasize knowing the names and attributes of all the powers of Congress, and instead wanted to use the lesson as an opportunity to teach powerful thinking skills, not simply drill for facts they can look up on Google. I asked students to look at a fairly standard list of seventeen powers of Congress and select ten of them as the “most significant” powers. To do this, they would FIRST develop a list of criteria to be used to evaluate the significance of different powers. Then they would run each power through the list of criteria to evaluate whether it was a “Top 10” power. I was feeling pretty good about myself because this lesson requires a lot of different thinking skills such as observing and describing the powers, developing the evaluation criteria, evaluating evidence, making claims and supporting those claims.\u003c/p>\n\u003cp>But, after we started, the awkward silence indicating lesson destruction took hold. I walked around and explained the concept of criteria again to the groups. The awkward silence turned to unsure giggles. I exhorted them to “think hard” and use 100% of their brain. This unhelpful pep talk led to frustrated under-the-breath muttering and the final stages of the mutiny. They rejected the assignment and instead started talking about the TV show Empire. The bell rang. I had lost the day.\u003c/p>\n\u003cp>Before the next class arrived, I knew I had to make a change. And that change had to involve showing them they knew how to develop criteria, that they develop criteria all the time in their lives. I had to show them that they could start with their thinking abilities and then name and transfer their pre-existing thinking skills to this academic investigation. I started with the same definition and example but I introduced a new step. I asked the students to list the criteria they would use to evaluate a person they might potentially date. What criteria would they use to decide if that person was “dateable?” Students quickly and easily shouted answers: \u003cem>“kind”, “cute”, “a good sense of humor\u003c/em>”. Before I could make the connection to the powers of Congress a student took the conversation to a deeper level by voicing an insightful question – “there is no way that someone will meet ALL these criteria so how do you use the list to evaluate potential romantic interests?” Other students chimed in with ideas about figuring out which criteria is the MOST important to you or deciding that if the person meets a certain number of the criteria then they are “dateable.” The student’s question and the subsequent discussion allowed for a more sophisticated and nuanced evaluation of the powers of Congress when we transitioned to this activity. The lesson went much more smoothly because the students had the confidence in their ability to develop and use a set of criteria to analyze and evaluate a set of unfamiliar and complex information.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We have long known students come to class with content background knowledge and good teachers tap in to this knowledge. I am also learning the magic and joy of tapping into their emerging expertise as thinkers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">We are in the midst of an education revolution where teaching critical thinking is pushed, prized, evaluated, and exalted. This is the first in a series of posts telling the story of my efforts to shift thinking to the center of my curriculum using a variety of resources including KQED Education’s \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">The Lowdown.\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>While the ability to think is often taken as a natural byproduct of school learning, this year I placed teaching thinking front and center in my classes. Among the things I’ve learned is that analyzing the qualities of potential romantic partners and the powers of Congress have a lot more in common than I might have thought. I’ve also learned that the thinking experiences and skills students already possess have been mostly left out of the conversation when we talk about \u003cem>how\u003c/em> to teach thinking to students.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Thinking Strategies\u003c/h4>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-79588 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/think.jpg\" alt=\"Photo by markheybo via Flickr, CC BY 2.0\" width=\"360\" height=\"175\" align=\"center\">\u003c/figure>\n\u003cp style=\"text-align: center\">\u003cem>Photo by markheybo via Flickr, CC BY 2.0\u003c/em>\u003c/p>\n\u003cp>I chose to focus on teaching these eight thinking strategies after reading “\u003ca href=\"http://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible\u003c/a>” by Ron Ritchhart, Mark Church, and Karen Morrison.\u003c/p>\n\u003col>\n\u003cli>Observing closely and describing what’s there\u003c/li>\n\u003cli>Building explanations and interpretations\u003c/li>\n\u003cli>Making claims and supporting with evidence\u003c/li>\n\u003cli>Making connections\u003c/li>\n\u003cli>Considering different viewpoints and perspectives\u003c/li>\n\u003cli>Wondering and asking thoughtful questions\u003c/li>\n\u003cli>Uncovering complexity and going below the surface of things\u003c/li>\n\u003cli>Identifying patterns and themes\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Defining Thinking is troublesome. We use the word all the time, but it’s hard to explain what it means. After reading and talking and yes, \u003cem>thinking\u003c/em>, about skills necessary for life inside and outside of school, my plan for this school year included two essential questions:\u003cem> “What does it mean to think? And, how can I get good at it?\u003c/em>” To animate this question, I chose eight thinking strategies to practice with students. The book “Making Thinking Visible” by Ron Ritchhart, Mark Church and Karin Morrison helped me curate my list of eight thinking strategies from the hundreds of possibilities (see right). These eight strategies, or thinking-routines, are straightforward and useful.\u003c/p>\n\u003ch3>Re-Defining Thinking\u003c/h3>\n\u003cp>The first week of school, I asked the students, “What is thinking? When you tell someone you are thinking, what might actually be going on in your head?” Students looked at me. They looked at the paper. They fumbled about and wrote down phrases like, “Thinking means to think about something.” I gave them examples. More silence. I received a few solid answers but most students struggled to articulate what it means to think about something. Although I felt okay about this introduction to thinking, the idea that something was missing nagged at me.