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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Innovate your curriculum and meet standards\u003c/strong>\u003cbr>\nPBS LearningMedia offers resources that are aligned to standards. This way you can use the material available to ensure your students grasp the big ideas or benchmarks.\u003c/p>\n\u003cp>\u003cstrong>Adapt Lesson Plans to Meet Your Style of Teaching\u003c/strong>\u003cbr>\nLearningMedia offers lesson plans that help you find innovative ways of using video, audio, or interactives in the classroom. There is no need to use resources exactly as suggested. Apply your best techniques. If, for example, you teach best by using small-group discussions, use the pause button. Have your students make predictions, form a connection to a larger idea, define a word, or highlight a point made in the video.\u003c/p>\n\u003cp>\u003cstrong>Get struggling students to speed up and push strong students ahead\u003c/strong>\u003cbr>\nVideos can help supplement in class teaching for struggling students. Likewise, students can review at home so you’re not forced to teach continually to the middle.\u003c/p>\n\u003cp>\u003cstrong>Create a video homework assignment\u003c/strong>\u003cbr>\nThe chances are increasing that your students have access to the Internet outside of the classroom. If your students watch a video of a basic concept (like gravity) at home you then can focus on applying those concepts in class the next day.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Sign up for a free account to access \u003ca href=\"http://ca.pbslearningmedia.org\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\" alt=\"\" title=\"salsa\" width=\"640\" height=\"431\" class=\"alignleft size-full wp-image-2171\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11-400x269.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Please welcome arts educator Laura Echegaray to EdSpace. She recently participated in a KQED Education workshop where we spent a day at \u003ca href=\"http://moadsf.org/\">MoAD\u003c/a> learning about historical representation through art and film, and later created short films at KQED about missing voices or stories in history. Laura created a film about the history of Salsa music and dance, with a focus on her home country of Puerto Rico.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/w6TpxItVlaE\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>From Laura Echegaray\u003c/strong>: We started the workshop at the Museum of the African Diaspora (MOAD). We walked with the friendly docents and as they began to tell the story of the Diaspora, we all agreed that somehow we were a part of it. Diaspora is another word for migration. As they proceeded with the story, I found myself jumping to answer the questions. A little voice inside me said, “I can tell you where else in America the Africans went to live! I knew it not only because I studied it in school, but because I lived most of my life there.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, my skin is not dark, but that doesn’t really make a difference, because I was born in Puerto Rico. You see, we have a saying that goes, “Whomever doesn’t have (ancestry) from Dingas, has it from Mandingas,” meaning, after 500 years of blending, African genes and culture are a living part of every Puerto Rican experience. That’s why those historical photos of people along the staircase at MoAD felt so close. I could almost hear their voices.\u003c/p>\n\u003cp>I realized I have been spending too much energy trying to blend in to my new surroundings and culture, pushing my Caribbean identity to the basement. Memories of this archived life began to pop open like blooms in the spring.\u003c/p>\n\u003cp>We then went look at the \u003cem>Stories of Acquisition and Reclamation\u003c/em> exhibition, where it became apparent how important is to keep history authentic, I remember thinking that time not only yellows the paper, but also blurs the facts and how much I wished those images were explained by the voices of those who lived through it. It all made me want to dig into my personal experience of migration to tell a clarifying tale.\u003c/p>\n\u003cp>Having moved to USA in 1996, I found listening and dancing to Caribbean rhythms helped relieve my home sickness, so I collected images to describe Salsa’ music beginnings and development. During our visit at MoAD, we also watched excerpts from the 1958 film, \u003cem>St. Louis Blues\u003c/em>, about the life of legendary bluesman W.C. Handy. I didn’t know it then, but once I started doing research for my project, I found him again in, of all places, Cuba. Turns out that blues and Cuban \u003cem>Son\u003c/em> music both began with African people, and developed in very close neighborhoods, influencing each other along the way.