Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.
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He received his B.S from UC Davis in Food Science and Technology and worked full time in the food industry prior to entering education. 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His educational experiences have included a one-room schoolhouse in the hills, Mendocino College, Cal, Dartmouth, Yale and Stanford. Over the past eight years Logan has taught nearly every subject to students ranging from seventh grade to community college, and during that time committed himself to studying the art and craft of teaching. Learn more at logeducation.home.blog.","avatar":"https://secure.gravatar.com/avatar/f95de96f1184175db2a8db195a194613?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"education","roles":["author"]}],"headData":{"title":"Logan Silva | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f95de96f1184175db2a8db195a194613?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f95de96f1184175db2a8db195a194613?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/logansilva"},"erinvallejo":{"type":"authors","id":"11589","meta":{"index":"authors_1716337520","id":"11589","found":true},"name":"Erin Vallejo","firstName":"Erin","lastName":"Vallejo","slug":"erinvallejo","email":"vallejoerin@dublinusd.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Erin Vallejo is a Google Certified Educator, EdTech Teacher Leader and CUE Rock Star Teacher who teaches Sophomore Advanced English in Dublin, California. In addition to teaching English for the past eight years, Erin is also the Technology Coordinator for her high school, a Freshman Mentor Program Adviser, and the adviser for campus clubs such as Room to Read and Northern California Innocence Project. 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Meghan has created and implemented lessons on embedding Common Core in content-subject areas and continually integrates different teaching and learning methodologies into curriculum to enhance student learning.","avatar":"https://secure.gravatar.com/avatar/d33653a6166393f3daa95ccad7222cf8?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"education","roles":["author"]}],"headData":{"title":"Meghan Selway | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/d33653a6166393f3daa95ccad7222cf8?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/d33653a6166393f3daa95ccad7222cf8?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/meghanselway"},"meganrevello":{"type":"authors","id":"11609","meta":{"index":"authors_1716337520","id":"11609","found":true},"name":"Megan Revello","firstName":"Megan","lastName":"Revello","slug":"meganrevello","email":"mrevello@mcpasd.k12.wi.us","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Megan Revello teaches AP Psychology, Contemporary United States History, and Issues in Global Development at Middleton High School in Middleton, Wisconsin. Megan also works as a consultant for Fiveable, a company that supports students with in-depth and on-demand live group review sessions for AP exams. As an educator, she takes an eclectic approach to teaching by incorporating meaningful technology, direct instruction, real world applications of class content and promoting socio-emotional growth in her students.","avatar":"https://secure.gravatar.com/avatar/6640af70db05dae3831f7c3c9a703b84?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"education","roles":["author"]}],"headData":{"title":"Megan Revello | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6640af70db05dae3831f7c3c9a703b84?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6640af70db05dae3831f7c3c9a703b84?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/meganrevello"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"education_532696":{"type":"posts","id":"education_532696","meta":{"index":"posts_1716263798","site":"education","id":"532696","score":null,"sort":[1569456523000]},"parent":0,"labelTerm":{"site":"education","term":77},"blocks":[],"publishDate":1569456523,"format":"standard","title":"A New Take on Student Science Videos: The Elevator Pitch","headTitle":"A New Take on Student Science Videos: The Elevator Pitch | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ever heard of an elevator pitch?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An elevator pitch is a persuasive and succinct sales pitch, named after the time it takes to ride an elevator from the bottom floor to the top. It’s a concise and compelling 30-second speech, with the goal of having a person say “yes” to your project by the time the elevator dings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well dear teacher, here’s my elevator pitch: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How would you like to engage your students in one of their favorite activities, while also incorporating cutting edge content and adhering to the Next Generation Science Standards? In addition, you would be leading students towards digital literacy and mastery of 21st century learning skills like collaboration, creativity, critical thinking and communication. The only supplies needed are a device that has a video camera and connects to the internet, as well as some paper and pencils. Does this sound good to you?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If so, read on. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It might just be the understatement of the day to say that teens spend a good part of their free time watching videos. While it’s important to limit how much they watch and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they watch, it’s also important for teens to learn more about the digital medium they love so much. Students need more time in the classroom learning how the many videos, movies, films and documentaries they watch are made. And the best way to learn is to make them! Students are experts at viewing online content, but in order to understand what they’re watching they should also be participants and creators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So this past year I introduced a project in my biology class that would allow students to better understand the filmmaking process — including the very first steps of creating a film proposal. For the project, I asked my Biology students to connect a topic covered in class with a real-world, ongoing problem or issue. Student groups would research their environmental problem, then write their own “elevator pitch” for a documentary about the problem \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">a possible solution.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one student, whose father had passed from leukemia ten years ago, proposed a documentary on new cell mutation inhibitor therapies in order to communicate in simpler terms the incredible recent breakthroughs in saving lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making science documentary proposals checks off many important boxes of cutting-edge 21st-century learning. It is project-based and inquiry-based, requiring students to be creative and think critically. It requires students to research, to tell fiction from non-fiction, to find and communicate important information with empirically-based facts. We are teaching them science literacy, how to find their own voice, make their own media, and be a strong part of social discourse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most important concepts I like to bring to my science students is: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Science answers questions\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> while \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">engineering solves problems.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> With this project we can accomplish both: students are engaged with questions and problems they want to investigate. \u003c/span>\u003cspan style=\"font-weight: 400\">Everyone loves a good story, and we can combine storytelling with science evidence in an entertaining and educational medium. Let’s take “Shark Week” on the Discovery Channel as an example. While the content creators are giving us many important facts about shark behavior, interaction with humans, and current issues using top experts in the field, they also do a great job of telling an entertaining story. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s the process I used to get my students engaged in the first steps of creating a science documentary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Remember:\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> The project is for students to create a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">proposal \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">for a documentary, not the documentary itself. Students will not be expected to make a full documentary, but they will be expected to plan as if they are approaching the Discovery Channel or Netflix to be given a “green light” on their science documentary. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Steps:\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>1. Pick your Topic Question\u003c/b>\u003cspan style=\"font-weight: 400\">: Students choose a question they want answered about something they don’t already know. This project is not simply a report, it should be a new discovery for the students. The question must also have available research information. In other words, we all want to know if there is intelligent life on Mars, but at this point there is no readily available information on this. Maybe a better question might be, “How is NASA searching for intelligent life on other planets?”\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">In my classroom, the question must be under the umbrella of a subject we studied, otherwise the kids can get derailed. Plus, you want this project to strengthen concepts taught in class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Side Lesson\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: During the year I have “Science Friday” where we answer miscellaneous questions they’ve had during the week. I love it when students get inquisitive during class discussions, but this can easily sidetrack the task at hand so I encourage them to write questions in their notebook for us to discuss on Friday. They can go back to these questions for possible topics for the documentary project. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Research Using Trusted Sources\u003c/b>\u003cspan style=\"font-weight: 400\">: Visit \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and check out their \u003c/span>\u003ca href=\"https://learn.kqed.org/resources\">\u003cspan style=\"font-weight: 400\">amazing resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (under “Make & Share Resources”) that help students conduct authentic research and find reliable resources. If you can, use your librarian—if you have time, schedule a period in the library for research. Have students keep notes on all their sources and research. They will turn this into you on elevator pitch day. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>3. Review:\u003c/b>\u003cspan style=\"font-weight: 400\"> Use the \u003ca href=\"https://ww2.kqed.org/quest/2017/04/13/engineering-for-good/\">Engineering Design process\u003c/a> to make sure their question is answered in a process that is evidence-based and actually answers the question! I always go back to my favorite engineering design graphic to streamline the process. This is where students often go wrong and veer away from their original vision. If their research is rambling, their topic wasn’t strong and they will need to rethink their question.\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-532699\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/engineering_design_process.png\" alt=\"\" width=\"2608\" height=\"3594\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process.png 2608w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-160x220.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-800x1102.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-768x1058.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-1020x1406.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-871x1200.png 871w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-1920x2646.png 1920w\" sizes=\"(max-width: 2608px) 100vw, 2608px\">\u003c/p>\n\u003cp>\u003cb>4. Storyboard:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students should draw a simple, two sided 8.5×11 paper that shows the flow of the “story” in simple pictures. Remind students that their movie is not just a documentary about science facts. Students are telling a story. They are delivering truth. This is a film that should pull people in and make them want to discover along with the filmmakers. Their storyboard will help them round out their vision. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Elevator Video Pitch:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is simply their movie team on camera, speaking in equal time of no less than 30 seconds and no more than 1 minute. Direct them by telling them to role-play asking the head of Netflix to fund their science documentary. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>\u003ci>Side Lesson:\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> If you have time, have students propose a budget for their video. This is the “Define” step of the Engineering Design process. Have them learn the business side of things by preparing a budget sheet for everything from cameras to transportation to permits to feeding the crew. Don’t get too caught up in the dollars and cents, just give your students a good introduction to thinking through a budget. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Take it Further:\u003c/i>\u003c/b>\u003cb> Have students make a promo video!\u003c/b>\u003cspan style=\"font-weight: 400\"> If you are not familiar with video recording on devices, I highly recommend taking the \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/video-production-for-the-classroom\">\u003cspan style=\"font-weight: 400\">Video Production for the Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Most students are very familiar with video making on their devices, but you should familiarize yourself with the process too. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Assessment\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students will turn in their research notes with sources, their story board, and share their elevator pitch video with you. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">You may even want to incorporate peer review with a simple question: “Would you fund this movie after watching the elevator pitch? Why or why not?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003ca href=\"https://www.nsta.org/about/positions/ngss.aspx\">\u003cspan style=\"font-weight: 400\"> Position Statement of the Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> includes: “\u003c/span>\u003cspan style=\"font-weight: 400\">It is essential that all students have access to a high-quality science education that provides them with the skills and knowledge they need to be well-informed citizens, to be prepared for college and careers, and to understand and appreciate the scientific enterprise.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have students get one step closer to this goal by leading their own discoveries, creating their own media, and learning how to write a compelling “elevator pitch.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And that’s a wrap!\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1400,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":25},"modified":1704760750,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Ever heard of an elevator pitch? An elevator pitch is a persuasive and succinct sales pitch, named after the time it takes to ride an elevator from the bottom floor to the top. It’s a concise and compelling 30-second speech, with the goal of having a person say “yes” to your project by the time","title":"A New Take on Student Science Videos: The Elevator Pitch | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A New Take on Student Science Videos: The Elevator Pitch","datePublished":"2019-09-25T17:08:43-07:00","dateModified":"2024-01-08T16:39:10-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"a-new-take-on-student-science-videos-the-elevator-pitch","status":"publish","sticky":false,"path":"/education/532696/a-new-take-on-student-science-videos-the-elevator-pitch","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever heard of an elevator pitch?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An elevator pitch is a persuasive and succinct sales pitch, named after the time it takes to ride an elevator from the bottom floor to the top. It’s a concise and compelling 30-second speech, with the goal of having a person say “yes” to your project by the time the elevator dings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well dear teacher, here’s my elevator pitch: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How would you like to engage your students in one of their favorite activities, while also incorporating cutting edge content and adhering to the Next Generation Science Standards? In addition, you would be leading students towards digital literacy and mastery of 21st century learning skills like collaboration, creativity, critical thinking and communication. The only supplies needed are a device that has a video camera and connects to the internet, as well as some paper and pencils. Does this sound good to you?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If so, read on. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It might just be the understatement of the day to say that teens spend a good part of their free time watching videos. While it’s important to limit how much they watch and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they watch, it’s also important for teens to learn more about the digital medium they love so much. Students need more time in the classroom learning how the many videos, movies, films and documentaries they watch are made. And the best way to learn is to make them! Students are experts at viewing online content, but in order to understand what they’re watching they should also be participants and creators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So this past year I introduced a project in my biology class that would allow students to better understand the filmmaking process — including the very first steps of creating a film proposal. For the project, I asked my Biology students to connect a topic covered in class with a real-world, ongoing problem or issue. Student groups would research their environmental problem, then write their own “elevator pitch” for a documentary about the problem \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">a possible solution.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one student, whose father had passed from leukemia ten years ago, proposed a documentary on new cell mutation inhibitor therapies in order to communicate in simpler terms the incredible recent breakthroughs in saving lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making science documentary proposals checks off many important boxes of cutting-edge 21st-century learning. It is project-based and inquiry-based, requiring students to be creative and think critically. It requires students to research, to tell fiction from non-fiction, to find and communicate important information with empirically-based facts. We are teaching them science literacy, how to find their own voice, make their own media, and be a strong part of social discourse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most important concepts I like to bring to my science students is: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Science answers questions\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> while \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">engineering solves problems.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> With this project we can accomplish both: students are engaged with questions and problems they want to investigate. \u003c/span>\u003cspan style=\"font-weight: 400\">Everyone loves a good story, and we can combine storytelling with science evidence in an entertaining and educational medium. Let’s take “Shark Week” on the Discovery Channel as an example. While the content creators are giving us many important facts about shark behavior, interaction with humans, and current issues using top experts in the field, they also do a great job of telling an entertaining story. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s the process I used to get my students engaged in the first steps of creating a science documentary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Remember:\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> The project is for students to create a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">proposal \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">for a documentary, not the documentary itself. Students will not be expected to make a full documentary, but they will be expected to plan as if they are approaching the Discovery Channel or Netflix to be given a “green light” on their science documentary. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Steps:\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>1. Pick your Topic Question\u003c/b>\u003cspan style=\"font-weight: 400\">: Students choose a question they want answered about something they don’t already know. This project is not simply a report, it should be a new discovery for the students. The question must also have available research information. In other words, we all want to know if there is intelligent life on Mars, but at this point there is no readily available information on this. Maybe a better question might be, “How is NASA searching for intelligent life on other planets?”\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">In my classroom, the question must be under the umbrella of a subject we studied, otherwise the kids can get derailed. Plus, you want this project to strengthen concepts taught in class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Side Lesson\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: During the year I have “Science Friday” where we answer miscellaneous questions they’ve had during the week. I love it when students get inquisitive during class discussions, but this can easily sidetrack the task at hand so I encourage them to write questions in their notebook for us to discuss on Friday. They can go back to these questions for possible topics for the documentary project. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Research Using Trusted Sources\u003c/b>\u003cspan style=\"font-weight: 400\">: Visit \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and check out their \u003c/span>\u003ca href=\"https://learn.kqed.org/resources\">\u003cspan style=\"font-weight: 400\">amazing resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (under “Make & Share Resources”) that help students conduct authentic research and find reliable resources. If you can, use your librarian—if you have time, schedule a period in the library for research. Have students keep notes on all their sources and research. They will turn this into you on elevator pitch day. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>3. Review:\u003c/b>\u003cspan style=\"font-weight: 400\"> Use the \u003ca href=\"https://ww2.kqed.org/quest/2017/04/13/engineering-for-good/\">Engineering Design process\u003c/a> to make sure their question is answered in a process that is evidence-based and actually answers the question! I always go back to my favorite engineering design graphic to streamline the process. This is where students often go wrong and veer away from their original vision. If their research is rambling, their topic wasn’t strong and they will need to rethink their question.\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-532699\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/engineering_design_process.png\" alt=\"\" width=\"2608\" height=\"3594\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process.png 2608w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-160x220.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-800x1102.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-768x1058.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-1020x1406.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-871x1200.png 871w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-1920x2646.png 1920w\" sizes=\"(max-width: 2608px) 100vw, 2608px\">\u003c/p>\n\u003cp>\u003cb>4. Storyboard:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students should draw a simple, two sided 8.5×11 paper that shows the flow of the “story” in simple pictures. Remind students that their movie is not just a documentary about science facts. Students are telling a story. They are delivering truth. This is a film that should pull people in and make them want to discover along with the filmmakers. Their storyboard will help them round out their vision. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Elevator Video Pitch:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is simply their movie team on camera, speaking in equal time of no less than 30 seconds and no more than 1 minute. Direct them by telling them to role-play asking the head of Netflix to fund their science documentary. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>\u003ci>Side Lesson:\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> If you have time, have students propose a budget for their video. This is the “Define” step of the Engineering Design process. Have them learn the business side of things by preparing a budget sheet for everything from cameras to transportation to permits to feeding the crew. Don’t get too caught up in the dollars and cents, just give your students a good introduction to thinking through a budget. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Take it Further:\u003c/i>\u003c/b>\u003cb> Have students make a promo video!\u003c/b>\u003cspan style=\"font-weight: 400\"> If you are not familiar with video recording on devices, I highly recommend taking the \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/video-production-for-the-classroom\">\u003cspan style=\"font-weight: 400\">Video Production for the Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Most students are very familiar with video making on their devices, but you should familiarize yourself with the process too. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Assessment\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students will turn in their research notes with sources, their story board, and share their elevator pitch video with you. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">You may even want to incorporate peer review with a simple question: “Would you fund this movie after watching the elevator pitch? Why or why not?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003ca href=\"https://www.nsta.org/about/positions/ngss.aspx\">\u003cspan style=\"font-weight: 400\"> Position Statement of the Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> includes: “\u003c/span>\u003cspan style=\"font-weight: 400\">It is essential that all students have access to a high-quality science education that provides them with the skills and knowledge they need to be well-informed citizens, to be prepared for college and careers, and to understand and appreciate the scientific enterprise.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have students get one step closer to this goal by leading their own discoveries, creating their own media, and learning how to write a compelling “elevator pitch.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And that’s a wrap!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/532696/a-new-take-on-student-science-videos-the-elevator-pitch","authors":["11403"],"categories":["education_1"],"collections":["education_77"],"featImg":"education_532704","label":"education_77"},"education_532056":{"type":"posts","id":"education_532056","meta":{"index":"posts_1716263798","site":"education","id":"532056","score":null,"sort":[1561485192000]},"parent":0,"labelTerm":{"site":"education","term":52},"blocks":[],"publishDate":1561485192,"format":"standard","title":"KQED Becomes Anchor Partner of New DigCit Commit Initiative Launched with ISTE","headTitle":"KQED Becomes Anchor Partner of New DigCit Commit Initiative Launched with ISTE | KQED","content":"\u003cp>KQED is thrilled to announce our participation as an anchor organization of \u003ca href=\"https://digcitcommit.org/\" target=\"_blank\" rel=\"noopener\">DigCit Commit\u003c/a>, a coalition convened by ISTE and committed to supporting educators with the tools, community and opportunities to learn about and teach digital citizenship.\u003c/p>\n\u003cblockquote>\u003cp>“As a society, as a democracy, we have a choice to make.” -Richard Culatta, ISTE CEO\u003c/p>\u003c/blockquote>\n\u003cp>At the annual convention in Philadelphia, ISTE CEO Richard Culatta challenged the audience of education leaders to “evolve our thinking about digital citizenship.”\u003c/p>\n\u003cp>“As a society, as a democracy,” Culatta said in his keynote, “we have a choice to make. One possible potential future is a world where we continue to devolve, continue to have hate and lack of tolerance online, continue to use technology in ways that are self-serving and divisive. Or, another universe. One where we’re using technology to bring people together, to talk with people that we disagree with about important issues, use technology to serve our community and make the world around us a better place, to give a voice to the voiceless.”\u003c/p>\n\u003cblockquote>\u003cp>5 new DigCit competencies: Inclusive, Informed, Engaged, Balanced, Alert\u003c/p>\u003c/blockquote>\n\u003cp>The DigCit Commit initiative will provide educators with a new set of competencies and updated resources, allowing for the sharing of best practices, and, by gaining commitments from educators, to a deeper collective commitment to digital citizenship. The five DigCit Commit competencies – inclusive, informed, engaged, balanced, alert – are designed to focus less on a list of DON’Ts and more on a proactive approach of DOs that challenge students to stay safe, solve problems and become a force of positivity.\u003c/p>\n\u003cblockquote>\u003cp>“It’s no longer a ‘tech’ issue. It’s a community issue.” -Vinnie Vrotny, middle school teacher\u003c/p>\u003c/blockquote>\n\u003cp>After the keynote, educators came together in an open brainstorming meeting to talk about how to implement the new digcit goals. Common themes included a strong emphasis on student voice and creating new community norms in partnership with students, as well as concerns about breaking down silos. “It’s no longer a ‘tech’ issue,” said Vinnie Vrotny, of the Kinkaid School in Houston, TX. “It’s a community issue.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>KQED will work alongside ISTE and a growing coalition of education organizations to ensure that our students have the skills they need to be effective digital citizens. Please raise your hand and\u003ca href=\"https://digcitcommit.org/\" target=\"_blank\" rel=\"noopener\"> join us\u003c/a>!\u003c/p>\n\u003ch5>\u003cspan style=\"color: #666699\">\u003cstrong>You can start your DigCit Commit journey today with professional learning courses on KQED Teach\u003c/strong>\u003c/span>\u003c/h5>\n\u003cp>\u003cspan style=\"color: #666699\">Our free, online courses give educators the background and skills needed to teach students to evaluate information for accuracy, engage with different points of view, and make informed decisions. This summer, KQED released a new set of courses on misinformation, disinformation and propaganda. This new Misinformation Course provides educators with a foundation in understanding many types of misinformation and developing resources to use with their students–or with teachers you coach or lead.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/misinformation-course-collection/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Register\u003c/strong> \u003cstrong>for a course today!\u003c/strong>\u003c/a>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":503,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":13},"modified":1704760782,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"KQED is thrilled to announce our participation as an anchor organization of DigCit Commit, a coalition convened by ISTE and committed to supporting educators with the tools, community and opportunities to learn about and teach digital citizenship. “As a society, as a democracy, we have a choice to make.” -Richard Culatta, ISTE CEO At the","title":"KQED Becomes Anchor Partner of New DigCit Commit Initiative Launched with ISTE | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"KQED Becomes Anchor Partner of New DigCit Commit Initiative Launched with ISTE","datePublished":"2019-06-25T10:53:12-07:00","dateModified":"2024-01-08T16:39:42-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"kqed-becomes-anchor-partner-of-new-digcit-commit-initiative-launched-with-iste","status":"publish","sticky":false,"path":"/education/532056/kqed-becomes-anchor-partner-of-new-digcit-commit-initiative-launched-with-iste","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED is thrilled to announce our participation as an anchor organization of \u003ca href=\"https://digcitcommit.org/\" target=\"_blank\" rel=\"noopener\">DigCit Commit\u003c/a>, a coalition convened by ISTE and committed to supporting educators with the tools, community and opportunities to learn about and teach digital citizenship.\u003c/p>\n\u003cblockquote>\u003cp>“As a society, as a democracy, we have a choice to make.” -Richard Culatta, ISTE CEO\u003c/p>\u003c/blockquote>\n\u003cp>At the annual convention in Philadelphia, ISTE CEO Richard Culatta challenged the audience of education leaders to “evolve our thinking about digital citizenship.”\u003c/p>\n\u003cp>“As a society, as a democracy,” Culatta said in his keynote, “we have a choice to make. One possible potential future is a world where we continue to devolve, continue to have hate and lack of tolerance online, continue to use technology in ways that are self-serving and divisive. Or, another universe. One where we’re using technology to bring people together, to talk with people that we disagree with about important issues, use technology to serve our community and make the world around us a better place, to give a voice to the voiceless.”\u003c/p>\n\u003cblockquote>\u003cp>5 new DigCit competencies: Inclusive, Informed, Engaged, Balanced, Alert\u003c/p>\u003c/blockquote>\n\u003cp>The DigCit Commit initiative will provide educators with a new set of competencies and updated resources, allowing for the sharing of best practices, and, by gaining commitments from educators, to a deeper collective commitment to digital citizenship. The five DigCit Commit competencies – inclusive, informed, engaged, balanced, alert – are designed to focus less on a list of DON’Ts and more on a proactive approach of DOs that challenge students to stay safe, solve problems and become a force of positivity.\u003c/p>\n\u003cblockquote>\u003cp>“It’s no longer a ‘tech’ issue. It’s a community issue.” -Vinnie Vrotny, middle school teacher\u003c/p>\u003c/blockquote>\n\u003cp>After the keynote, educators came together in an open brainstorming meeting to talk about how to implement the new digcit goals. Common themes included a strong emphasis on student voice and creating new community norms in partnership with students, as well as concerns about breaking down silos. “It’s no longer a ‘tech’ issue,” said Vinnie Vrotny, of the Kinkaid School in Houston, TX. “It’s a community issue.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>KQED will work alongside ISTE and a growing coalition of education organizations to ensure that our students have the skills they need to be effective digital citizens. Please raise your hand and\u003ca href=\"https://digcitcommit.org/\" target=\"_blank\" rel=\"noopener\"> join us\u003c/a>!\u003c/p>\n\u003ch5>\u003cspan style=\"color: #666699\">\u003cstrong>You can start your DigCit Commit journey today with professional learning courses on KQED Teach\u003c/strong>\u003c/span>\u003c/h5>\n\u003cp>\u003cspan style=\"color: #666699\">Our free, online courses give educators the background and skills needed to teach students to evaluate information for accuracy, engage with different points of view, and make informed decisions. This summer, KQED released a new set of courses on misinformation, disinformation and propaganda. This new Misinformation Course provides educators with a foundation in understanding many types of misinformation and developing resources to use with their students–or with teachers you coach or lead.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/misinformation-course-collection/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Register\u003c/strong> \u003cstrong>for a course today!\u003c/strong>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/532056/kqed-becomes-anchor-partner-of-new-digcit-commit-initiative-launched-with-iste","authors":["9327"],"series":["education_52"],"categories":["education_3","education_1","education_2840","education_50","education_49"],"tags":["education_367","education_916"],"collections":["education_77"],"featImg":"education_532061","label":"education_52"},"education_531989":{"type":"posts","id":"education_531989","meta":{"index":"posts_1716263798","site":"education","id":"531989","score":null,"sort":[1561073446000]},"parent":0,"labelTerm":{"site":"education","term":77},"blocks":[],"publishDate":1561073446,"format":"standard","title":"TED-Ed as a Tool for Student Choice and Voice","headTitle":"TED-Ed as a Tool for Student Choice and Voice | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago I was desperate for a change. The final project for my elective class had fizzled and I had recently come to the conclusion that high school seniors (especially second semester) are some of the most fun, and most frustrating, students I have ever taught. They’re excited, a joy to talk to, and the whole world is at their feet, ready to be discovered. But they also hit a wall at some point during the year. Maybe it’s after college applications are completed, or after winter break or after their future plans are officially decided, but they all hit that wall. That wall was what I needed to help them overcome. In my search for something new, I hit the jackpot when I stumbled upon the KQED article \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/18/the-student-produced-ted-ed-lesson-a-lesson-worth-sharing/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Student-Produced TED-Ed Lesson: A Lesson Worth Sharing?\u003c/span>\u003c/i> \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the article, high school teacher Peter Paccone detailed how he utilized the creation of \u003c/span>\u003ca href=\"https://ed.ted.com/videos\">\u003cspan style=\"font-weight: 400\">TED-Ed lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his history classes. After reading his article, I decided to try it out as a final assessment for my seniors in our social studies elective, Issues in Global Development. In this course, students study developmental issues such as human rights violations, overpopulation, globalization and more. Creating a TED-Ed lesson would allow them to dive deeply into a topic that intrigues them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first time I ran the project, I enjoyed the freedom and choice students had in completing the video. It was a chance to really let their creative sides shine! Students ended up researching, writing and recording over a span of several weeks which seemed like ample time to complete a quality project. However, I was initially left a bit disappointed in the overall results. Not ready to give up on the project, which seemed so promising, I have subsequently made minor changes over the course of the four semesters my students have completed it. Through trial and error, I have found what makes the TED-Ed an effective tool for student engagement and learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Focus\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A TED-Ed video is typically an introduction to a topic that is 5 minutes or less. Given the broad nature of topics discussed in my class (child mortality, human trafficking, etc.) students often need help paring down these broad issues into something manageable. This is an important first step. For example, a student may tell me they are interested in researching the environmental impacts of pollution on developing countries. This is a huge topic. Instead, through questioning the student we can narrow it down to a place in the world (e.g., India) and further consolidate to a specific aspect of pollution like international companies dumping toxic waste. This topic—Industrial Waste in India—is much more manageable for students to research and present on. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/a1S8AcyaFkw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Structure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A project that has so much choice attached to it also needs structure built in. This may seem counterintuitive, but it is imperative for students of all ages and ability levels. Instead of handing students a copy of the assignment and expecting them to produce a quality final video, this project requires a variety of guided steps which can be easily completed via a template. Students must first have a broad understanding of their topic and complete a basic summary or overview. Once they have demonstrated a basic level of understanding, they can dive deeper into more specific, content-driven research while creating a script for their talk. Finally, they produce the talk itself which incorporates visuals with the script in a summative video. By encouraging these concrete steps students are still free to explore their interests, but in a manageable and developmentally appropriate way. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ed.ted.com/on/peizxCuT\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531998 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/kenya.png\" width=\"1418\" height=\"688\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya.png 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-160x78.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-800x388.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-768x373.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-1020x495.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-1200x582.png 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>Feedback\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final piece to this TED-Ed puzzle involves ongoing feedback. The first time I ran this assignment I only assessed the final product. Now, after several practice runs, I have found that scaffolding the project with several due dates along the way has given me more opportunity to give students constructive feedback. Furthermore, this requires my students to think more critically about their research as they revise and refine their final product. This ongoing dialogue has really highlighted for me that this project is just as much about the journey as it is about the outcome. We cannot get to the formal and polished TED-Ed Talk without investing in the process of polishing. Lastly, I have found that by investing more time in providing feedback up front the final grading of the project becomes much easier because the overall content of the projects meet a higher standard due to the revision process. This leads to less gaps in the learning and students feel better about the quality of their work. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ed.ted.com/on/XGCsc11d\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531996 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/china-air-pollution.png\" width=\"1245\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution.png 1245w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-1020x544.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-1200x640.png 1200w\" sizes=\"(max-width: 1245px) 100vw, 1245px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\nAs I reflect back on the recently completed spring semester, I’ve been thinking a lot about that wall, and if I helped my students knock it down, or at the very least gave them a boost in climbing over. We ended the semester with a film festival to showcase what the students had created. The end products far surpassed the quality and depth of any previous final project I had employed. Students were engaged in each other’s work and genuinely curious and knowledgeable about the topics at hand. It seems that not only did the TED-Ed final project help to knock down those walls, but it serves as a valuable educational tool that, when implemented properly, can not only expand student knowledge, but also skill sets centered around research, revision and technology.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":937,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":12},"modified":1704760789,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Three years ago I was desperate for a change. The final project for my elective class had fizzled and I had recently come to the conclusion that high school seniors (especially second semester) are some of the most fun, and most frustrating, students I have ever taught. They’re excited, a joy to talk to, and","title":"TED-Ed as a Tool for Student Choice and Voice | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"TED-Ed as a Tool for Student Choice and Voice","datePublished":"2019-06-20T16:30:46-07:00","dateModified":"2024-01-08T16:39:49-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"ted-ed-as-a-tool-for-student-choice-and-voice","status":"publish","sticky":false,"path":"/education/531989/ted-ed-as-a-tool-for-student-choice-and-voice","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago I was desperate for a change. The final project for my elective class had fizzled and I had recently come to the conclusion that high school seniors (especially second semester) are some of the most fun, and most frustrating, students I have ever taught. They’re excited, a joy to talk to, and the whole world is at their feet, ready to be discovered. But they also hit a wall at some point during the year. Maybe it’s after college applications are completed, or after winter break or after their future plans are officially decided, but they all hit that wall. That wall was what I needed to help them overcome. In my search for something new, I hit the jackpot when I stumbled upon the KQED article \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/18/the-student-produced-ted-ed-lesson-a-lesson-worth-sharing/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Student-Produced TED-Ed Lesson: A Lesson Worth Sharing?\u003c/span>\u003c/i> \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the article, high school teacher Peter Paccone detailed how he utilized the creation of \u003c/span>\u003ca href=\"https://ed.ted.com/videos\">\u003cspan style=\"font-weight: 400\">TED-Ed lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his history classes. After reading his article, I decided to try it out as a final assessment for my seniors in our social studies elective, Issues in Global Development. In this course, students study developmental issues such as human rights violations, overpopulation, globalization and more. Creating a TED-Ed lesson would allow them to dive deeply into a topic that intrigues them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first time I ran the project, I enjoyed the freedom and choice students had in completing the video. It was a chance to really let their creative sides shine! Students ended up researching, writing and recording over a span of several weeks which seemed like ample time to complete a quality project. However, I was initially left a bit disappointed in the overall results. Not ready to give up on the project, which seemed so promising, I have subsequently made minor changes over the course of the four semesters my students have completed it. Through trial and error, I have found what makes the TED-Ed an effective tool for student engagement and learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Focus\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A TED-Ed video is typically an introduction to a topic that is 5 minutes or less. Given the broad nature of topics discussed in my class (child mortality, human trafficking, etc.) students often need help paring down these broad issues into something manageable. This is an important first step. For example, a student may tell me they are interested in researching the environmental impacts of pollution on developing countries. This is a huge topic. Instead, through questioning the student we can narrow it down to a place in the world (e.g., India) and further consolidate to a specific aspect of pollution like international companies dumping toxic waste. This topic—Industrial Waste in India—is much more manageable for students to research and present on. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/a1S8AcyaFkw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Structure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A project that has so much choice attached to it also needs structure built in. This may seem counterintuitive, but it is imperative for students of all ages and ability levels. Instead of handing students a copy of the assignment and expecting them to produce a quality final video, this project requires a variety of guided steps which can be easily completed via a template. Students must first have a broad understanding of their topic and complete a basic summary or overview. Once they have demonstrated a basic level of understanding, they can dive deeper into more specific, content-driven research while creating a script for their talk. Finally, they produce the talk itself which incorporates visuals with the script in a summative video. By encouraging these concrete steps students are still free to explore their interests, but in a manageable and developmentally appropriate way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ed.ted.com/on/peizxCuT\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531998 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/kenya.png\" width=\"1418\" height=\"688\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya.png 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-160x78.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-800x388.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-768x373.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-1020x495.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-1200x582.png 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>Feedback\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final piece to this TED-Ed puzzle involves ongoing feedback. The first time I ran this assignment I only assessed the final product. Now, after several practice runs, I have found that scaffolding the project with several due dates along the way has given me more opportunity to give students constructive feedback. Furthermore, this requires my students to think more critically about their research as they revise and refine their final product. This ongoing dialogue has really highlighted for me that this project is just as much about the journey as it is about the outcome. We cannot get to the formal and polished TED-Ed Talk without investing in the process of polishing. Lastly, I have found that by investing more time in providing feedback up front the final grading of the project becomes much easier because the overall content of the projects meet a higher standard due to the revision process. This leads to less gaps in the learning and students feel better about the quality of their work. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ed.ted.com/on/XGCsc11d\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531996 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/china-air-pollution.png\" width=\"1245\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution.png 1245w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-1020x544.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-1200x640.png 1200w\" sizes=\"(max-width: 1245px) 100vw, 1245px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\nAs I reflect back on the recently completed spring semester, I’ve been thinking a lot about that wall, and if I helped my students knock it down, or at the very least gave them a boost in climbing over. We ended the semester with a film festival to showcase what the students had created. The end products far surpassed the quality and depth of any previous final project I had employed. Students were engaged in each other’s work and genuinely curious and knowledgeable about the topics at hand. It seems that not only did the TED-Ed final project help to knock down those walls, but it serves as a valuable educational tool that, when implemented properly, can not only expand student knowledge, but also skill sets centered around research, revision and technology.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531989/ted-ed-as-a-tool-for-student-choice-and-voice","authors":["11609"],"categories":["education_1"],"collections":["education_77"],"featImg":"education_531993","label":"education_77"},"education_531977":{"type":"posts","id":"education_531977","meta":{"index":"posts_1716263798","site":"education","id":"531977","score":null,"sort":[1560473024000]},"parent":0,"labelTerm":{"site":"education","term":77},"blocks":[],"publishDate":1560473024,"format":"standard","title":"Escape the Study Guide: Gamifying the Review Process","headTitle":"Escape the Study Guide: Gamifying the Review Process | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">When I was a student in high school, there was nothing I disliked more than a study guide. While useful in determining what I might be assessed on during a test, the actual completion of a study guide was tedious and, for the lack of a better word, boring. As a teacher, it does not surprise me that many of my students feel the same way about study guides as I did. So, when Derrick, our district’s data teacher on special assignment, suggested an alternative to the traditional study guide, I was all ears. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of a traditional paper-based study guide, Derrick suggested an “escape room” format instead. The goal of an \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Escape_room\">\u003cspan style=\"font-weight: 400\">escape room\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to solve a series of puzzles and riddles using clues dispersed throughout a room. There is often a theme to an escape room, and props such as locks and combinations are utilized during the problem-solving process. Escape rooms are usually completed by teams who compete to see which team can “escape” in the fastest amount of time. Derrick’s idea was to utilize this concept in the classroom, where students would answer chemistry questions from a traditional study guide to help solve puzzles and riddles on a survey tool called Qualtrics, as well as physical puzzles and locks around the room. The end result looked something like this:\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/O1R0uP9ATcM\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>The Logistics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To complete this escape room, students were provided the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/13AtXfPY2n1iABQC27jjmaYXQs70qRuCfmgGvZ332818/edit\">\u003cspan style=\"font-weight: 400\">A traditional study guide on paper\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://bit.ly/2ViBieR\">\u003cspan style=\"font-weight: 400\">An online form to fill in their answers from the study guide to move on to different steps of the puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Locks, codes, and riddles for students to solve\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students began the activity by attempting the first set of problems on the study guide. Problem sets were broken down by targeted standards based on NGSS. Upon completion of each set, students could move on to the next clue or riddle. If students did not complete the problem set correctly the first time, built in hints would appear on the online form to help students. Additionally, I walked around the room to conduct progress monitoring as needed. Students were then given codes that could be used to unlock different boxes. After unlocking the boxes, students worked to complete a series of chemistry-based riddles around the classroom which in turn led to the final lock box to complete the activity.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531979\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/escape-1.jpg\" alt=\"\" width=\"368\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/escape-1.jpg 368w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/escape-1-160x219.jpg 160w\" sizes=\"(max-width: 368px) 100vw, 368px\">\u003c/p>\n\u003ch2>\u003cb>Takeaways\u003c/b>\u003c/h2>\n\u003cp>\u003cb>Data-Driven:\u003c/b>\u003cspan style=\"font-weight: 400\"> With the use of Qualtrics, Derrick was able to track results such as completion time, attempts on completing a problem set, and specific calculations students made for certain problems. This data was helpful in identifying what questions were the most challenging for my students. Derrick also left a feedback section in which students were able to leave comments in regards to the difficulty and their experience with the escape room study guide. The overall response was a positive one, with many students echoing that the escape room premise made completing the study guide much more interesting. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Future use: \u003c/b>\u003cspan style=\"font-weight: 400\">From my experience with the escape room, it is safe to say that I will be utilizing escape rooms to “gamify” the learning experience in my classroom in the future. \u003c/span>\u003ca href=\"https://teacheveryday.com/escape-room-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">There are websites online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that teach you how to build a Google Form for an in-class escape room and there are also pre-built escape rooms like the one \u003c/span>\u003ca href=\"https://sites.google.com/site/whollymolealt/home/wholly-mole\">\u003cspan style=\"font-weight: 400\">I used as an activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the student-favorite unit on stoichiometry and moles (sarcasm intended). As I become more familiar with the setup, it is my goal to provide opportunities for my students to create online-based escape rooms of their own. Groups will be responsible for certain themes (i.e. NGSS Standards) and will take turns “hosting” their own escape rooms in class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Collaborate: \u003c/b>\u003cspan style=\"font-weight: 400\">If I have not mentioned Derrick enough, I will do so again here. Finding people who know how to navigate technology, and are willing to share what they have learned, makes creating lessons such as this one much more feasible. I simply provided the study guide questions and some prizes for students, and Derrick provided the online form, lockboxes and riddles to make the escape room. There are probably people like Derrick in your district, you just have to seek them out and be willing to try out new ideas. In my case, collaborating proved to be a real asset for me and for my students (not only in this case, but also in lessons about \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/01/31/3-lessons-i-learned-from-collaborating-with-video-production/\">\u003cspan style=\"font-weight: 400\">scientific process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/04/04/microscope-photo-contest-extends-wonder-beyond-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">elements at nano-scale\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/05/09/how-to-connect-your-classroom-to-your-community-through-coffee/\">\u003cspan style=\"font-weight: 400\">chemistry involved in making coffee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">).\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a chemistry teacher, I often look to labs to present materials to students. That part is easy for me. The hard part has always been finding ways to teach and assess understanding in ways that students can buy into. In other words, seeing a flame change color due to changing states of electrons in a metal is fun, learning the process behind why this happens and being assessed on it is not as fun. Activities such as escape rooms help make those learning moments more engaging and the content more palatable. As a chemistry teacher whose goal is to facilitate student learning, escape rooms are another piece in solving the puzzle.