\u003c/p>\n\u003cp>One day while grading at my desk, it hit me. Students THINK. Students think deeply all the time. Of course, right? I know this because when a student says something or writes something that makes me pause or feel or \u003cem>think\u003c/em>, I write it down on a post it note and stick it on my desk somewhere. Here I was at my desk literally surrounded by examples of students’ deep and critical thinking processes covering a variety of topics – topics like how schools and prisons are similar, or how the United States treats people who make mistakes. In that moment I recognized that my job was not simply to “teach students to think” but to make connections between the types of thinking they already do in their everyday lives and the types of thinking that will help them excel in academic settings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I re-named the strategies “Asset Based Thinking Strategies” as a riff off the concept of Asset Based Community Development (ABCD) I learned about several years ago. ABCD always \u003cem>starts\u003c/em> with recognizing the existing resources, skills, and experience in a community. Although many students struggle to explain what’s going on in their head when they are thinking, they are, nonetheless, experienced thinkers. I realized I needed to go beyond asking myself whether a lesson asked my students to think; I needed to activate their experiences with thinking they already engage in every day.\u003c/p>\n\u003ch3>Asset-Based Thinking Strategies in Action\u003c/h3>\n\u003cp>The “Powers of Congress” is a standard lesson topic for government classes. I revamped my lesson on this topic to deemphasize knowing the names and attributes of all the powers of Congress, and instead wanted to use the lesson as an opportunity to teach powerful thinking skills, not simply drill for facts they can look up on Google. I asked students to look at a fairly standard list of seventeen powers of Congress and select ten of them as the “most significant” powers. To do this, they would FIRST develop a list of criteria to be used to evaluate the significance of different powers. Then they would run each power through the list of criteria to evaluate whether it was a “Top 10” power. I was feeling pretty good about myself because this lesson requires a lot of different thinking skills such as observing and describing the powers, developing the evaluation criteria, evaluating evidence, making claims and supporting those claims.\u003c/p>\n\u003cp>But, after we started, the awkward silence indicating lesson destruction took hold. I walked around and explained the concept of criteria again to the groups. The awkward silence turned to unsure giggles. I exhorted them to “think hard” and use 100% of their brain. This unhelpful pep talk led to frustrated under-the-breath muttering and the final stages of the mutiny. They rejected the assignment and instead started talking about the TV show Empire. The bell rang. I had lost the day.\u003c/p>\n\u003cp>Before the next class arrived, I knew I had to make a change. And that change had to involve showing them they knew how to develop criteria, that they develop criteria all the time in their lives. I had to show them that they could start with their thinking abilities and then name and transfer their pre-existing thinking skills to this academic investigation. I started with the same definition and example but I introduced a new step. I asked the students to list the criteria they would use to evaluate a person they might potentially date. What criteria would they use to decide if that person was “dateable?” Students quickly and easily shouted answers: \u003cem>“kind”, “cute”, “a good sense of humor\u003c/em>”. Before I could make the connection to the powers of Congress a student took the conversation to a deeper level by voicing an insightful question – “there is no way that someone will meet ALL these criteria so how do you use the list to evaluate potential romantic interests?” Other students chimed in with ideas about figuring out which criteria is the MOST important to you or deciding that if the person meets a certain number of the criteria then they are “dateable.” The student’s question and the subsequent discussion allowed for a more sophisticated and nuanced evaluation of the powers of Congress when we transitioned to this activity. The lesson went much more smoothly because the students had the confidence in their ability to develop and use a set of criteria to analyze and evaluate a set of unfamiliar and complex information.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Every teacher wants to provide the best instruction and education for her students. As a special education teacher for the past ten years, my job has been to support general education teachers when we share responsibility of students with special needs. I work with them to ensure that all students have the necessary resources in order to be successful, and that they themselves can grow and learn as an educator. Here are five strategies that have been successful for working with students in the inclusive classroom.\u003c/span>\u003c/p>\n\u003ch3>1. Get to know your students’ IEPs/504s\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon receiving notice that a student with a specific plan is entering your class, it’s important to connect with that student’s case manager. For a student with a 504 plan, that is usually the school counselor; for a student with an IEP it’s either the Special Education Teacher or Resource Specialist. You should receive a brief synopsis of the IEP, often referred to as the “IEP at a Glance” form. This will detail the specific services and minutes each student receives, as well as \u003c/span>\u003cspan style=\"font-weight: 400\">any \u003c/span>\u003cspan style=\"font-weight: 400\">accommodations and modifications that are available for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk. There are many instances where seating a student in the front row can be catastrophic! Most of the rooms I see are grouped in clusters; I like to make sure that a student I am working with is next to peers they feel comfortable with, and can help explain a concept during collaborative time. Seats away from distractions such as windows or doors is quite helpful for students with attention issues.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Check and make sure you have current documents for students in your class. Make a chart with what services each student receives and how frequently. Make note of their next IEP meeting date. If you haven’t started one yet, start a folder for student work samples-this will make the Special Educator’s job that much easier!\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>2. Implement Universal Design for Learning (UDL)\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Universal Design is so much more than one of the hottest buzzwords circulating around education circles. It’s an approach to curriculum planning and mapping that makes learning engaging and accessible to a wider range of learners with different strengths and needs. UDL builds on \u003c/span>\u003ca href=\"http://multipleintelligencesoasis.org/\">\u003cspan style=\"font-weight: 400\">Howard Gardner’s theories of multiple intelligences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, in that it calls for teaching to utilize multiple modalities, and for students to respond to learning with a variety of assessment tools. Educators that recognize the importance of UDL realize that we all learn and express ourselves in different ways, and that in order to assess skills we need to be allowed to use our strengths, while practicing our areas of need at the same time. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A great introduction to the concepts behind UDL can be found at \u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST’s website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: View the video and reflect on your teaching practices. How are you engaging students? How do students show what they know? How are students presented with material?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"UDL At A Glance\" width=\"500\" height=\"375\" src=\"https://www.youtube.com/embed/bDvKnY0g6e4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch3>3. Support Important Life Skills\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a seasoned educator, when I hear the term “life skills”, I often think of tasks that are performed by our more severely disabled students, many of whom are not in a general education environment. When I do this, I am shortchanging my students, many who lack very necessary skills they need in order to be a productive and contributing member of society. Many general education mainstream students cannot perform the following simple tasks:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">telling time from an analog clock \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">writing a simple letter\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">signing their name in cursive\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">note taking and study skills\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the teachers that I work with have a “Study Skills Thursday”, where students clean out their backpacks, organize their binders and notebooks, and focus on developing and self-reflecting on both short and long-term goals. I also do locker checks with some of my students. The battle is half won if a student comes to school organized and prepared.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Find or create a survey for your students to gauge what essential skills they have, and what they need (I use this \u003c/span>\u003c/i>\u003cem>\u003ca href=\"https://www.teacherspayteachers.com/Product/Learning-Skills-and-Work-Habits-Student-Self-Assessment-Checklist-326887\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Skills and Work Habits Student Self-Assessment Checklist\u003c/a> from Teachers Pay teachers\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">). How can you incorporate instruction in these skills into your everyday schedule?\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>4. Engage in Collaborative Planning and Teaching\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">No classroom is an island, especially an inclusive classroom. Opening up your room to service providers, paraprofessionals, special education teachers, and parents gives you valuable opportunities to participate in collaborative teaching. Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together. This often spans grade levels and subject areas.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Try to find a common time to sit and meet with your grade-level Special Education teacher. How can you work together to improve student learning? Draft a plan to hand to your administrator; perhaps you can receive a stipend for your planning time!\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>5. Develop a strong Behavior Management Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having a successful inclusive classroom depends upon having control of your classroom. It is essential to have clearly communicated expectations and goals, that are accessible to all students.\u003c/span> \u003cspan style=\"font-weight: 400\">Your classroom environment should be tailored to better suit diverse students’ needs. With students’ and specialists’ input, create a checklist or action plan for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some specific behavior management strategies that support effective instruction are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Posting daily schedules\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Displaying classroom rules and expectations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging peer to peer instruction and leadership\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Using signals to quiet down, start working, and putting away materials.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Giving students folders, labels and containers to organize supplies.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Checking in with students while they work\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Utilizing proactive rather than reactive interventions as needed\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Speaking to students privately about any concerns\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Look through student IEPs to see if any student has a formal Behavior Intervention Plan (BIP). Consult with your Special Education teacher for resources on how to establish and strengthen behavior management in your classroom. If possible, have the SpEd teacher observe and give feedback.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>There are many pieces to the puzzle for creating an effective inclusive classroom. Communication is key, and collaboration with other educators and professionals has a great benefit to all.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Here are five strategies that have been successful for working with students in the inclusive classroom.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Every teacher wants to provide the best instruction and education for her students. As a special education teacher for the past ten years, my job has been to support general education teachers when we share responsibility of students with special needs. I work with them to ensure that all students have the necessary resources in order to be successful, and that they themselves can grow and learn as an educator. Here are five strategies that have been successful for working with students in the inclusive classroom.