\u003c/p>\n\u003cp>I regularly use a personal computer and have very limited knowledge of Macintosh systems, so I wasn’t sure I could learn quickly enough to operate the iMovie program successfully. Fortunately, the KQED workshop staff was very understanding and incredibly patient with me. I had extra time to work on my project at the station, and I have now completed and published a 5-minute video. Seeing how easy and quickly one can produce a reasonable quality video makes me want to produce many more. I have many more ideas, and I see plenty of applications for this technique. Here are some ways I plan to use my video as a teaching tool in the future:\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As an introduction to a salsa dancing class,\u003c/strong> so the prospective dancers gain a deeper understanding of the genre. Canyon School is having a Family Salsa Night fundraising event in May 2012. Participants will get an introductory class to Salsa dancing. This video will be presented to the audience as part of an educational effort to dispel myths about the genre. After a brief introduction of myself and why I am presenting this information, I will play the video and ask the participants for questions. There will be a 15-20 minute open discussion and then I will:\u003c/p>\n\u003cul>\n\u003cli>Introduce the clave, maracas and guiro as small percussion instruments\u003c/li>\n\u003cli>Play music to recognize the sound of clave and maracas\u003c/li>\n\u003cli>Explain the technique of playing clave and maracas\u003c/li>\n\u003cli>Play more music so participants can practice\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>As an aid in prevention of prejudice and violence prevention.\u003c/strong> I know a 12-year-old student who just started to learn salsa at \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=12300\">Destiny Arts Center\u003c/a> in Oakland. I am going to offer the video to the class for viewing and discussion. Destiny Arts is committed to prevent isolation, prejudice and violence among young people. Salsa music is a perfect example of how the Africa, African American and Latino elements have combined in a product that has become universal.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Black History Month\u003c/strong>: Classroom or music teachers can use the video to highlight the contribution of African people to Cuban music, Jazz, Blues and many other celebrated contemporary genres.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Cesar Chavez day:\u003c/strong> Teachers can use the video to illustrate the contributions of Latino immigrants and the benefit of cultural exchange.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Thank you to the amazing Laura Echegaray for her testimony and wonderful video. Let’s Salsa! \u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, my skin is not dark, but that doesn’t really make a difference, because I was born in Puerto Rico. You see, we have a saying that goes, “Whomever doesn’t have (ancestry) from Dingas, has it from Mandingas,” meaning, after 500 years of blending, African genes and culture are a living part of every Puerto Rican experience. That’s why those historical photos of people along the staircase at MoAD felt so close. I could almost hear their voices.\u003c/p>\n\u003cp>I realized I have been spending too much energy trying to blend in to my new surroundings and culture, pushing my Caribbean identity to the basement. Memories of this archived life began to pop open like blooms in the spring.\u003c/p>\n\u003cp>We then went look at the \u003cem>Stories of Acquisition and Reclamation\u003c/em> exhibition, where it became apparent how important is to keep history authentic, I remember thinking that time not only yellows the paper, but also blurs the facts and how much I wished those images were explained by the voices of those who lived through it. It all made me want to dig into my personal experience of migration to tell a clarifying tale.\u003c/p>\n\u003cp>Having moved to USA in 1996, I found listening and dancing to Caribbean rhythms helped relieve my home sickness, so I collected images to describe Salsa’ music beginnings and development. During our visit at MoAD, we also watched excerpts from the 1958 film, \u003cem>St. Louis Blues\u003c/em>, about the life of legendary bluesman W.C. Handy. I didn’t know it then, but once I started doing research for my project, I found him again in, of all places, Cuba. Turns out that blues and Cuban \u003cem>Son\u003c/em> music both began with African people, and developed in very close neighborhoods, influencing each other along the way.