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":876,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":12},"modified":1704760793,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"When I was a student in high school, there was nothing I disliked more than a study guide. While useful in determining what I might be assessed on during a test, the actual completion of a study guide was tedious and, for the lack of a better word, boring. As a teacher, it does not","title":"Escape the Study Guide: Gamifying the Review Process | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Escape the Study Guide: Gamifying the Review Process","datePublished":"2019-06-13T17:43:44-07:00","dateModified":"2024-01-08T16:39:53-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"escape-the-study-guide-gamifying-the-review-process","status":"publish","sticky":false,"path":"/education/531977/escape-the-study-guide-gamifying-the-review-process","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When I was a student in high school, there was nothing I disliked more than a study guide. While useful in determining what I might be assessed on during a test, the actual completion of a study guide was tedious and, for the lack of a better word, boring. As a teacher, it does not surprise me that many of my students feel the same way about study guides as I did. So, when Derrick, our district’s data teacher on special assignment, suggested an alternative to the traditional study guide, I was all ears. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of a traditional paper-based study guide, Derrick suggested an “escape room” format instead. The goal of an \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Escape_room\">\u003cspan style=\"font-weight: 400\">escape room\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to solve a series of puzzles and riddles using clues dispersed throughout a room. There is often a theme to an escape room, and props such as locks and combinations are utilized during the problem-solving process. Escape rooms are usually completed by teams who compete to see which team can “escape” in the fastest amount of time. Derrick’s idea was to utilize this concept in the classroom, where students would answer chemistry questions from a traditional study guide to help solve puzzles and riddles on a survey tool called Qualtrics, as well as physical puzzles and locks around the room. The end result looked something like this:\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/O1R0uP9ATcM\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>The Logistics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To complete this escape room, students were provided the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/13AtXfPY2n1iABQC27jjmaYXQs70qRuCfmgGvZ332818/edit\">\u003cspan style=\"font-weight: 400\">A traditional study guide on paper\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://bit.ly/2ViBieR\">\u003cspan style=\"font-weight: 400\">An online form to fill in their answers from the study guide to move on to different steps of the puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Locks, codes, and riddles for students to solve\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students began the activity by attempting the first set of problems on the study guide. Problem sets were broken down by targeted standards based on NGSS. Upon completion of each set, students could move on to the next clue or riddle. If students did not complete the problem set correctly the first time, built in hints would appear on the online form to help students. Additionally, I walked around the room to conduct progress monitoring as needed. Students were then given codes that could be used to unlock different boxes. After unlocking the boxes, students worked to complete a series of chemistry-based riddles around the classroom which in turn led to the final lock box to complete the activity.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531979\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/escape-1.jpg\" alt=\"\" width=\"368\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/escape-1.jpg 368w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/escape-1-160x219.jpg 160w\" sizes=\"(max-width: 368px) 100vw, 368px\">\u003c/p>\n\u003ch2>\u003cb>Takeaways\u003c/b>\u003c/h2>\n\u003cp>\u003cb>Data-Driven:\u003c/b>\u003cspan style=\"font-weight: 400\"> With the use of Qualtrics, Derrick was able to track results such as completion time, attempts on completing a problem set, and specific calculations students made for certain problems. This data was helpful in identifying what questions were the most challenging for my students. Derrick also left a feedback section in which students were able to leave comments in regards to the difficulty and their experience with the escape room study guide. The overall response was a positive one, with many students echoing that the escape room premise made completing the study guide much more interesting. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Future use: \u003c/b>\u003cspan style=\"font-weight: 400\">From my experience with the escape room, it is safe to say that I will be utilizing escape rooms to “gamify” the learning experience in my classroom in the future. \u003c/span>\u003ca href=\"https://teacheveryday.com/escape-room-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">There are websites online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that teach you how to build a Google Form for an in-class escape room and there are also pre-built escape rooms like the one \u003c/span>\u003ca href=\"https://sites.google.com/site/whollymolealt/home/wholly-mole\">\u003cspan style=\"font-weight: 400\">I used as an activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the student-favorite unit on stoichiometry and moles (sarcasm intended). As I become more familiar with the setup, it is my goal to provide opportunities for my students to create online-based escape rooms of their own. Groups will be responsible for certain themes (i.e. NGSS Standards) and will take turns “hosting” their own escape rooms in class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Collaborate: \u003c/b>\u003cspan style=\"font-weight: 400\">If I have not mentioned Derrick enough, I will do so again here. Finding people who know how to navigate technology, and are willing to share what they have learned, makes creating lessons such as this one much more feasible. I simply provided the study guide questions and some prizes for students, and Derrick provided the online form, lockboxes and riddles to make the escape room. There are probably people like Derrick in your district, you just have to seek them out and be willing to try out new ideas. In my case, collaborating proved to be a real asset for me and for my students (not only in this case, but also in lessons about \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/01/31/3-lessons-i-learned-from-collaborating-with-video-production/\">\u003cspan style=\"font-weight: 400\">scientific process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/04/04/microscope-photo-contest-extends-wonder-beyond-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">elements at nano-scale\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/05/09/how-to-connect-your-classroom-to-your-community-through-coffee/\">\u003cspan style=\"font-weight: 400\">chemistry involved in making coffee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">).\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a chemistry teacher, I often look to labs to present materials to students. That part is easy for me. The hard part has always been finding ways to teach and assess understanding in ways that students can buy into. In other words, seeing a flame change color due to changing states of electrons in a metal is fun, learning the process behind why this happens and being assessed on it is not as fun. Activities such as escape rooms help make those learning moments more engaging and the content more palatable. As a chemistry teacher whose goal is to facilitate student learning, escape rooms are another piece in solving the puzzle.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531977/escape-the-study-guide-gamifying-the-review-process","authors":["11569"],"categories":["education_1"],"collections":["education_77"],"featImg":"education_531984","label":"education_77"},"education_531951":{"type":"posts","id":"education_531951","meta":{"index":"posts_1716263798","site":"education","id":"531951","score":null,"sort":[1560272023000]},"parent":0,"labelTerm":{"site":"education","term":77},"blocks":[],"publishDate":1560272023,"format":"standard","title":"Tech Flop: When NOT to Use Technology in the Classroom","headTitle":"Tech Flop: When NOT to Use Technology in the Classroom | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">It seemed like a good lesson idea: A student-created interactive timeline to use as a study guide for their final test. On paper, it looked great. Students would have a chronological reference and have to identify and summarize significance in their own words showing deeper understanding. Adding images to the timeline would help students remember the information with a visual association. And the activity would integrate a new technology application. Yet, I have never received so many complaints about a project than I did with this one. Maybe it was the fact that it was the first final exam for freshman and they were unfamiliar with how to study for a cumulative exam. Maybe it was the fact that the students struggled with technology (yes, even in this day and age). The bottom line was—\u003c/span>\u003cspan style=\"font-weight: 400\">it flopped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I reflected on the lesson, I realized I didn’t follow my own rule of thumb for using technology in the classroom: technology is not meant to supplant, it’s meant to enhance. The interactive timeline didn’t enhance, it just supplanted the old school fill-in-the-blank study guide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I first learned this lesson long ago when teaching 10th grade World History. I had used a Teacher’s Curriculum Institute cooperative learning activity where student groups created posters of the main people and events of the French Revolution. Students presented their posters, offering both verbal and visual chronology of the French Revolution as well addressing its causes and effects. In following years, students also created posters for the Glorious Revolution and the American Revolution, which we placed on the walls around the classroom. Students constantly referred to the posters as we covered each revolution unit. In the culmination activity, students used the posters to document similarities and differences between the political revolutions of the 1600-1700’s. When we discussed the Revolutions of the 1800’s, we were also able to look at the back wall and see if the revolutions in Latin America or Central Europe had similarities to the revolutions we had already covered. The lesson was a “keeper.” But it didn’t work with technology.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When our school piloted iPads for some freshman classes, several of my colleagues tried having students use the storybook app to re-create the poster activity of the French Revolution. Doing the project on an application was just supplanting the analog activity with technology, not enhancing the learning. In fact, in this case, it did the opposite: it took away from the learning. Students weren’t in groups discussing the event and working together to visually represent it. While they could have worked on the app in groups, there were issues that made it difficult: the visual story was locked on only one student’s computer, visible only to them and their teacher. And even if the story was presented to the class, it couldn’t easily be referenced during the year like the posters on the wall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the digital timeline assignment \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">did \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">work for Julia Gossard, Assistant Professor of History at Utah State University, who had her students in “Foundations of Western Civilization” create a digital timeline of the history of food. Dr. Gossard used the online timeline assignment to offer students a different lens to view history, analyzing the economy, politics, and society at the time through what and how people ate. The \u003ca href=\"https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1VZf9cgi9meL-EUVT8v2lvT4p6PUazAtnJSb9clO0ZpQ&font=Default&lang=en&initial_zoom=2&height=650\">food timeline\u003c/a> strengthened students’ research skills, asked them to work collaboratively in teams, and had them utilize technology to present the material. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, when do you use technology in a lesson? When technology enhances the content, by \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">providing\u003c/span> \u003cspan style=\"font-weight: 400\">a different perspective. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">increasing interaction with the content. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">facilitating student collaboration. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">bringing students into real world or the real world into the classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll share three examples of assignments that were successful in using technology.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After teaching a Renaissance Art \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14vEuXG7kfZbrPR9GscYAw4rbDn-aNWqn\">\u003cspan style=\"font-weight: 400\">lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1hlgxIt8VjDNTQuuTHakh-3RmjtOJw9_Y\">\u003cspan style=\"font-weight: 400\">activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I tasked my students to utilize their new art analysis skills to show how art reflects history during the Age of Realism by providing commentary through \u003c/span>\u003ca href=\"https://voicethread.com/\">\u003cspan style=\"font-weight: 400\">VoiceThread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on images I had selected. Students could write their response or add a voice recording, and they could collaborate with their peers by responding to each others’ remarks. They could also circle and highlight different parts of the artwork to make their commentary more clear. VoiceThread immersed all students in learning, especially those who do not like to speak up in a larger class setting, and generated more collaboration through discussion.\u003c/span>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531959 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg\" width=\"1920\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-1020x461.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-1200x542.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531961 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg\" width=\"1920\" height=\"862\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-800x359.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-768x345.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-1020x458.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-1200x539.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\u003c/li>\n\u003cli style=\"font-weight: 400\">I used the application \u003ca href=\"https://doceri.com/\">Doceri\u003c/a> during my Demand and Supply unit while teaching Economics. With this app, I was able to draw graphs on a device and project them on our classroom screen for the whole class to see. While this may seem the same as drawing the graphs on the board, Doceri allowed me to take photos of student graphs and project those, as well. Students could explain their work to their peers, highlighting specific shifts in the graph through the app. Instead of a teacher-driven lecture, students were collaborating as part of the learning. In addition, I recorded the visuals and commentary on Doceri and posted it to the class website for students who were absent, and as extra review for students who needed reinforcement.\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Doceri.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531963 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Doceri.png\" width=\"995\" height=\"657\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri.png 995w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-800x528.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-768x507.png 768w\" sizes=\"(max-width: 995px) 100vw, 995px\">\u003c/a>\u003c/li>\n\u003cli>Probably the greatest use of technology is virtually bringing students outside the classroom when they can’t do so physically. My niece’s 4th grade teacher had students \u003ca href=\"https://drive.google.com/file/d/1FOI0DyA3bG_3E0PoX0l_dUdYZkJud3RX/view\">create an interactive road trip\u003c/a> to four geographical regions of California using \u003ca href=\"https://tourbuilder.withgoogle.com/\">Tour Builder\u003c/a>. In Tour Builder, students added icons to the map, posted pictures, and wrote a description of why they wanted to visit that location and what they would do there. In addition, students were given a budget and had to calculate expenses. My niece was so excited to show me her trip and tell me all about the regions. She has now planned her “Dream Trip” to New York, Peru and Fiji. As a history educator, I loved that she had the opportunity to learn about other places and cultures, and have a virtual adventure into the world beyond her small town.\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531960 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg\" width=\"1665\" height=\"741\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg 1665w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-160x71.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-800x356.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-768x342.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-1020x454.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-1200x534.jpg 1200w\" sizes=\"(max-width: 1665px) 100vw, 1665px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg\" alt=\"\" width=\"1686\" height=\"843\" class=\"alignnone size-full wp-image-531968\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg 1686w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-800x400.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-768x384.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-1020x510.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-1200x600.jpg 1200w\" sizes=\"(max-width: 1686px) 100vw, 1686px\">\u003c/a>\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I see a new technology app and get excited about using it in my classroom. But now I always take a step back and ask: Does the technology supplant or enhance?