\u003c/span>\u003c/p>\n\u003ch3>1. Get to know your students’ IEPs/504s\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon receiving notice that a student with a specific plan is entering your class, it’s important to connect with that student’s case manager. For a student with a 504 plan, that is usually the school counselor; for a student with an IEP it’s either the Special Education Teacher or Resource Specialist. You should receive a brief synopsis of the IEP, often referred to as the “IEP at a Glance” form. This will detail the specific services and minutes each student receives, as well as \u003c/span>\u003cspan style=\"font-weight: 400\">any \u003c/span>\u003cspan style=\"font-weight: 400\">accommodations and modifications that are available for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk. There are many instances where seating a student in the front row can be catastrophic! Most of the rooms I see are grouped in clusters; I like to make sure that a student I am working with is next to peers they feel comfortable with, and can help explain a concept during collaborative time. Seats away from distractions such as windows or doors is quite helpful for students with attention issues.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Check and make sure you have current documents for students in your class. Make a chart with what services each student receives and how frequently. Make note of their next IEP meeting date. If you haven’t started one yet, start a folder for student work samples-this will make the Special Educator’s job that much easier!\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>2. Implement Universal Design for Learning (UDL)\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Universal Design is so much more than one of the hottest buzzwords circulating around education circles. It’s an approach to curriculum planning and mapping that makes learning engaging and accessible to a wider range of learners with different strengths and needs. UDL builds on \u003c/span>\u003ca href=\"http://multipleintelligencesoasis.org/\">\u003cspan style=\"font-weight: 400\">Howard Gardner’s theories of multiple intelligences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, in that it calls for teaching to utilize multiple modalities, and for students to respond to learning with a variety of assessment tools. Educators that recognize the importance of UDL realize that we all learn and express ourselves in different ways, and that in order to assess skills we need to be allowed to use our strengths, while practicing our areas of need at the same time. \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\">A great introduction to the concepts behind UDL can be found at \u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST’s website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: View the video and reflect on your teaching practices. How are you engaging students? How do students show what they know? How are students presented with material?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"UDL At A Glance\" width=\"500\" height=\"375\" src=\"https://www.youtube.com/embed/bDvKnY0g6e4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch3>3. Support Important Life Skills\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a seasoned educator, when I hear the term “life skills”, I often think of tasks that are performed by our more severely disabled students, many of whom are not in a general education environment. When I do this, I am shortchanging my students, many who lack very necessary skills they need in order to be a productive and contributing member of society. Many general education mainstream students cannot perform the following simple tasks:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">telling time from an analog clock \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">writing a simple letter\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">signing their name in cursive\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">note taking and study skills\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the teachers that I work with have a “Study Skills Thursday”, where students clean out their backpacks, organize their binders and notebooks, and focus on developing and self-reflecting on both short and long-term goals. I also do locker checks with some of my students. The battle is half won if a student comes to school organized and prepared.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Find or create a survey for your students to gauge what essential skills they have, and what they need (I use this \u003c/span>\u003c/i>\u003cem>\u003ca href=\"https://www.teacherspayteachers.com/Product/Learning-Skills-and-Work-Habits-Student-Self-Assessment-Checklist-326887\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Skills and Work Habits Student Self-Assessment Checklist\u003c/a> from Teachers Pay teachers\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">). How can you incorporate instruction in these skills into your everyday schedule?\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>4. Engage in Collaborative Planning and Teaching\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">No classroom is an island, especially an inclusive classroom. Opening up your room to service providers, paraprofessionals, special education teachers, and parents gives you valuable opportunities to participate in collaborative teaching. Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together. This often spans grade levels and subject areas.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Try to find a common time to sit and meet with your grade-level Special Education teacher. How can you work together to improve student learning? Draft a plan to hand to your administrator; perhaps you can receive a stipend for your planning time!\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>5. Develop a strong Behavior Management Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having a successful inclusive classroom depends upon having control of your classroom. It is essential to have clearly communicated expectations and goals, that are accessible to all students.\u003c/span> \u003cspan style=\"font-weight: 400\">Your classroom environment should be tailored to better suit diverse students’ needs. With students’ and specialists’ input, create a checklist or action plan for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some specific behavior management strategies that support effective instruction are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Posting daily schedules\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Displaying classroom rules and expectations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging peer to peer instruction and leadership\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Using signals to quiet down, start working, and putting away materials.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Giving students folders, labels and containers to organize supplies.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Checking in with students while they work\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Utilizing proactive rather than reactive interventions as needed\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Speaking to students privately about any concerns\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Look through student IEPs to see if any student has a formal Behavior Intervention Plan (BIP). Consult with your Special Education teacher for resources on how to establish and strengthen behavior management in your classroom. If possible, have the SpEd teacher observe and give feedback.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>There are many pieces to the puzzle for creating an effective inclusive classroom. Communication is key, and collaboration with other educators and professionals has a great benefit to all.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "Nine Ideas for the Bolstering Innovative Thinking | KQED",