\u003c/p>\n\u003cp>I regularly use a personal computer and have very limited knowledge of Macintosh systems, so I wasn’t sure I could learn quickly enough to operate the iMovie program successfully. Fortunately, the KQED workshop staff was very understanding and incredibly patient with me. I had extra time to work on my project at the station, and I have now completed and published a 5-minute video. Seeing how easy and quickly one can produce a reasonable quality video makes me want to produce many more. I have many more ideas, and I see plenty of applications for this technique. Here are some ways I plan to use my video as a teaching tool in the future:\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As an introduction to a salsa dancing class,\u003c/strong> so the prospective dancers gain a deeper understanding of the genre. Canyon School is having a Family Salsa Night fundraising event in May 2012. Participants will get an introductory class to Salsa dancing. This video will be presented to the audience as part of an educational effort to dispel myths about the genre. After a brief introduction of myself and why I am presenting this information, I will play the video and ask the participants for questions. There will be a 15-20 minute open discussion and then I will:\u003c/p>\n\u003cul>\n\u003cli>Introduce the clave, maracas and guiro as small percussion instruments\u003c/li>\n\u003cli>Play music to recognize the sound of clave and maracas\u003c/li>\n\u003cli>Explain the technique of playing clave and maracas\u003c/li>\n\u003cli>Play more music so participants can practice\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>As an aid in prevention of prejudice and violence prevention.\u003c/strong> I know a 12-year-old student who just started to learn salsa at \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=12300\">Destiny Arts Center\u003c/a> in Oakland. I am going to offer the video to the class for viewing and discussion. Destiny Arts is committed to prevent isolation, prejudice and violence among young people. Salsa music is a perfect example of how the Africa, African American and Latino elements have combined in a product that has become universal.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Black History Month\u003c/strong>: Classroom or music teachers can use the video to highlight the contribution of African people to Cuban music, Jazz, Blues and many other celebrated contemporary genres.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Cesar Chavez day:\u003c/strong> Teachers can use the video to illustrate the contributions of Latino immigrants and the benefit of cultural exchange.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Thank you to the amazing Laura Echegaray for her testimony and wonderful video. Let’s Salsa! \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Work Voices 2 – Esther Amuyunzu, Medical Student",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Esther1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-2116\" title=\"Esther\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Esther1.jpg\" alt=\"\" width=\"640\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/Esther1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/Esther1-400x248.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003ch2>Download \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Microsoft-Word-Esther_activities3.pdf\">Educators’ Activities Here\u003c/a>\u003c/h2>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Esther-transcript1.pdf\">Transcript (English)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Esther-transcript_enes1.pdf\">Transcript (Spanish)\u003c/a>\u003c/p>\n\u003cp>Esther Amuyunzu is from Kenya and is in her second year as a medical student at UCSF in San Francisco. She describes how her mother, who was a nurse, inspired her interest in the medical field.\u003c/p>\n\u003cp>Esther explains the importance for students to have a clear vision and a plan once they enter community college, informed by an understanding of what will be involved in the medical training and the stepping stones along the way. It takes four years at undergraduate level and four years at medical school to become an MD – a medical doctor. The medical school training involves two years in a classroom setting and a third and fourth year working with patients using the knowledge gained in class to become an MD, followed by a three year residency. Further training is required to specialize in a particular area.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Esther describes what this journey takes in terms of commitment to learn for a long time, as well as the confidence to persevere and keep going. She also describes the enjoyment she drives from helping people.\u003c/p>\n\u003cp>This is the second interview in our series.\u003c/p>\n\u003cp>She is responding to questions such as:\u003c/p>\n\u003cul>\n\u003cli>What motivated you to choose this career path?\u003c/li>\n\u003cli>What does it involve to qualify – what will you need to do?\u003c/li>\n\u003cli>Would you recommend this career choice & what kind of person (with what qualities) would be a good fit?\u003c/li>\n\u003c/ul>\n\u003cp>Work Voices modules will be tested in ESL classrooms and adapted, based on student and instructor feedback.\u003c/p>\n\u003cp>Try this second interview with your students and feel free to comment below.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Meet Esther Amuyunzu – Second year medical student at UCSF\u003c/strong>\u003cbr>\n\u003cem>Note: There are five videos in this series although you can only see one player. The single player hosts all videos (thank you YouTube playlist). To access the other five videos, you must click play and then click on the monitor icon at the bottom of the player (it’s located next to cc button).