\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1074,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":11},"modified":1704760800,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"It seemed like a good lesson idea: A student-created interactive timeline to use as a study guide for their final test. On paper, it looked great. Students would have a chronological reference and have to identify and summarize significance in their own words showing deeper understanding. Adding images to the timeline would help students remember","title":"Tech Flop: When NOT to Use Technology in the Classroom | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tech Flop: When NOT to Use Technology in the Classroom","datePublished":"2019-06-11T09:53:43-07:00","dateModified":"2024-01-08T16:40:00-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"tech-flop-when-not-to-use-technology-in-the-classroom","status":"publish","sticky":false,"path":"/education/531951/tech-flop-when-not-to-use-technology-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It seemed like a good lesson idea: A student-created interactive timeline to use as a study guide for their final test. On paper, it looked great. Students would have a chronological reference and have to identify and summarize significance in their own words showing deeper understanding. Adding images to the timeline would help students remember the information with a visual association. And the activity would integrate a new technology application. Yet, I have never received so many complaints about a project than I did with this one. Maybe it was the fact that it was the first final exam for freshman and they were unfamiliar with how to study for a cumulative exam. Maybe it was the fact that the students struggled with technology (yes, even in this day and age). The bottom line was—\u003c/span>\u003cspan style=\"font-weight: 400\">it flopped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I reflected on the lesson, I realized I didn’t follow my own rule of thumb for using technology in the classroom: technology is not meant to supplant, it’s meant to enhance. The interactive timeline didn’t enhance, it just supplanted the old school fill-in-the-blank study guide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I first learned this lesson long ago when teaching 10th grade World History. I had used a Teacher’s Curriculum Institute cooperative learning activity where student groups created posters of the main people and events of the French Revolution. Students presented their posters, offering both verbal and visual chronology of the French Revolution as well addressing its causes and effects. In following years, students also created posters for the Glorious Revolution and the American Revolution, which we placed on the walls around the classroom. Students constantly referred to the posters as we covered each revolution unit. In the culmination activity, students used the posters to document similarities and differences between the political revolutions of the 1600-1700’s. When we discussed the Revolutions of the 1800’s, we were also able to look at the back wall and see if the revolutions in Latin America or Central Europe had similarities to the revolutions we had already covered. The lesson was a “keeper.” But it didn’t work with technology.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When our school piloted iPads for some freshman classes, several of my colleagues tried having students use the storybook app to re-create the poster activity of the French Revolution. Doing the project on an application was just supplanting the analog activity with technology, not enhancing the learning. In fact, in this case, it did the opposite: it took away from the learning. Students weren’t in groups discussing the event and working together to visually represent it. While they could have worked on the app in groups, there were issues that made it difficult: the visual story was locked on only one student’s computer, visible only to them and their teacher. And even if the story was presented to the class, it couldn’t easily be referenced during the year like the posters on the wall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the digital timeline assignment \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">did \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">work for Julia Gossard, Assistant Professor of History at Utah State University, who had her students in “Foundations of Western Civilization” create a digital timeline of the history of food. Dr. Gossard used the online timeline assignment to offer students a different lens to view history, analyzing the economy, politics, and society at the time through what and how people ate. The \u003ca href=\"https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1VZf9cgi9meL-EUVT8v2lvT4p6PUazAtnJSb9clO0ZpQ&font=Default&lang=en&initial_zoom=2&height=650\">food timeline\u003c/a> strengthened students’ research skills, asked them to work collaboratively in teams, and had them utilize technology to present the material. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, when do you use technology in a lesson? When technology enhances the content, by \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">providing\u003c/span> \u003cspan style=\"font-weight: 400\">a different perspective. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">increasing interaction with the content. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">facilitating student collaboration. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">bringing students into real world or the real world into the classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll share three examples of assignments that were successful in using technology.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After teaching a Renaissance Art \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14vEuXG7kfZbrPR9GscYAw4rbDn-aNWqn\">\u003cspan style=\"font-weight: 400\">lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1hlgxIt8VjDNTQuuTHakh-3RmjtOJw9_Y\">\u003cspan style=\"font-weight: 400\">activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I tasked my students to utilize their new art analysis skills to show how art reflects history during the Age of Realism by providing commentary through \u003c/span>\u003ca href=\"https://voicethread.com/\">\u003cspan style=\"font-weight: 400\">VoiceThread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on images I had selected. Students could write their response or add a voice recording, and they could collaborate with their peers by responding to each others’ remarks. They could also circle and highlight different parts of the artwork to make their commentary more clear. VoiceThread immersed all students in learning, especially those who do not like to speak up in a larger class setting, and generated more collaboration through discussion.\u003c/span>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531959 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg\" width=\"1920\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-1020x461.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-1200x542.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531961 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg\" width=\"1920\" height=\"862\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-800x359.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-768x345.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-1020x458.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-1200x539.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\u003c/li>\n\u003cli style=\"font-weight: 400\">I used the application \u003ca href=\"https://doceri.com/\">Doceri\u003c/a> during my Demand and Supply unit while teaching Economics. With this app, I was able to draw graphs on a device and project them on our classroom screen for the whole class to see. While this may seem the same as drawing the graphs on the board, Doceri allowed me to take photos of student graphs and project those, as well. Students could explain their work to their peers, highlighting specific shifts in the graph through the app. Instead of a teacher-driven lecture, students were collaborating as part of the learning. In addition, I recorded the visuals and commentary on Doceri and posted it to the class website for students who were absent, and as extra review for students who needed reinforcement.\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Doceri.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531963 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Doceri.png\" width=\"995\" height=\"657\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri.png 995w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-800x528.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-768x507.png 768w\" sizes=\"(max-width: 995px) 100vw, 995px\">\u003c/a>\u003c/li>\n\u003cli>Probably the greatest use of technology is virtually bringing students outside the classroom when they can’t do so physically. My niece’s 4th grade teacher had students \u003ca href=\"https://drive.google.com/file/d/1FOI0DyA3bG_3E0PoX0l_dUdYZkJud3RX/view\">create an interactive road trip\u003c/a> to four geographical regions of California using \u003ca href=\"https://tourbuilder.withgoogle.com/\">Tour Builder\u003c/a>. In Tour Builder, students added icons to the map, posted pictures, and wrote a description of why they wanted to visit that location and what they would do there. In addition, students were given a budget and had to calculate expenses. My niece was so excited to show me her trip and tell me all about the regions. She has now planned her “Dream Trip” to New York, Peru and Fiji. As a history educator, I loved that she had the opportunity to learn about other places and cultures, and have a virtual adventure into the world beyond her small town.\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531960 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg\" width=\"1665\" height=\"741\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg 1665w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-160x71.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-800x356.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-768x342.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-1020x454.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-1200x534.jpg 1200w\" sizes=\"(max-width: 1665px) 100vw, 1665px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg\" alt=\"\" width=\"1686\" height=\"843\" class=\"alignnone size-full wp-image-531968\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg 1686w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-800x400.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-768x384.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-1020x510.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-1200x600.jpg 1200w\" sizes=\"(max-width: 1686px) 100vw, 1686px\">\u003c/a>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I see a new technology app and get excited about using it in my classroom. But now I always take a step back and ask: Does the technology supplant or enhance?\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531951/tech-flop-when-not-to-use-technology-in-the-classroom","authors":["11592"],"categories":["education_1"],"collections":["education_77"],"featImg":"education_531964","label":"education_77"},"education_531901":{"type":"posts","id":"education_531901","meta":{"index":"posts_1716263798","site":"education","id":"531901","score":null,"sort":[1559251258000]},"parent":0,"labelTerm":{"site":"education","term":77},"blocks":[],"publishDate":1559251258,"format":"standard","title":"Students Lead the Way on Mental Health at School Using Social Media","headTitle":"Students Lead the Way on Mental Health at School Using Social Media | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Far too many of our secondary students struggle with depression, suicidal thoughts, anxiety and isolation. In my eight years of teaching high school English, I have found more of my time on campus invested in the mental and social health of my students. At Dublin High School (DHS) in Dublin, California, the students have decided it is time to address the elephant in the room. Junior Matthew Kang, along with a small group of students on the DHS campus, started the Elephant in the Room Project because he ultimately “envision[s] a positive community of open-mindedness at Dublin High where all students can feel comfortable sharing their stories and feel a sense of unity in the common emotions we experience as high school students.” Intrigued by the movement on our campus, I reached out to Kang and attended the \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1hLPZ8I3Xs_irFYP7pkwZ2FW4gX21IP2p4WVXzJ9RAr8/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">first informal gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which hosted over 120 students and staff members.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: \u003c/span>\u003cspan style=\"font-weight: 400\">What was your inspiration for this movement? How did it materialize?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: My motivation to act came last summer when a former DHS student took his own life. He was a teammate of mine on the track team who I had known since middle school, first as competitors and later as a friends. His suicide shook me and his friends considerably. No one thought that anything was troubling him, and we could only question if things could have been different if we were there for him. It was then I wondered if he had people around him that he could talk to or could relate to. This thought began to materialize into Elephant in the Room, organized gatherings where students have a place where they could hear the voices of their peers publicly and anonymously. Elephant in the Room is an opportunity for students to share their personal stories, experiences and views freely in a safe environment. Through listening to each other, I hope students who feel isolated can relate to their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the movement is simple, but\u003c/span>\u003cspan style=\"font-weight: 400\">, improving and supporting teenage mental and social health is a huge undertaking. To aid in the growth of the project, Kang and the Elephant in the Room team created stickers and joined a hashtag campaign \u003ca href=\"https://twitter.com/hashtag/youcantalktome\">#YouCanTalkToMe\u003c/a> to raise awareness and reach out to those needing support. \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: Why did you think that the best tool for your project was social media and the hashtag #YouCanTalkToMe? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: One thing with DHS students, or maybe all high school students, is that we always have our hands on a phone. You won’t see anyone in high school without a phone and some form of social media. We are living in the age of social media; it’s just how we communicate. So for our project, this was the most effective way to get our message across. It was through social media we were able to get such a great turnout in our inaugural Elephant in the Room gathering. Two days of posting is all it took to get the word out. It truly is a powerful tool.\u003c/span>\u003c/p>\n\u003cp> \u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531904 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/eitr3.jpeg\" alt=\"\" width=\"404\" height=\"707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3.jpeg 1124w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-160x280.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-800x1399.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-768x1343.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-1020x1784.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-686x1200.jpeg 686w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: Were you inspired by any other social media awareness campaigns or specific hashtags? \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: Absolutely. Social media has a way of getting people’s attention, and you see the influence it has everyday. One example that comes to mind is the popular hashtag \u003c/span>\u003ca href=\"https://twitter.com/hashtag/metoo\">\u003cspan style=\"font-weight: 400\">#MeToo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2017. The tweet went viral with 19 million retweets and promoted a global movement of men and women sharing their stories of sexual abuse and harassment. An older viral hashtag that I shared was the \u003c/span>\u003ca href=\"https://twitter.com/hashtag/alsicebucketchallenge?lang=en\">\u003cspan style=\"font-weight: 400\">#ALSIceBucketChallenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s amazing how a simple hashtag can have such profound effects. Although we do not expect to go as viral as these iconic hashtags, we hope to use the social media hashtag to inspire other DHS Students, and even other high schoolers, to join our cause: to spread open-mindedness in schools, to share our stories and to ultimately form a more cohesive, positive community where our peers won’t feel as alone in their personal struggles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elephant in the Room is truly a youth movement. While teachers and counselors have been integral to support the movement by coordinating, advertising and supervising get-togethers as the group formalizes their club charter on campus, it is the students who have developed the concept and are moving this project forward. DHS is developing a Wellness Center on campus, and when the center opens next school year, Elephant in the Room will make this space feel more student-owned. \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: In what ways does the movement elevate youth voice?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: There are many times where youth voice is dismissed and discouraged and I hope that this movement is able to amplify our voice. What I mean is that our social campaign addresses youth problems. It calls for students to speak up about issues that are unique to us rather than having adults dictate and define what they are. I hope that by creating this kind of forum, where discussion about difficult subjects and feelings is actually encouraged, we may send a message to all youth that your voice matters and that no one should be able to tell you otherwise. Everyone should be able to hear your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DHS is focusing on social emotional support on campus to create a more positive and inviting environment for students. The addition of the Wellness Center is taking steps toward that goal, but the students wanting a more positive space and culture on campus is ultimately what will bring change to the campus.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: What is your ultimate goal for the movement? And how will you measure its “success”?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: I would love for this to be a consistent venue for students to share their stories with others. For students to have access to people that they can speak with about anything, whether to vent, debate, speak about nothing in particular or talk about something serious. Finally, I hope this movement will allow students to get immediate professional help when they need it, and to make more connections and friendships. \u003c/span>\u003cspan style=\"font-weight: 400\">As for success, I’m not sure how I would define it, but if this movement … can reach at least one person and make them feel a connection to others in a positive way, then I think we are successful. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531903 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/eitr1.png\" alt=\"\" width=\"404\" height=\"529\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr1.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr1-160x210.png 160w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This partnership of high school staff and students is gaining support. While the Wellness Center and Elephant in the Room are not fully in use on campus, the students have spoken: they are reaching out to one another to support, empower and empathize with one another. They are communicating in person and through social media that depression, anxiety and isolation exist on our campus and that we can work together to build a more positive, inclusive and safe environment to support our youth. With the use of the hashtag, hopefully the movement will spread and unify our youth to communicate their feelings and experiences in order to lift one another up. As a teacher, I am proud to partner with my students to build a more positive environment on our campus.