"content": "\u003cp>\u003cstrong>By Catameron Bobino \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_71125\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=9323 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-71125\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/12/code-like-a-girl.png\" alt=\"Code Like a Girl/ PBS NewsHour\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/code-like-a-girl.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/code-like-a-girl-400x225.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Code Like a Girl/ PBS NewsHour\u003c/figcaption>\u003c/figure>\n\u003cp>Videos, interactives and lessons included in this list can bolster skills that lead to innovative thinking: communication, collaboration, critical thinking, and creativity. Head back into the classroom with resources for invigorating learning in 2016. For full access to PBS LearningMedia, create a free \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia \u003c/a> account. \u003cem>\u003cstrong>With PBS LearningMedia build interactive lessons and quizzes to create more media rich teaching and learning opportunities in your classroom.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7b9c8786-453c-4d18-9faa-fbf8c2dfc1aa/how-we-got-to-now/\">Innovative Thinking: Steven Johnson\u003c/a> | Video | Grades 1-13+\u003c/strong>\u003cbr>\nWatch as Steven Johnson, the host of the PBS series \u003cem>How We Got to Now\u003c/em>, shares his advice for fostering innovative thinking: have diverse interests, follow your hunches, and don’t be afraid to fail. The series tells the stories behind the ideas and inventions that made the modern world possible.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/be-inspired-be-an-innovator/?topic_id=1602\">Innovation in Action\u003c/a> | Videos | 3-12\u003c/strong>\u003cbr>\nThese resources explore the critical and creative skills that engineers, inventors, musicians, farmers, and scientists rely on to develop the innovative products and processes that underpin our everyday lives.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/webcast-episode-wrightbrothers-stemin30/kites-to-flight-inventing-with-the-wright-brothers-webcast-stem-in-30/\">Inventing with the Wright Brothers\u003c/a> | Video | Grades 5-8\u003c/strong>\u003cbr>\nIn celebration of the anniversary of the Wilbur and Orville Wright’s historic first flight in 1903, this fast-paced webcast gives students in sixth to eighth grades an introduction to the Wright brothers and the process of innovation. The program uses the Wright Flyer as a starting point to explore the concepts of flight.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/tch12.sci.phys.stem.catapult/the-catapult-project/\">The Catapult Project\u003c/a> | Video | Grades 5-8, 13+\u003c/strong>\u003cbr>\nJoin 7th grade integrated science and math teacher Zara Acosta as she leads her students through a 6-week catapult design project. Students learn about the laws of motion and forces, probability, and engineering design, and then apply these principles to design their own catapult. Multiple firings of the catapult the project give students practice with data analysis, with the goal of improving the catapult’s accuracy.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/c48fe75e-8b6b-4c9a-947d-52dc6301e82b/extreme-by-design-watch-do-learning-episode-1-being-an-innovator/\">Extreme By Design\u003c/a> | Interactive | Grades 6-12\u003c/strong>\u003cbr>\n“Extreme By Design – Watch & Do” is an interactive experience designed for 4th through 12th grade students, to be completed after watching the \u003cem>Extreme By Design\u003c/em> documentary. Learning Episode 1 (“Being an Innovator”) helps students think and act like innovators using the design thinking approach.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/54f2fd17-b203-43c0-ab10-6c28ee5b3867/code-like-a-girl-puts-more-girls-in-the-game/\">Code like a Girl\u003c/a> | Video and Activity | Grades 6-12\u003c/strong>\u003cbr>\nSee what coding camps are doing to help girls gain more ground in the gaming world with this video and educational resources from \u003cem>PBS NewsHour\u003c/em> from September 15, 2015.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/60082661-a618-4848-825b-d64e53c0d781/60082661-a618-4848-825b-d64e53c0d781/\">Process of Innovation\u003c/a> | Lesson | Grades 6-13+\u003c/strong>\u003cbr>\nIn this lesson, students will compare and contrast the processes of innovation favored by different types of innovators to demonstrate that innovation need not follow a single method.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/efdeafd8-c70c-42dd-8066-9e403f6aa230/what-does-innovation-really-mean/\">What Does Innovation Really Mean?\u003c/a> | Webinar Recording | Grades 6-13+\u003c/strong>\u003cbr>\nWatch PBS LearningMedia’s innovation expert, John Sessler, as he explores the topic of “innovation” and identifies the 21st century skills that lead to innovative thinking: communication, collaboration, critical thinking, and creativity.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/smithsonian-science-education-center/\">Good Thinking! Collection\u003c/a> | Professional Learning Resources\u003c/strong>\u003cbr>\nNew resources from the Smithsonian Science Education Center, committed to improving K-12 teaching and learning of science for all students around the globe.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Catameron Bobino \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_71125\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=9323 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-71125\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/12/code-like-a-girl.png\" alt=\"Code Like a Girl/ PBS NewsHour\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/code-like-a-girl.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/code-like-a-girl-400x225.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Code Like a Girl/ PBS NewsHour\u003c/figcaption>\u003c/figure>\n\u003cp>Videos, interactives and lessons included in this list can bolster skills that lead to innovative thinking: communication, collaboration, critical thinking, and creativity. Head back into the classroom with resources for invigorating learning in 2016. For full access to PBS LearningMedia, create a free \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia \u003c/a> account. \u003cem>\u003cstrong>With PBS LearningMedia build interactive lessons and quizzes to create more media rich teaching and learning opportunities in your classroom.