\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/videoseries?list=PLA2DD67A353C71475&hl=en_US\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003ch2>Download \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Microsoft-Word-Esther_activities3.pdf\">Educators’ Activities Here\u003c/a>\u003c/h2>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Esther1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-2116\" title=\"Esther\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Esther1.jpg\" alt=\"\" width=\"640\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/Esther1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/Esther1-400x248.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003ch2>Download \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Microsoft-Word-Esther_activities3.pdf\">Educators’ Activities Here\u003c/a>\u003c/h2>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Esther-transcript1.pdf\">Transcript (English)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/Esther-transcript_enes1.pdf\">Transcript (Spanish)\u003c/a>\u003c/p>\n\u003cp>Esther Amuyunzu is from Kenya and is in her second year as a medical student at UCSF in San Francisco. She describes how her mother, who was a nurse, inspired her interest in the medical field.\u003c/p>\n\u003cp>Esther explains the importance for students to have a clear vision and a plan once they enter community college, informed by an understanding of what will be involved in the medical training and the stepping stones along the way. It takes four years at undergraduate level and four years at medical school to become an MD – a medical doctor. The medical school training involves two years in a classroom setting and a third and fourth year working with patients using the knowledge gained in class to become an MD, followed by a three year residency. Further training is required to specialize in a particular area.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Please welcome History teacher Rob Curry to Ed Space. He recently participated in our workshop where we spent a day at \u003ca href=\"http://moadsf.org/\">MoAD\u003c/a> learning about historical representation through art and film, and later worked at KQED to create short films about missing voices or stories in history. Rob created a film about Willie Mays and the baseball legend’s experience with prejudice in San Francisco.\u003c/p>\n\u003cp>Rob Curry: “The workshop was extremely helpful in developing an appreciation for the content of the exhibits at the Museum of the African Diaspora, as well as a way of learning to help my students create digital media projects as vehicles to more fully internalize their learning, and use higher levels of Bloom’s Taxonomy.\u003c/p>\n\u003cp>At MoAD, we learned that there were three African Diasporas. The first was the spread of all humans from the common origin in east Africa. The second African Diaspora was the transatlantic slave trade. The third and on-going African Diaspora is the continued exodus of Africans throughout the world.\u003c/p>\n\u003cp>The museum has on display a myriad of primary documents. I was very impressed by signed early editions of Phyllis Wheatley’s book of poetry and of Frederick Douglass’ \u003cem>Narratives of a Slave\u003c/em>. These original copies of early literary masterpieces are featured as photos in my 8th grade students’ text books. To actually be able to see them, up close and in person, literally sent a chill up and down my spine.\u003c/p>\n\u003cp>Viewing KQED Spark videos, particularly about the \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=24422\">Kerry James Marshall\u003c/a> murals at SFMOMA, reinforced the impact of art in conveying ideas and motions. On the 2 days of the workshop at KQED, we were guided in combining the many components (images, music, text, narration) which go into the iMovie project. Having done this previously, I still needed practice. I now feel much more confident in creating these projects with my students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/dlAUBRWBWyw'\n title='//www.youtube.com/embed/dlAUBRWBWyw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In Rob’s classroom, students will collect 10-15 images related to a person from African American or Women’s History who rose above challenges and obstacles. Once images are initially arranged in iMovie or Windows Movie Maker, the students who take on script writer and the image gathering roles will work together to decide the final order of images and text or title screens. They will then work with the students working as audio editors to choose music and set up plans for the narration.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Thanks to Rob Curry for his participation in our workshop. We look forward to seeing his students’ media projects in the future.