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1194,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":8},"modified":1704760807,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Far too many of our secondary students struggle with depression, suicidal thoughts, anxiety and isolation. In my eight years of teaching high school English, I have found more of my time on campus invested in the mental and social health of my students. At Dublin High School (DHS) in Dublin, California, the students have decided","title":"Students Lead the Way on Mental Health at School Using Social Media | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students Lead the Way on Mental Health at School Using Social Media","datePublished":"2019-05-30T14:20:58-07:00","dateModified":"2024-01-08T16:40:07-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"students-lead-the-way-on-mental-health-at-school-using-social-media","status":"publish","sticky":false,"path":"/education/531901/students-lead-the-way-on-mental-health-at-school-using-social-media","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Far too many of our secondary students struggle with depression, suicidal thoughts, anxiety and isolation. In my eight years of teaching high school English, I have found more of my time on campus invested in the mental and social health of my students. At Dublin High School (DHS) in Dublin, California, the students have decided it is time to address the elephant in the room. Junior Matthew Kang, along with a small group of students on the DHS campus, started the Elephant in the Room Project because he ultimately “envision[s] a positive community of open-mindedness at Dublin High where all students can feel comfortable sharing their stories and feel a sense of unity in the common emotions we experience as high school students.” Intrigued by the movement on our campus, I reached out to Kang and attended the \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1hLPZ8I3Xs_irFYP7pkwZ2FW4gX21IP2p4WVXzJ9RAr8/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">first informal gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which hosted over 120 students and staff members.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: \u003c/span>\u003cspan style=\"font-weight: 400\">What was your inspiration for this movement? How did it materialize?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: My motivation to act came last summer when a former DHS student took his own life. He was a teammate of mine on the track team who I had known since middle school, first as competitors and later as a friends. His suicide shook me and his friends considerably. No one thought that anything was troubling him, and we could only question if things could have been different if we were there for him. It was then I wondered if he had people around him that he could talk to or could relate to. This thought began to materialize into Elephant in the Room, organized gatherings where students have a place where they could hear the voices of their peers publicly and anonymously. Elephant in the Room is an opportunity for students to share their personal stories, experiences and views freely in a safe environment. Through listening to each other, I hope students who feel isolated can relate to their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the movement is simple, but\u003c/span>\u003cspan style=\"font-weight: 400\">, improving and supporting teenage mental and social health is a huge undertaking. To aid in the growth of the project, Kang and the Elephant in the Room team created stickers and joined a hashtag campaign \u003ca href=\"https://twitter.com/hashtag/youcantalktome\">#YouCanTalkToMe\u003c/a> to raise awareness and reach out to those needing support. \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: Why did you think that the best tool for your project was social media and the hashtag #YouCanTalkToMe? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: One thing with DHS students, or maybe all high school students, is that we always have our hands on a phone. You won’t see anyone in high school without a phone and some form of social media. We are living in the age of social media; it’s just how we communicate. So for our project, this was the most effective way to get our message across. It was through social media we were able to get such a great turnout in our inaugural Elephant in the Room gathering. Two days of posting is all it took to get the word out. It truly is a powerful tool.\u003c/span>\u003c/p>\n\u003cp> \u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531904 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/eitr3.jpeg\" alt=\"\" width=\"404\" height=\"707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3.jpeg 1124w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-160x280.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-800x1399.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-768x1343.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-1020x1784.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-686x1200.jpeg 686w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: Were you inspired by any other social media awareness campaigns or specific hashtags? \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: Absolutely. Social media has a way of getting people’s attention, and you see the influence it has everyday. One example that comes to mind is the popular hashtag \u003c/span>\u003ca href=\"https://twitter.com/hashtag/metoo\">\u003cspan style=\"font-weight: 400\">#MeToo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2017. The tweet went viral with 19 million retweets and promoted a global movement of men and women sharing their stories of sexual abuse and harassment. An older viral hashtag that I shared was the \u003c/span>\u003ca href=\"https://twitter.com/hashtag/alsicebucketchallenge?lang=en\">\u003cspan style=\"font-weight: 400\">#ALSIceBucketChallenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s amazing how a simple hashtag can have such profound effects. Although we do not expect to go as viral as these iconic hashtags, we hope to use the social media hashtag to inspire other DHS Students, and even other high schoolers, to join our cause: to spread open-mindedness in schools, to share our stories and to ultimately form a more cohesive, positive community where our peers won’t feel as alone in their personal struggles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elephant in the Room is truly a youth movement. While teachers and counselors have been integral to support the movement by coordinating, advertising and supervising get-togethers as the group formalizes their club charter on campus, it is the students who have developed the concept and are moving this project forward. DHS is developing a Wellness Center on campus, and when the center opens next school year, Elephant in the Room will make this space feel more student-owned. \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: In what ways does the movement elevate youth voice?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: There are many times where youth voice is dismissed and discouraged and I hope that this movement is able to amplify our voice. What I mean is that our social campaign addresses youth problems. It calls for students to speak up about issues that are unique to us rather than having adults dictate and define what they are. I hope that by creating this kind of forum, where discussion about difficult subjects and feelings is actually encouraged, we may send a message to all youth that your voice matters and that no one should be able to tell you otherwise. Everyone should be able to hear your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DHS is focusing on social emotional support on campus to create a more positive and inviting environment for students. The addition of the Wellness Center is taking steps toward that goal, but the students wanting a more positive space and culture on campus is ultimately what will bring change to the campus.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: What is your ultimate goal for the movement? And how will you measure its “success”?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: I would love for this to be a consistent venue for students to share their stories with others. For students to have access to people that they can speak with about anything, whether to vent, debate, speak about nothing in particular or talk about something serious. Finally, I hope this movement will allow students to get immediate professional help when they need it, and to make more connections and friendships. \u003c/span>\u003cspan style=\"font-weight: 400\">As for success, I’m not sure how I would define it, but if this movement … can reach at least one person and make them feel a connection to others in a positive way, then I think we are successful. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531903 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/eitr1.png\" alt=\"\" width=\"404\" height=\"529\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr1.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr1-160x210.png 160w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This partnership of high school staff and students is gaining support. While the Wellness Center and Elephant in the Room are not fully in use on campus, the students have spoken: they are reaching out to one another to support, empower and empathize with one another. They are communicating in person and through social media that depression, anxiety and isolation exist on our campus and that we can work together to build a more positive, inclusive and safe environment to support our youth. With the use of the hashtag, hopefully the movement will spread and unify our youth to communicate their feelings and experiences in order to lift one another up. As a teacher, I am proud to partner with my students to build a more positive environment on our campus.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531901/students-lead-the-way-on-mental-health-at-school-using-social-media","authors":["11589"],"categories":["education_1"],"collections":["education_77"],"featImg":"education_531912","label":"education_77"},"education_531878":{"type":"posts","id":"education_531878","meta":{"index":"posts_1716263798","site":"education","id":"531878","score":null,"sort":[1558644568000]},"parent":0,"labelTerm":{"site":"education","term":77},"blocks":[],"publishDate":1558644568,"format":"standard","title":"Help Students Evaluate Wikipedia as a 21st Century Research Skill","headTitle":"Help Students Evaluate Wikipedia as a 21st Century Research Skill | KQED","content":"\u003cp>\u003ca href=\"https://www.wikipedia.org/\">\u003cspan style=\"font-weight: 400\">Wikipedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the electronic elephant in the classroom. I recently conducted a straw poll among students I knew. The question was simple: What do you your teachers tell you about Wikipedia in school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">9\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: Don’t use it. Anybody can edit it at any time.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">6\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: We don’t talk about it. If we do, they tell us not to use it.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">5\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: Don’t use it.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">4\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: It’s full of false information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online literacy is crucial for students’ success in college and their career. In my previous years of teaching, I have been hesitant to discuss Wikipedia. Students have been drilled to avoid Wikipedia at all costs (while their teacher is looking, at least). But now I believe we are doing our students a disservice by telling them not to use it, and even by ignoring the issue altogether. Understanding Wikipedia is a fundamental internet research skill required for success in college and career readiness in the 21st century. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults use Wikipedia as a source of information for work, academics and personal research. In 2015, Wikipedia had over \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2016/01/14/wikipedia-at-15/\">\u003cspan style=\"font-weight: 400\">97 billion views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, there is a major difference between how skilled users and unskilled users look at entries. Skilled users evaluate the information within Wikipedia and understand how the site functions and how to judge the credibility of the information. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For a long time we had the same problem in traditional literacy: Skilled readers use a set of strategies that they don’t always recognize and can’t explain. The movement to teach meta-cognition has changed the way we teach reading. Why not apply the same teaching strategies when it comes to Wikipedia? Yes, Wikipedia can be complicated, political and messy. It can also be accurate—\u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0106930\">\u003cspan style=\"font-weight: 400\">according to one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that compared 100 pharmacological Wikipedia entries to traditional textbooks, the “accuracy of drug information on Wikipedia was 99.7%±0.2% when compared to the textbook data.” While the information wasn’t totally complete, it was very accurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My ambivalence toward Wikipedia was changed by \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning/evaluating-wikipedia\">\u003cspan style=\"font-weight: 400\">a lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed by the \u003c/span>\u003ca href=\"https://sheg.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford History Education Group (SHEG)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is part of their \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning\">\u003cspan style=\"font-weight: 400\">Civic Online Reasoning curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the lesson, students are asked to examine several parts of the Wikipedia entry on George W. Bush.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">George W. Bush is a public person whose article is “semi-protected” (see the lock icon in the top right of the screenshot below). This icon means that there is a process for editing the article that has a higher threshold than an unprotected article. It is also rated “a good article” as shown by the green plus sign. Students are also asked to evaluate the number of links and citations in the article, and to follow the citations to the bottom and judge the sources used in the article.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/George_W._Bush\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531883 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1.png\" width=\"1350\" height=\"606\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1.png 1350w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-800x359.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-768x345.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-1020x458.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-1200x539.png 1200w\" sizes=\"(max-width: 1350px) 100vw, 1350px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I taught this lesson, I used a projector to show the different features of the entry to my whole class, then students worked in pairs to evaluate and discuss the entry. I found that it was a great place to start a discussion of credible online sources. My middle school classes were adamant that they shouldn’t use Wikipedia, and I was surprised at the level of resistance. We use GoGuardian at our site to monitor our Chromebooks, so I know students are frequently on Wikipedia–they just change windows when a teacher walks by. Once they felt confident that they could talk openly about Wikipedia, I hoped they would evaluate its articles and bring them into class conversations rather than avoid them altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson took on a life of its own after that. A student found the Wikipedia entry for our town and managed to edit the article, providing a perfect example of a user editing the content. That also led to discussion of what wikis are in general.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The class was excited at their newfound powers, but then they noticed that the edits they were making were being removed. A horrified silence followed—somebody was monitoring them! A Wikipedia moderator was taking down edits because there was too much activity on a single article. I then showed them that they can find that specific moderator and examine their credentials. The editor we were dealing with had extensive experience as a moderator, had earned many digital badges for editing and moderating, and had been active on Wikipedia for years. We also explored the revision history of the article and they were surprised that the edits they made were time stamped and showed their username. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/User:Shellwood\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531884 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1.png\" width=\"1348\" height=\"620\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1.png 1348w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-800x368.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-768x353.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-1020x469.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-1200x552.png 1200w\" sizes=\"(max-width: 1348px) 100vw, 1348px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This lesson has broken my silence about Wikipedia in the classroom. Critically evaluating Wikipedia articles and the way the site works is a perfect gateway into discussing internet research. There isn’t a single online source that doesn’t need to be cross-referenced, interrogated and vetted—and Wikipedia is no different. I realized that were levels of online literacy involved in wikis that I hadn’t recognized before, and that we should discuss them in the classroom. In the future, I will be including lessons on moderators, edit histories and a general overview of “wiki” type websites.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since we all use Wikipedia, let’s help students (and ourselves) better understand how it works, and how to know if what we read there is credible. I encourage you to fire up that projector and spend time \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actively evaluating\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Wikipedia with your classes.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>, or explore our \u003ca href=\"https://teach.kqed.org/misinformation-course-collection/?utm_source=ITC&utm_medium=blog\">upcoming course series\u003c/a> on misinformation.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":968,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":19},"modified":1704760814,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Wikipedia is the electronic elephant in the classroom. I recently conducted a straw poll among students I knew. The question was simple: What do you your teachers tell you about Wikipedia in school? The results: 9th Grade: Don’t use it. Anybody can edit it at any time. 6th Grade: We don’t talk about it.","title":"Help Students Evaluate Wikipedia as a 21st Century Research Skill | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Help Students Evaluate Wikipedia as a 21st Century Research Skill","datePublished":"2019-05-23T13:49:28-07:00","dateModified":"2024-01-08T16:40:14-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"help-students-evaluate-wikipedia-as-a-21st-century-research-skill","status":"publish","sticky":false,"path":"/education/531878/help-students-evaluate-wikipedia-as-a-21st-century-research-skill","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.wikipedia.org/\">\u003cspan style=\"font-weight: 400\">Wikipedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the electronic elephant in the classroom. I recently conducted a straw poll among students I knew. The question was simple: What do you your teachers tell you about Wikipedia in school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">9\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: Don’t use it. Anybody can edit it at any time.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">6\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: We don’t talk about it. If we do, they tell us not to use it.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">5\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: Don’t use it.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">4\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: It’s full of false information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online literacy is crucial for students’ success in college and their career. In my previous years of teaching, I have been hesitant to discuss Wikipedia. Students have been drilled to avoid Wikipedia at all costs (while their teacher is looking, at least). But now I believe we are doing our students a disservice by telling them not to use it, and even by ignoring the issue altogether. Understanding Wikipedia is a fundamental internet research skill required for success in college and career readiness in the 21st century. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults use Wikipedia as a source of information for work, academics and personal research. In 2015, Wikipedia had over \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2016/01/14/wikipedia-at-15/\">\u003cspan style=\"font-weight: 400\">97 billion views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, there is a major difference between how skilled users and unskilled users look at entries. Skilled users evaluate the information within Wikipedia and understand how the site functions and how to judge the credibility of the information. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For a long time we had the same problem in traditional literacy: Skilled readers use a set of strategies that they don’t always recognize and can’t explain. The movement to teach meta-cognition has changed the way we teach reading. Why not apply the same teaching strategies when it comes to Wikipedia? Yes, Wikipedia can be complicated, political and messy. It can also be accurate—\u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0106930\">\u003cspan style=\"font-weight: 400\">according to one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that compared 100 pharmacological Wikipedia entries to traditional textbooks, the “accuracy of drug information on Wikipedia was 99.7%±0.2% when compared to the textbook data.” While the information wasn’t totally complete, it was very accurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My ambivalence toward Wikipedia was changed by \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning/evaluating-wikipedia\">\u003cspan style=\"font-weight: 400\">a lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed by the \u003c/span>\u003ca href=\"https://sheg.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford History Education Group (SHEG)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is part of their \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning\">\u003cspan style=\"font-weight: 400\">Civic Online Reasoning curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the lesson, students are asked to examine several parts of the Wikipedia entry on George W. Bush.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">George W. Bush is a public person whose article is “semi-protected” (see the lock icon in the top right of the screenshot below). This icon means that there is a process for editing the article that has a higher threshold than an unprotected article. It is also rated “a good article” as shown by the green plus sign. Students are also asked to evaluate the number of links and citations in the article, and to follow the citations to the bottom and judge the sources used in the article.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/George_W._Bush\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531883 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1.png\" width=\"1350\" height=\"606\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1.png 1350w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-800x359.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-768x345.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-1020x458.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-1200x539.png 1200w\" sizes=\"(max-width: 1350px) 100vw, 1350px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I taught this lesson, I used a projector to show the different features of the entry to my whole class, then students worked in pairs to evaluate and discuss the entry. I found that it was a great place to start a discussion of credible online sources. My middle school classes were adamant that they shouldn’t use Wikipedia, and I was surprised at the level of resistance. We use GoGuardian at our site to monitor our Chromebooks, so I know students are frequently on Wikipedia–they just change windows when a teacher walks by. Once they felt confident that they could talk openly about Wikipedia, I hoped they would evaluate its articles and bring them into class conversations rather than avoid them altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson took on a life of its own after that. A student found the Wikipedia entry for our town and managed to edit the article, providing a perfect example of a user editing the content. That also led to discussion of what wikis are in general.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The class was excited at their newfound powers, but then they noticed that the edits they were making were being removed. A horrified silence followed—somebody was monitoring them! A Wikipedia moderator was taking down edits because there was too much activity on a single article. I then showed them that they can find that specific moderator and examine their credentials. The editor we were dealing with had extensive experience as a moderator, had earned many digital badges for editing and moderating, and had been active on Wikipedia for years. We also explored the revision history of the article and they were surprised that the edits they made were time stamped and showed their username. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/User:Shellwood\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531884 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1.png\" width=\"1348\" height=\"620\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1.png 1348w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-800x368.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-768x353.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-1020x469.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-1200x552.png 1200w\" sizes=\"(max-width: 1348px) 100vw, 1348px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This lesson has broken my silence about Wikipedia in the classroom. Critically evaluating Wikipedia articles and the way the site works is a perfect gateway into discussing internet research. There isn’t a single online source that doesn’t need to be cross-referenced, interrogated and vetted—and Wikipedia is no different. I realized that were levels of online literacy involved in wikis that I hadn’t recognized before, and that we should discuss them in the classroom. In the future, I will be including lessons on moderators, edit histories and a general overview of “wiki” type websites.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since we all use Wikipedia, let’s help students (and ourselves) better understand how it works, and how to know if what we read there is credible. I encourage you to fire up that projector and spend time \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actively evaluating\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Wikipedia with your classes.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>, or explore our \u003ca href=\"https://teach.kqed.org/misinformation-course-collection/?utm_source=ITC&utm_medium=blog\">upcoming course series\u003c/a> on misinformation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531878/help-students-evaluate-wikipedia-as-a-21st-century-research-skill","authors":["11573"],"categories":["education_1"],"collections":["education_77"],"featImg":"education_531887","label":"education_77"},"education_531834":{"type":"posts","id":"education_531834","meta":{"index":"posts_1716263798","site":"education","id":"531834","score":null,"sort":[1558052381000]},"parent":0,"labelTerm":{"site":"education","term":77},"blocks":[],"publishDate":1558052381,"format":"standard","title":"How to Use Podcasts for Better Narrative Writing","headTitle":"How to Use Podcasts for Better Narrative Writing | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">When I first taught personal narrative in my freshmen Literature and Writing course last year I planned a traditional unit. I practiced descriptive writing techniques by having them listen to the first five minutes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Saving Private Ryan\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> without the screen visible, noting what they expected to see based on the sounds they were hearing. I then showed them the movie again with just the picture and no sound, and had them reflect on whether their expectations were met by the visuals. We then spent time creating a visual paragraph to describe the first five minutes of the movie to a person who had never seen it, taking into account their experience of listening versus viewing. Students struggled with this exercise because it was difficult to include the auditory as well as the visual component into their writing. Descriptive writing, at its very core, asks to incorporate the use of the five senses when appropriate. This exercise took my students, who were very used to only writing about what they could see, out of their comfort zones.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the two weeks I had allotted for the personal narrative unit, I tried my best to teach my students how to reflect on and write about a personal experience in a descriptive way. I wanted them to illustrate to a reader not only the sensory details of the experience, but also a lesson they learned or a moment of personal growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the unit, I was faced with the stark reality that I had failed to achieve this goal. My students had difficulty conveying their personal narratives in an immediate way to the reader. Asking my students to incorporate visual and figurative language while telling a personal story was an immense task because often they were writing about an experience they fully did not comprehend themselves because of their young age. Without the aid of reflection, or the ability to communicate the experience to another person, the narratives often lacked the hallmark emotional intensity and reality that are trademark characteristics of the writing. Regardless of my good intentions and the hard work of both my students and myself, the idea of personally connecting to an experience and communicating a broader lesson from that experience proved too complex and difficult for my ninth grade students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I approached the narrative writing unit this year, I decided to make changes. With the agreement of my PLC, I moved the unit to the spring and in December went on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a> for inspiration as to how I could help my students learn how to communicate a narrative about their own experiences. It did not take me long to discover the KQED Teach \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">course on podcasting\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531839 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/teach-course.png\" width=\"1321\" height=\"714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course.png 1321w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-800x432.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-768x415.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-1020x551.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-1200x649.png 1200w\" sizes=\"(max-width: 1321px) 100vw, 1321px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I worked through the lessons in the podcasting course, I was struck with inspiration about how to help my students create emotional connection in their narrative writing. I thought about how cool it would be to have my students work in pairs or groups of three to create a podcast on a personal experience they all had in common. Instead of adding an auditory component to their writing through exercises like watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Saving Private Ryan\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I could have my students use their own voice to describe their personal experiences to serve as inspiration for their future narrative writing assignments. The podcasts would give my students a safe space to use their voices to express, reflect and learn from not only their experiences, but also from the experiences of their classmates. My hope was that the creation of the podcast would then allow each individual student to connect to their own personal narrative in a more immediate and emotional way that would translate into their writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, I was intrigued by the format of podcasting because I believed that it would be an excellent media to help students use their voice in a low stress arena that would appeal to their interests. For the final in my class, students are required to give a 3-5 minute individual speech in front of the class which is often a terrifying prospect for a freshman. I find that the only way to dissipate the fear of speaking is through practice and podcasting seemed like an excellent way to offer my students a way to practice speaking about a topic that interests them for the final. In addition, I really was intrigued to have my students complete their work using a digital portfolio. Often, as a teacher, I ask my students only for the final product but never ask them to think about the steps that are needed to make the final product. This is the thought process which led to the \u003c/span>\u003ca href=\"https://docs.google.com/document/d/14u-SVRz8ZnuIGywgQjP-IhSu3XniVBYbQgl7xZdW-QU/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Podcasting/Narrative Writing Assignment.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/digital-portfolio-podcast\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531841 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/website2.png\" width=\"1254\" height=\"735\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2.png 1254w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-160x94.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-800x469.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-768x450.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-1020x598.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-1200x703.png 1200w\" sizes=\"(max-width: 1254px) 100vw, 1254px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, my students struggled to write personal narratives because it was a singular experience. They worked alone to write their narratives and peer edited narratives that were vastly different from their own. This year, my students created podcasts on common experiences such as \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/growingthroughfailures/home?authuser=1\">\u003cspan style=\"font-weight: 400\">failure,\u003c/span>\u003c/a> \u003ca href=\"https://sites.google.com/student.fuhsd.org/andyxumaxv-podcastnarrative/home\">\u003cspan style=\"font-weight: 400\">dreams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/progressionofgoalsthroughtime-/home\">\u003cspan style=\"font-weight: 400\">school/career challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/a/student.fuhsd.org/podcasting/home\">\u003cspan style=\"font-weight: 400\">student stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/digital-portfolio-podcast\">\u003cspan style=\"font-weight: 400\"> illness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students had to take an idea from this experience and use it as the focus of their narrative writing. While the podcast was an oral group story, the narrative writing was their individual written work. I asked my students to fill out a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1HgTKqYeDBzkSU7HzfdGiIZRgr1D_a1X4dMle5Ay02y8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">plot triangle chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their story. I also included an example of my own narrative writing for reference, and gave my students one day for peer editing the narrative rough drafts. Then students created a digital portfolio that captured the entire process from creating the podcast to writing the narrative, ending with a reflection on the entire process. Having the chance to work together and to speak and reflect about their experiences in the podcast made a big difference in my students’ final narrative writing.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/progressionofgoalsthroughtime-/podcast\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531844 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/website3.png\" width=\"1044\" height=\"819\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3.png 1044w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-160x126.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-800x628.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-768x602.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-1020x800.png 1020w\" sizes=\"(max-width: 1044px) 100vw, 1044px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of finding a quiet place for students to record their podcasts was complex, but I received help from my colleagues and arranged to have students record in the library and office conference room. During the creation of this project, my students and I encountered challenges with technology. The chromebooks that I have in the classroom were not the best equipped for voice recording so students used smartphones to record their podcasts and uploaded the voice memos to their own personal computers. They then used Garageband or iMovie to edit the audio files. iMovie and Garageband only export audio files as an MP4, but Google Sites–where the digital portfolios were hosted–only play MP3s. So we all learned how to change the file format (thanks to the help of a Google search) and students were able to play the podcasts from their digital portfolios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was utterly amazed and humbled by the level of sophistication, honesty and genuineness that I found while reading the final drafts of the personal narratives. Since incorporating digital literacy in the classroom, I have become passionate in the belief that it is a conduit for students to express individual voice. Through this assignment, digital literacy has enabled my students to reflect upon their negative experiences and allow them to come to a \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/thetennisfiles/listen-here\">\u003cspan style=\"font-weight: 400\">place of growth and healing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As an English teacher, I find myself focused on the form of an assignment and digital literacy allows both my students and myself the opportunity to see that content comes in \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/sidandriya-podcast-site/sids-final-narrative\">\u003cspan style=\"font-weight: 400\">a myriad of forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Incorporating any new type of assignment in the classroom is a risk because the outcome in undetermined. I am committed to continually learning and incorporating digital literacy in the classroom because I firmly believe it \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/jtpodcastnarratives/reflection\">\u003cspan style=\"font-weight: 400\">benefits my students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of my second year of teaching a narrative writing unit in my Literature and Writing I course, I can now confidently write that I believe that my unit was a success. Digital media literacy continues to be the key to instructional success in my classroom.