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7b9c8786-453c-4d18-9faa-fbf8c2dfc1aa/how-we-got-to-now/\">Innovative Thinking: Steven Johnson\u003c/a> | Video | Grades 1-13+\u003c/strong>\u003cbr>\nWatch as Steven Johnson, the host of the PBS series \u003cem>How We Got to Now\u003c/em>, shares his advice for fostering innovative thinking: have diverse interests, follow your hunches, and don’t be afraid to fail. The series tells the stories behind the ideas and inventions that made the modern world possible.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/be-inspired-be-an-innovator/?topic_id=1602\">Innovation in Action\u003c/a> | Videos | 3-12\u003c/strong>\u003cbr>\nThese resources explore the critical and creative skills that engineers, inventors, musicians, farmers, and scientists rely on to develop the innovative products and processes that underpin our everyday lives.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/webcast-episode-wrightbrothers-stemin30/kites-to-flight-inventing-with-the-wright-brothers-webcast-stem-in-30/\">Inventing with the Wright Brothers\u003c/a> | Video | Grades 5-8\u003c/strong>\u003cbr>\nIn celebration of the anniversary of the Wilbur and Orville Wright’s historic first flight in 1903, this fast-paced webcast gives students in sixth to eighth grades an introduction to the Wright brothers and the process of innovation. The program uses the Wright Flyer as a starting point to explore the concepts of flight.\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://ca.pbslearningmedia.org/resource/tch12.sci.phys.stem.catapult/the-catapult-project/\">The Catapult Project\u003c/a> | Video | Grades 5-8, 13+\u003c/strong>\u003cbr>\nJoin 7th grade integrated science and math teacher Zara Acosta as she leads her students through a 6-week catapult design project. Students learn about the laws of motion and forces, probability, and engineering design, and then apply these principles to design their own catapult. Multiple firings of the catapult the project give students practice with data analysis, with the goal of improving the catapult’s accuracy.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/c48fe75e-8b6b-4c9a-947d-52dc6301e82b/extreme-by-design-watch-do-learning-episode-1-being-an-innovator/\">Extreme By Design\u003c/a> | Interactive | Grades 6-12\u003c/strong>\u003cbr>\n“Extreme By Design – Watch & Do” is an interactive experience designed for 4th through 12th grade students, to be completed after watching the \u003cem>Extreme By Design\u003c/em> documentary. Learning Episode 1 (“Being an Innovator”) helps students think and act like innovators using the design thinking approach.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/54f2fd17-b203-43c0-ab10-6c28ee5b3867/code-like-a-girl-puts-more-girls-in-the-game/\">Code like a Girl\u003c/a> | Video and Activity | Grades 6-12\u003c/strong>\u003cbr>\nSee what coding camps are doing to help girls gain more ground in the gaming world with this video and educational resources from \u003cem>PBS NewsHour\u003c/em> from September 15, 2015.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/60082661-a618-4848-825b-d64e53c0d781/60082661-a618-4848-825b-d64e53c0d781/\">Process of Innovation\u003c/a> | Lesson | Grades 6-13+\u003c/strong>\u003cbr>\nIn this lesson, students will compare and contrast the processes of innovation favored by different types of innovators to demonstrate that innovation need not follow a single method.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/efdeafd8-c70c-42dd-8066-9e403f6aa230/what-does-innovation-really-mean/\">What Does Innovation Really Mean?\u003c/a> | Webinar Recording | Grades 6-13+\u003c/strong>\u003cbr>\nWatch PBS LearningMedia’s innovation expert, John Sessler, as he explores the topic of “innovation” and identifies the 21st century skills that lead to innovative thinking: communication, collaboration, critical thinking, and creativity.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/smithsonian-science-education-center/\">Good Thinking! Collection\u003c/a> | Professional Learning Resources\u003c/strong>\u003cbr>\nNew resources from the Smithsonian Science Education Center, committed to improving K-12 teaching and learning of science for all students around the globe.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>https://www.youtube.com/watch?v=ESu6C_dLnw8&feature=youtu.be\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use the research here to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Would you buy a genetically engineered pet?\u003c/span>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003ch2>\u003cstrong>Genetically Modifying Animals\u003c/strong>\u003c/h2>\n\u003cp>Finding the cutest and best-looking dog or cat is an important part of adopting a new furry friend. So imagine if you could genetically manipulate the traits of an animal to create the ideal pet! Right now, with the assistance of advanced gene modifying programs such as \u003ca href=\"http://techcrunch.com/2015/05/13/the-genome-engineering-revolution/\">TALENS and CRISPR\u003c/a>, genetically modified animals are becoming a reality. Recently, a genomics institute located in Shenzhen, China, \u003ca href=\"http://www.sfgate.com/technology/businessinsider/article/Chinese-scientists-want-to-sell-these-teensy-6541126.php\">called BGI\u003c/a>, revealed their genetically modified “micro-pig,” which weighs about 30 pounds when mature. \u003ca href=\"http://www.nature.com/news/gene-edited-micropigs-to-be-sold-as-pets-at-chinese-institute-1.18448\">They intend to sell these micro-pigs for $1,600\u003c/a> and, eventually, BGI hopes that customers will be able to “order pigs with customized coat colors and patterns.” The company’s goal is to bring their genetic modifications to a higher level, potentially modifying dog and cat DNA. But no one knows what kind of medical issues will arise from tampering with the genes of an animal. With such little existing research and experience on genetically modifying animals, do we know if it is medically safe – or even ethical – to change a pet’s genome?\u003c/p>\n\u003ch2>\u003cstrong>The Science\u003c/strong>\u003c/h2>\n\u003cp>Compared to past techniques, gene editing can be performed much more quickly and efficiently. The price of gene modification has decreased from tens of thousands of dollars to just hundreds of dollars, and these methods have been made public. In the field of genome modification, the two main methods of editing genes are TALENs and CRISPR. These two methods have revolutionized science, providing scientists the chance to conduct revolutionary research—and businesses to create new animal “products.”