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\" alt=\"\" title=\"KQED_EdNet_Science_b#BABE2B\" width=\"640\" height=\"288\" class=\"alignnone size-full wp-image-1714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1-400x180.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cstrong>Applications are now open for the 1st Annual KQED Science Youth Media Festival, hosted at California Academy of Sciences on June 10, 2012, 3-5pm. \n\u003cp>Deadline for submission: April 15, 2012\u003cbr>\n\u003c/p>\u003c/strong>\u003c/h2>\n\u003cp>The theme for this year’s festival is \u003cstrong>Nature and Environmental Science\u003c/strong>. We are looking for videos produced by youth who are either in middle school or high school about the following topics:\u003c/p>\n\u003cul>\nwildlife\u003cbr>\nwater use\u003cbr>\noceans\u003cbr>\npollution\u003cbr>\ncultural connections\u003cbr>\nrestoration\u003cbr>\nsustainability\u003cbr>\nenvironmental justice\u003c/ul>\n\u003cp>We are accepting submissions from youth who have made digital media projects either in school, an after-school program, summer program, or independently. The project format must be self-contained and able to stand alone. Presentations such as PowerPoint, Prezi, etc. will not be accepted. The projects must be published on a video hosting site like YouTube, SchoolTube, or Vimeo. The length of the projects cannot exceed 15 minutes and they must have been produced AFTER April 15, 2010.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDSYMF_rubric1.pdf\">\u003cstrong>Download our criteria for accepting entries to the 1st Annual KQED Science Youth Media Festival\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>Youth whose entries are accepted to the festival will receive iTunes gift cards. Grand prizes include the possibility of the showcasing the winning videos on KQED QUEST, a two-day internship with QUEST’s production team, and Apple mobile devices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SUBMISSION\u003c/strong>\u003c/p>\n\u003cp>Before submitting your project, be sure to post the video on a video hosting site like YouTube, SchoolTube or Vimeo, and make sure that your video is public (we will not be able to view or judge a project that is set to private). To submit your project, fill out our online entry form \u003cstrong>below\u003c/strong>. Be sure to read the guidelines before filling out the form. You can download a copy of the entry form \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDScienceYouth-MediaFestival_entryform1.pdf\">HERE\u003c/a> to review it.\u003c/p>\n\u003cp>\u003cstrong>Submission Guidelines:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>KQED Science Youth Media Festival is to showcase the work of middle school and high school students (ages 13-18). If you are younger than 13, please have a parent, teacher or instructor submit your project. All communication will be sent to the email listed in the form so please be sure it is active and checked often.\u003c/li>\n\u003cli>Teachers: For classroom projects, please submit only the “best” one or two to the KQED Science Media Festival for consideration. In other words, if your students are creating similar projects on air pollution, please submit only one or two projects to the Festival.\u003c/li>\n\u003cli>Create and keep a complete, high-resolution copy of your project, as this is required for all winning projects.\u003c/li>\n\u003cli>Entries must be received by 11:59pm PST, April 15, 2012.\u003c/li>\n\u003cli>Entries must represent work that was completed after April 15, 2010.\u003c/li>\n\u003cli>Please note that a completed materials/appearance release will be required for entries accepted to the KQED Science Youth Media Festival. This form must be printed and signed by the youth and his/her parent or guardian.\u003c/li>\n\u003cli>All entries must be submitted online using a preferred web hosting partner or other media hosting provider (e.g. SchoolTube, YouTube, Vimeo, etc.). All entries MUST have a valid, public URL that our judges can access.\u003c/li>\n\u003cli>If your project includes copyrighted material, please follow the \u003ca href=\"http://www.centerforsocialmedia.org/fair-use/related-materials/codes/code-best-practices-fair-use-media-literacy-education\">Center for Social Media guidelines for Fair Use\u003c/a> or \u003ca href=\"http://ww2.kqed.org/education/2012/01/25/can-i-use-this-in-my-media-project/\">view the post\u003c/a> on KQED Edspace and be sure to cite your sources in the end credits.\u003c/li>\n\u003c/ol>\n\u003cp>Please contact mwilliams@kqed.org with submission questions, or if you need an alternate submission option.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://docs.google.com/spreadsheet/embeddedform?formkey=dEhlSnRWcFBLOGpSeFlXMEFzc2lyN2c6MQ\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" width=\"640\" height=\"420\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Partners of the KQED Science Youth Media Festival include:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.kqed.org/education\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_Education_logo1.jpg\" alt=\"\" title=\"KQED Education\" width=\"82\" height=\"50\" class=\"alignleft size-full wp-image-1763\">\u003c/a>\u003ca href=\"http://www.calacademy.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/CAS-logo1.jpg\" alt=\"\" title=\"Cal Academy of Sciences\" width=\"147\" height=\"50\" class=\"alignleft size-full wp-image-1719\">\u003c/a>\u003ca href=\"http://www.parksconservancy.org/our-work/crissy/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GGNPC_Hdr_CFC1.png\" alt=\"\" title=\"Crissy Field Center\" width=\"229\" height=\"50\" class=\"alignleft size-full wp-image-1720\">\u003c/a>\u003ca href=\"http://www.girlscoutsnorcal.org/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg\" alt=\"\" title=\"Girl Scouts\" width=\"129\" height=\"50\" class=\"alignleft size-full wp-image-1729\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg 129w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1-128x50.jpg 128w\" sizes=\"(max-width: 129px) 100vw, 129px\">\u003c/a>\u003ca href=\"http://www.baymn.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/BAYMN_LOGO1.jpg\" alt=\"\" title=\"Bay Area Youth Media Network\" width=\"81\" height=\"50\" class=\"alignleft size-full wp-image-1764\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\" alt=\"\" title=\"KQED_EdNet_Science_b#BABE2B\" width=\"640\" height=\"288\" class=\"alignnone size-full wp-image-1714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1-400x180.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cstrong>Applications are now open for the 1st Annual KQED Science Youth Media Festival, hosted at California Academy of Sciences on June 10, 2012, 3-5pm. \n\u003cp>Deadline for submission: April 15, 2012\u003cbr>\n\u003c/p>\u003c/strong>\u003c/h2>\n\u003cp>The theme for this year’s festival is \u003cstrong>Nature and Environmental Science\u003c/strong>. We are looking for videos produced by youth who are either in middle school or high school about the following topics:\u003c/p>\n\u003cul>\nwildlife\u003cbr>\nwater use\u003cbr>\noceans\u003cbr>\npollution\u003cbr>\ncultural connections\u003cbr>\nrestoration\u003cbr>\nsustainability\u003cbr>\nenvironmental justice\u003c/ul>\n\u003cp>We are accepting submissions from youth who have made digital media projects either in school, an after-school program, summer program, or independently. The project format must be self-contained and able to stand alone. Presentations such as PowerPoint, Prezi, etc. will not be accepted. The projects must be published on a video hosting site like YouTube, SchoolTube, or Vimeo. The length of the projects cannot exceed 15 minutes and they must have been produced AFTER April 15, 2010.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDSYMF_rubric1.pdf\">\u003cstrong>Download our criteria for accepting entries to the 1st Annual KQED Science Youth Media Festival\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>Youth whose entries are accepted to the festival will receive iTunes gift cards. Grand prizes include the possibility of the showcasing the winning videos on KQED QUEST, a two-day internship with QUEST’s production team, and Apple mobile devices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SUBMISSION\u003c/strong>\u003c/p>\n\u003cp>Before submitting your project, be sure to post the video on a video hosting site like YouTube, SchoolTube or Vimeo, and make sure that your video is public (we will not be able to view or judge a project that is set to private). To submit your project, fill out our online entry form \u003cstrong>below\u003c/strong>. Be sure to read the guidelines before filling out the form. You can download a copy of the entry form \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDScienceYouth-MediaFestival_entryform1.pdf\">HERE\u003c/a> to review it.\u003c/p>\n\u003cp>\u003cstrong>Submission Guidelines:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>KQED Science Youth Media Festival is to showcase the work of middle school and high school students (ages 13-18). If you are younger than 13, please have a parent, teacher or instructor submit your project. All communication will be sent to the email listed in the form so please be sure it is active and checked often.\u003c/li>\n\u003cli>Teachers: For classroom projects, please submit only the “best” one or two to the KQED Science Media Festival for consideration. In other words, if your students are creating similar projects on air pollution, please submit only one or two projects to the Festival.\u003c/li>\n\u003cli>Create and keep a complete, high-resolution copy of your project, as this is required for all winning projects.\u003c/li>\n\u003cli>Entries must be received by 11:59pm PST, April 15, 2012.\u003c/li>\n\u003cli>Entries must represent work that was completed after April 15, 2010.\u003c/li>\n\u003cli>Please note that a completed materials/appearance release will be required for entries accepted to the KQED Science Youth Media Festival. This form must be printed and signed by the youth and his/her parent or guardian.