\u003c/p>\n\u003cp>\u003ca href=\"http://genetics.thetech.org/editing-our-dna-molecular-scissors\">The TALENs method\u003c/a> uses specially coded enzymes called TALENs to split or cut out specific DNA segments and input new segments of DNA. The TALENs method is very effective because the enzymes can target specific sites where original DNA will be replaced by new segments, overall changing genes. In other words, this program will allow scientists to insert the preferred traits into the DNA of the subject. For example, scientists can replace the brown-eye DNA sequence with a blue-eye sequence, nearly guaranteeing that the animal will have blue eyes.\u003c/p>\n\u003cp>The other common technique for genome modification is called \u003ca href=\"http://www.nature.com/news/crispr-the-disruptor-1.17673\">CRISPR\u003c/a>, which stands for “Clustered Regularly Interspaced Short Palindromic Repeats.” CRISPR is a natural, adaptive immunity used by select bacteria and archaea to defend against invasive genetic material. CRISPR uses a DNA-snipping enzyme called Cas9, which cuts out specific segments of DNA. Afterwards, new segments are inserted to fill the gaps, overall changing a select gene of a cell. This cell can then divide and multiply through mitosis, creating more cells with the desired traits.\u003c/p>\n\u003ch2>\u003cstrong>The Debate\u003c/strong>\u003c/h2>\n\u003cp>The truth is that humans been modifying animals for all of recorded history. Supporters of genetic modification argue that humanity has already been changing animals’ genes for thousands of years through \u003ca href=\"http://www.bbc.co.uk/education/guides/z6trd2p/revision/3\">selective breeding\u003c/a>. When breeders perform selective breeding, allowing only offspring with the desired traits to reproduce, they are controlling the genes that appear in following generations. Is ordering a dog with specific traits from a breeder different than ordering a genetically modified one?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.animallaw.info/article/detailed-discussion-genetic-engineering-and-animal-rights-legal-terrain-and-ethical\">Opponents of genetically modified pets \u003c/a>argue that they may negatively impact the environment if they are released into the wild. Similar to \u003ca href=\"https://www.doi.gov/invasivespecies\">invasive species\u003c/a>, GMO animals might outcompete native populations for resources and replace them. In addition, genetically modified animals might have unintended developmental or health issues. By modifying an animal’s gene, it’s hard to predict the longer term consequences of even a “minor” change like eye or fur color. Genetic modification could put our pets at risk.\u003c/p>\n\u003cp>So, would you buy a genetically customized pet? What do you think are the most important ethical considerations when it comes to genetically engineering animals? What guidelines or restrictions should be in place, if any?\u003c/p>\n\u003ch2>\u003cb>Learn More….\u003c/b>\u003c/h2>\n\u003cp>\u003cb>ARTICLE: \u003c/b>\u003ca href=\"http://ww2.kqed.org/quest/2013/02/11/lighten-up-california-why-glofish-cant-glow-in-the-golden-state/\">\u003cb>Lighten Up, California: Why GloFish Can’t Glow in the Golden State\u003c/b>\u003c/a>\u003cb> (KQED QUEST)\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This article by Dr. Barry Starr, of Tech Museum and Stanford University, outlines the debate over the use of GloFish in California. The state’s Fish and Game Commission decided in 2003 that GloFish were the result of a “trivial use for a powerful technology.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003cb>\u003ca href=\"https://www.youtube.com/watch?v=2pp17E4E-O8\">Genome Editing with CRISPR-Cas9\u003c/a> \u003c/b>\u003cstrong>(McGovern Institute for Brain Research at MIT)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This animation depicts the CRISPR-Cas9 method for genome editing – a powerful new technology with many applications in biomedical research, including the potential to treat human genetic disease.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=eCPtDVnaQ1w\">Science Creates Glowing Kittens, Monkeys and Sheep!\u003c/a> (Discovery News)\u003c/strong>\u003cbr>\nDNews reports on the fluorescent protein that’s turning animals bioluminescent, and the implications it has for science.\u003c/p>\n\u003cp>\u003cb>REPORT: \u003c/b>\u003cb>\u003ca href=\"https://www.animallaw.info/article/brief-summary-genetic-engineering-and-animals\">Brief Summary of Genetic Engineering and Animals\u003c/a> (Michigan State University’s Animal Legal & Historical Center)\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This research paper outlines the pros and cons of genetic engineering technology and its creation of and patenting of transgenic animal species.\u003c/span>\u003c/p>\n\u003cp>\u003cb>BLOG\u003c/b>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://blogs.scientificamerican.com/guest-blog/warning-genetically-modified-humans/\">\u003cb>Warning: Genetically Modified Humans\u003cbr>\n\u003c/b>\u003c/a>\u003cb>(\u003cem>Scientific American\u003c/em>, Guest Blog)\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This blog piece by Zaria Gorvett, a British science graduate and aspiring science writer, calls for greater regulation of procedures such as pre-natal screening, and to exercise restraint in genetic engineering.\u003c/span>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">California Academy of Sciences’ TechTeens program\u003c/a>: \u003c/em>\u003c/p>\n\u003cp>\u003cem>Alex B, Alvin S, Darrah B, Mathew L, Maggie Y, Ori L, and Sophie H\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> The TechTeens are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ESu6C_dLnw8'\n title='//www.youtube.com/embed/ESu6C_dLnw8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use the research here to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Would you buy a genetically engineered pet?\u003c/span>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003ch2>\u003cstrong>Genetically Modifying Animals\u003c/strong>\u003c/h2>\n\u003cp>Finding the cutest and best-looking dog or cat is an important part of adopting a new furry friend. So imagine if you could genetically manipulate the traits of an animal to create the ideal pet! Right now, with the assistance of advanced gene modifying programs such as \u003ca href=\"http://techcrunch.com/2015/05/13/the-genome-engineering-revolution/\">TALENS and CRISPR\u003c/a>, genetically modified animals are becoming a reality. Recently, a genomics institute located in Shenzhen, China, \u003ca href=\"http://www.sfgate.com/technology/businessinsider/article/Chinese-scientists-want-to-sell-these-teensy-6541126.php\">called BGI\u003c/a>, revealed their genetically modified “micro-pig,” which weighs about 30 pounds when mature. \u003ca href=\"http://www.nature.com/news/gene-edited-micropigs-to-be-sold-as-pets-at-chinese-institute-1.18448\">They intend to sell these micro-pigs for $1,600\u003c/a> and, eventually, BGI hopes that customers will be able to “order pigs with customized coat colors and patterns.” The company’s goal is to bring their genetic modifications to a higher level, potentially modifying dog and cat DNA. But no one knows what kind of medical issues will arise from tampering with the genes of an animal. With such little existing research and experience on genetically modifying animals, do we know if it is medically safe – or even ethical – to change a pet’s genome?