\u003c/li>\n\u003cli>All entries must be submitted online using a preferred web hosting partner or other media hosting provider (e.g. SchoolTube, YouTube, Vimeo, etc.). All entries MUST have a valid, public URL that our judges can access.\u003c/li>\n\u003cli>If your project includes copyrighted material, please follow the \u003ca href=\"http://www.centerforsocialmedia.org/fair-use/related-materials/codes/code-best-practices-fair-use-media-literacy-education\">Center for Social Media guidelines for Fair Use\u003c/a> or \u003ca href=\"http://ww2.kqed.org/education/2012/01/25/can-i-use-this-in-my-media-project/\">view the post\u003c/a> on KQED Edspace and be sure to cite your sources in the end credits.\u003c/li>\n\u003c/ol>\n\u003cp>Please contact mwilliams@kqed.org with submission questions, or if you need an alternate submission option.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://docs.google.com/spreadsheet/embeddedform?formkey=dEhlSnRWcFBLOGpSeFlXMEFzc2lyN2c6MQ\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" width=\"640\" height=\"420\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Partners of the KQED Science Youth Media Festival include:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.kqed.org/education\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_Education_logo1.jpg\" alt=\"\" title=\"KQED Education\" width=\"82\" height=\"50\" class=\"alignleft size-full wp-image-1763\">\u003c/a>\u003ca href=\"http://www.calacademy.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/CAS-logo1.jpg\" alt=\"\" title=\"Cal Academy of Sciences\" width=\"147\" height=\"50\" class=\"alignleft size-full wp-image-1719\">\u003c/a>\u003ca href=\"http://www.parksconservancy.org/our-work/crissy/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GGNPC_Hdr_CFC1.png\" alt=\"\" title=\"Crissy Field Center\" width=\"229\" height=\"50\" class=\"alignleft size-full wp-image-1720\">\u003c/a>\u003ca href=\"http://www.girlscoutsnorcal.org/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg\" alt=\"\" title=\"Girl Scouts\" width=\"129\" height=\"50\" class=\"alignleft size-full wp-image-1729\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg 129w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1-128x50.jpg 128w\" sizes=\"(max-width: 129px) 100vw, 129px\">\u003c/a>\u003ca href=\"http://www.baymn.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/BAYMN_LOGO1.jpg\" alt=\"\" title=\"Bay Area Youth Media Network\" width=\"81\" height=\"50\" class=\"alignleft size-full wp-image-1764\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "K-5 Science Teachers Create their own Narrated Slideshows for Teaching",
"headTitle": "K-5 Science Teachers Create their own Narrated Slideshows for Teaching | KQED",
"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/TTT-Narrated-Slideshows1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1593\" title=\"TTT Narrated Slideshows\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/TTT-Narrated-Slideshows1.jpg\" alt=\"\" width=\"640\" height=\"420\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/TTT-Narrated-Slideshows1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/TTT-Narrated-Slideshows1-400x263.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>KQED Teacher Tech Trainings are a series of free workshops offered to K-5 teachers interested in learning how to use digital media tools to enhance science learning. The trainings are designed to focus on a specific digital media tool, such as slideshow or audio recording, and build the confidence of educators to use and create multimedia projects in their classrooms. Many participants walk in to workshops with very little experience integrating technology and learning. By the end of the second class, teachers walk away impressed with what they learned and proud of what they produced.\u003c/p>\n\u003cp>“Wow! I learned how to create a PowerPoint in 2 days. This technology seemed so hard just a few days ago. Now I feel I can really use this technology in the classroom.” – Participant in TTT series one.\u003c/p>\n\u003cp>In two Saturdays a group of teachers learned how to create a narrated slideshow using iMovie and Windows Movie Maker. Educators examined how images, narrative, and voice weave together to produce engaging and informative content. Participants watched an example of a science-related narrated slideshow produced by KQED QUEST titled \u003ca href=\"http://science.kqed.org/quest/video/web-extra-citizen-science-mud-snails/\">Mud Snails\u003c/a> featuring an invasive species from Japan affecting Bay Area shorelines. This slideshow demonstrates the role images and narration play in explaining science information effectively and leaves you curiously wanting to know more. 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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
},
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
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