\u003c/p>\n\u003ch2>\u003cstrong>The Science\u003c/strong>\u003c/h2>\n\u003cp>Compared to past techniques, gene editing can be performed much more quickly and efficiently. The price of gene modification has decreased from tens of thousands of dollars to just hundreds of dollars, and these methods have been made public. In the field of genome modification, the two main methods of editing genes are TALENs and CRISPR. These two methods have revolutionized science, providing scientists the chance to conduct revolutionary research—and businesses to create new animal “products.”\u003c/p>\n\u003cp>\u003ca href=\"http://genetics.thetech.org/editing-our-dna-molecular-scissors\">The TALENs method\u003c/a> uses specially coded enzymes called TALENs to split or cut out specific DNA segments and input new segments of DNA. The TALENs method is very effective because the enzymes can target specific sites where original DNA will be replaced by new segments, overall changing genes. In other words, this program will allow scientists to insert the preferred traits into the DNA of the subject. For example, scientists can replace the brown-eye DNA sequence with a blue-eye sequence, nearly guaranteeing that the animal will have blue eyes.\u003c/p>\n\u003cp>The other common technique for genome modification is called \u003ca href=\"http://www.nature.com/news/crispr-the-disruptor-1.17673\">CRISPR\u003c/a>, which stands for “Clustered Regularly Interspaced Short Palindromic Repeats.” CRISPR is a natural, adaptive immunity used by select bacteria and archaea to defend against invasive genetic material. CRISPR uses a DNA-snipping enzyme called Cas9, which cuts out specific segments of DNA. Afterwards, new segments are inserted to fill the gaps, overall changing a select gene of a cell. This cell can then divide and multiply through mitosis, creating more cells with the desired traits.\u003c/p>\n\u003ch2>\u003cstrong>The Debate\u003c/strong>\u003c/h2>\n\u003cp>The truth is that humans been modifying animals for all of recorded history. Supporters of genetic modification argue that humanity has already been changing animals’ genes for thousands of years through \u003ca href=\"http://www.bbc.co.uk/education/guides/z6trd2p/revision/3\">selective breeding\u003c/a>. When breeders perform selective breeding, allowing only offspring with the desired traits to reproduce, they are controlling the genes that appear in following generations. Is ordering a dog with specific traits from a breeder different than ordering a genetically modified one?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.animallaw.info/article/detailed-discussion-genetic-engineering-and-animal-rights-legal-terrain-and-ethical\">Opponents of genetically modified pets \u003c/a>argue that they may negatively impact the environment if they are released into the wild. Similar to \u003ca href=\"https://www.doi.gov/invasivespecies\">invasive species\u003c/a>, GMO animals might outcompete native populations for resources and replace them. In addition, genetically modified animals might have unintended developmental or health issues. By modifying an animal’s gene, it’s hard to predict the longer term consequences of even a “minor” change like eye or fur color. Genetic modification could put our pets at risk.\u003c/p>\n\u003cp>So, would you buy a genetically customized pet? What do you think are the most important ethical considerations when it comes to genetically engineering animals? What guidelines or restrictions should be in place, if any?\u003c/p>\n\u003ch2>\u003cb>Learn More….\u003c/b>\u003c/h2>\n\u003cp>\u003cb>ARTICLE: \u003c/b>\u003ca href=\"http://ww2.kqed.org/quest/2013/02/11/lighten-up-california-why-glofish-cant-glow-in-the-golden-state/\">\u003cb>Lighten Up, California: Why GloFish Can’t Glow in the Golden State\u003c/b>\u003c/a>\u003cb> (KQED QUEST)\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This article by Dr. Barry Starr, of Tech Museum and Stanford University, outlines the debate over the use of GloFish in California. The state’s Fish and Game Commission decided in 2003 that GloFish were the result of a “trivial use for a powerful technology.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO: \u003c/b>\u003cb>\u003ca href=\"https://www.youtube.com/watch?v=2pp17E4E-O8\">Genome Editing with CRISPR-Cas9\u003c/a> \u003c/b>\u003cstrong>(McGovern Institute for Brain Research at MIT)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This animation depicts the CRISPR-Cas9 method for genome editing – a powerful new technology with many applications in biomedical research, including the potential to treat human genetic disease.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=eCPtDVnaQ1w\">Science Creates Glowing Kittens, Monkeys and Sheep!\u003c/a> (Discovery News)\u003c/strong>\u003cbr>\nDNews reports on the fluorescent protein that’s turning animals bioluminescent, and the implications it has for science.\u003c/p>\n\u003cp>\u003cb>REPORT: \u003c/b>\u003cb>\u003ca href=\"https://www.animallaw.info/article/brief-summary-genetic-engineering-and-animals\">Brief Summary of Genetic Engineering and Animals\u003c/a> (Michigan State University’s Animal Legal & Historical Center)\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This research paper outlines the pros and cons of genetic engineering technology and its creation of and patenting of transgenic animal species.\u003c/span>\u003c/p>\n\u003cp>\u003cb>BLOG\u003c/b>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://blogs.scientificamerican.com/guest-blog/warning-genetically-modified-humans/\">\u003cb>Warning: Genetically Modified Humans\u003cbr>\n\u003c/b>\u003c/a>\u003cb>(\u003cem>Scientific American\u003c/em>, Guest Blog)\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This blog piece by Zaria Gorvett, a British science graduate and aspiring science writer, calls for greater regulation of procedures such as pre-natal screening, and to exercise restraint in genetic engineering.\u003c/span>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the \u003ca href=\"http://www.calacademy.org/digital-learning-techteens\">California Academy of Sciences’ TechTeens program\u003c/a>: \u003c/em>\u003c/p>\n\u003cp>\u003cem>Alex B, Alvin S, Darrah B, Mathew L, Maggie Y, Ori L, and Sophie H\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> The TechTeens are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
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