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Stacey is a certified PBS Media Literacy Educator. Learn more about the program and how to get involved \u003c/i>\u003ca href=\"https://edu-landing.kqed.org/certification/?utm_source=ITC&utm_medium=blog\">\u003ci>here\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003cem>If you want to learn more about how to make podcasts in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">Podcasting with Youth Radio\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1378,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":16},"modified":1704760821,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"When I first taught personal narrative in my freshmen Literature and Writing course last year I planned a traditional unit. I practiced descriptive writing techniques by having them listen to the first five minutes of Saving Private Ryan without the screen visible, noting what they expected to see based on the sounds they were hearing.","title":"How to Use Podcasts for Better Narrative Writing | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Use Podcasts for Better Narrative Writing","datePublished":"2019-05-16T17:19:41-07:00","dateModified":"2024-01-08T16:40:21-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-to-use-podcasts-for-better-narrative-writing","status":"publish","sticky":false,"path":"/education/531834/how-to-use-podcasts-for-better-narrative-writing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When I first taught personal narrative in my freshmen Literature and Writing course last year I planned a traditional unit. I practiced descriptive writing techniques by having them listen to the first five minutes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Saving Private Ryan\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> without the screen visible, noting what they expected to see based on the sounds they were hearing. I then showed them the movie again with just the picture and no sound, and had them reflect on whether their expectations were met by the visuals. We then spent time creating a visual paragraph to describe the first five minutes of the movie to a person who had never seen it, taking into account their experience of listening versus viewing. Students struggled with this exercise because it was difficult to include the auditory as well as the visual component into their writing. Descriptive writing, at its very core, asks to incorporate the use of the five senses when appropriate. This exercise took my students, who were very used to only writing about what they could see, out of their comfort zones.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the two weeks I had allotted for the personal narrative unit, I tried my best to teach my students how to reflect on and write about a personal experience in a descriptive way. I wanted them to illustrate to a reader not only the sensory details of the experience, but also a lesson they learned or a moment of personal growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the unit, I was faced with the stark reality that I had failed to achieve this goal. My students had difficulty conveying their personal narratives in an immediate way to the reader. Asking my students to incorporate visual and figurative language while telling a personal story was an immense task because often they were writing about an experience they fully did not comprehend themselves because of their young age. Without the aid of reflection, or the ability to communicate the experience to another person, the narratives often lacked the hallmark emotional intensity and reality that are trademark characteristics of the writing. Regardless of my good intentions and the hard work of both my students and myself, the idea of personally connecting to an experience and communicating a broader lesson from that experience proved too complex and difficult for my ninth grade students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I approached the narrative writing unit this year, I decided to make changes. With the agreement of my PLC, I moved the unit to the spring and in December went on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a> for inspiration as to how I could help my students learn how to communicate a narrative about their own experiences. It did not take me long to discover the KQED Teach \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">course on podcasting\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531839 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/teach-course.png\" width=\"1321\" height=\"714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course.png 1321w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-800x432.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-768x415.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-1020x551.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-1200x649.png 1200w\" sizes=\"(max-width: 1321px) 100vw, 1321px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I worked through the lessons in the podcasting course, I was struck with inspiration about how to help my students create emotional connection in their narrative writing. I thought about how cool it would be to have my students work in pairs or groups of three to create a podcast on a personal experience they all had in common. Instead of adding an auditory component to their writing through exercises like watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Saving Private Ryan\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I could have my students use their own voice to describe their personal experiences to serve as inspiration for their future narrative writing assignments. The podcasts would give my students a safe space to use their voices to express, reflect and learn from not only their experiences, but also from the experiences of their classmates. My hope was that the creation of the podcast would then allow each individual student to connect to their own personal narrative in a more immediate and emotional way that would translate into their writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, I was intrigued by the format of podcasting because I believed that it would be an excellent media to help students use their voice in a low stress arena that would appeal to their interests. For the final in my class, students are required to give a 3-5 minute individual speech in front of the class which is often a terrifying prospect for a freshman. I find that the only way to dissipate the fear of speaking is through practice and podcasting seemed like an excellent way to offer my students a way to practice speaking about a topic that interests them for the final. In addition, I really was intrigued to have my students complete their work using a digital portfolio. Often, as a teacher, I ask my students only for the final product but never ask them to think about the steps that are needed to make the final product. This is the thought process which led to the \u003c/span>\u003ca href=\"https://docs.google.com/document/d/14u-SVRz8ZnuIGywgQjP-IhSu3XniVBYbQgl7xZdW-QU/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Podcasting/Narrative Writing Assignment.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/digital-portfolio-podcast\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531841 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/website2.png\" width=\"1254\" height=\"735\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2.png 1254w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-160x94.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-800x469.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-768x450.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-1020x598.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-1200x703.png 1200w\" sizes=\"(max-width: 1254px) 100vw, 1254px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, my students struggled to write personal narratives because it was a singular experience. They worked alone to write their narratives and peer edited narratives that were vastly different from their own. This year, my students created podcasts on common experiences such as \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/growingthroughfailures/home?authuser=1\">\u003cspan style=\"font-weight: 400\">failure,\u003c/span>\u003c/a> \u003ca href=\"https://sites.google.com/student.fuhsd.org/andyxumaxv-podcastnarrative/home\">\u003cspan style=\"font-weight: 400\">dreams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/progressionofgoalsthroughtime-/home\">\u003cspan style=\"font-weight: 400\">school/career challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/a/student.fuhsd.org/podcasting/home\">\u003cspan style=\"font-weight: 400\">student stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/digital-portfolio-podcast\">\u003cspan style=\"font-weight: 400\"> illness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students had to take an idea from this experience and use it as the focus of their narrative writing. While the podcast was an oral group story, the narrative writing was their individual written work. I asked my students to fill out a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1HgTKqYeDBzkSU7HzfdGiIZRgr1D_a1X4dMle5Ay02y8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">plot triangle chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their story. I also included an example of my own narrative writing for reference, and gave my students one day for peer editing the narrative rough drafts. Then students created a digital portfolio that captured the entire process from creating the podcast to writing the narrative, ending with a reflection on the entire process. Having the chance to work together and to speak and reflect about their experiences in the podcast made a big difference in my students’ final narrative writing.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/progressionofgoalsthroughtime-/podcast\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531844 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/website3.png\" width=\"1044\" height=\"819\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3.png 1044w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-160x126.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-800x628.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-768x602.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-1020x800.png 1020w\" sizes=\"(max-width: 1044px) 100vw, 1044px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of finding a quiet place for students to record their podcasts was complex, but I received help from my colleagues and arranged to have students record in the library and office conference room. During the creation of this project, my students and I encountered challenges with technology. The chromebooks that I have in the classroom were not the best equipped for voice recording so students used smartphones to record their podcasts and uploaded the voice memos to their own personal computers. They then used Garageband or iMovie to edit the audio files. iMovie and Garageband only export audio files as an MP4, but Google Sites–where the digital portfolios were hosted–only play MP3s. So we all learned how to change the file format (thanks to the help of a Google search) and students were able to play the podcasts from their digital portfolios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was utterly amazed and humbled by the level of sophistication, honesty and genuineness that I found while reading the final drafts of the personal narratives. Since incorporating digital literacy in the classroom, I have become passionate in the belief that it is a conduit for students to express individual voice. Through this assignment, digital literacy has enabled my students to reflect upon their negative experiences and allow them to come to a \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/thetennisfiles/listen-here\">\u003cspan style=\"font-weight: 400\">place of growth and healing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As an English teacher, I find myself focused on the form of an assignment and digital literacy allows both my students and myself the opportunity to see that content comes in \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/sidandriya-podcast-site/sids-final-narrative\">\u003cspan style=\"font-weight: 400\">a myriad of forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Incorporating any new type of assignment in the classroom is a risk because the outcome in undetermined. I am committed to continually learning and incorporating digital literacy in the classroom because I firmly believe it \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/jtpodcastnarratives/reflection\">\u003cspan style=\"font-weight: 400\">benefits my students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of my second year of teaching a narrative writing unit in my Literature and Writing I course, I can now confidently write that I believe that my unit was a success. Digital media literacy continues to be the key to instructional success in my classroom.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Stacey is a certified PBS Media Literacy Educator. Learn more about the program and how to get involved \u003c/i>\u003ca href=\"https://edu-landing.kqed.org/certification/?utm_source=ITC&utm_medium=blog\">\u003ci>here\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003cem>If you want to learn more about how to make podcasts in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">Podcasting with Youth Radio\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531834/how-to-use-podcasts-for-better-narrative-writing","authors":["11564"],"categories":["education_1"],"collections":["education_77"],"featImg":"education_531848","label":"education_77"},"education_531780":{"type":"posts","id":"education_531780","meta":{"index":"posts_1716263798","site":"education","id":"531780","score":null,"sort":[1557414025000]},"parent":0,"labelTerm":{"site":"education","term":77},"blocks":[],"publishDate":1557414025,"format":"standard","title":"How to Connect Your Classroom to Your Community (Through Coffee)","headTitle":"How to Connect Your Classroom to Your Community (Through Coffee) | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">During my senior year of college at UC Davis, I took an \u003c/span>\u003ca href=\"https://che.engineering.ucdavis.edu/undergraduate/ecm1/\">\u003cspan style=\"font-weight: 400\">introduction to chemical engineering class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that taught its basic concepts through the medium of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">coffee\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. I was intrigued by how the class took something so many college students were familiar with, coffee, and utilized it to teach a concept as complex as chemical engineering. However, over the course of the class, we came to learn that the basic concepts of chemical engineering were not that hard to grasp at all—at least, not when you have coffee to help you learn them!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, I often look for models and investigations that can make chemistry more relatable to students. As I reviewed the NGSS standards and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KAB6qy6brPZWkjErilxb2AwzSSMJPKmxQO3ORbVJx_c/edit\">\u003cspan style=\"font-weight: 400\">HS PS 1-5\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (“Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs”)\u003c/span>\u003cb>, \u003c/b>\u003cspan style=\"font-weight: 400\">the coffee lab from college came to mind. Why not combine chemistry and coffee again, but this time as a teacher instead of a student?\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531790\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190311_125810.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To secure the funds needed to purchase the equipment needed for the lab, I applied for a grant from our \u003c/span>\u003ca href=\"https://upperdistrict.org/educate/outreach-programs/\">\u003cspan style=\"font-weight: 400\">local water district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The grant is dependent on creating a lesson that ties in to water, and coffee, as my students learned in class, is roughly 98.5% water! The next step was to invite local coffee shops to participate with us and donate their time and coffee beans to our lab. I reached out to a friend of mine at \u003c/span>\u003ca href=\"https://www.bodhileafcoffee.com/\">\u003cspan style=\"font-weight: 400\">Bodhi Leaf Coffee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and he was able to provide coffee beans and his expertise by coming in to teach my students the basics of brewing coffee. I also reached out to\u003c/span>\u003ca href=\"http://www.mantracoffeeco.com/new-page-1\">\u003cspan style=\"font-weight: 400\"> Mantra Coffee Shop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has a page on their website dedicated to giving back to the community they serve. They also agreed to supply our students with coffee and send their coffee trainer to come and speak to our students on the fundamentals of coffee roasting. It was quite a nice to surprise to find two businesses who were willing to donate their time and resources to our classroom. Through their participation, students saw members from their community investing in them. As a result, buy-in for this lab was much higher than the typical activities I facilitate in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531787\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190312_141009.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over a two-week period, students embarked on a journey to design a cup of coffee in the most energy efficient manner they could. During the first week, students were exposed to the different variables that go in to a cup of coffee. Students learned about how the temperature of water, the rate of extraction, grind size and roast profile all affect the overall taste of coffee. Students utilized different brewing methods and received feedback on their work from the coffee professionals who came for a classroom visit. Although students were initially taken aback by the concept of drinking black coffee, over time students became more receptive to the idea and even began comparing tasting notes with the help of a \u003c/span>\u003ca href=\"https://sca.coffee/research/coffee-tasters-flavor-wheel\">\u003cspan style=\"font-weight: 400\">coffee flavor wheel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I put up in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the second week, students were tasked with taking what they had learned the previous week to design their own coffee using recipes of their own formulation. With the only constraint being the amount of water used, groups chose their own water to coffee ratio, grind size and type of bean. Students recorded their data using data tables, and over a three-day period they completed multiple trials to get their ideal coffee down. On the fourth day, students presented their final designs to a panel of judges, including the professionals who had stopped by the previous week in class. The judges’ overall ratings on coffee flavor and strength, and the overall amount of energy (in kilojoules) used in grinding the beans and boiling the water, were taken into consideration to determine an overall winner. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531785\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190312_141611.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this lab I incorporated a few different strategies that worked really well:\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Utilize a Pre- and Post-Lab Survey: \u003c/b>\u003cspan style=\"font-weight: 400\">With the suggestion from a mentor teacher, I created a pre- and post-lab survey in which students answered a battery of questions about the coffee lab. Over the course of the lab’s two-week period, I saw a statistically significant change in responses to Questions 4 and 5 on the survey: \u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Pre Lab Question 4\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Post Lab Question 4\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cb>\u003ci>I am looking forward to working with professionals who work with coffee for a living\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">3.7/5\u003c/span>\u003c/td>\n\u003ctd>\u003cb>\u003ci>I enjoyed working with professionals who work with coffee for a living\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cb>4.0/5\u003c/b>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Pre Lab Question 5\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Post Lab Question 5\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cb>\u003ci>Turning classroom assignments in to competitions makes classroom activities more interesting\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">3.8/5\u003c/span>\u003c/td>\n\u003ctd>\u003cb>\u003ci> Turning classroom assignments in to competitions makes classroom activities more interesting\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cb>4.1/5\u003c/b>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">This data not only informed my teaching and how I want to design future labs, I also shared this with my students as well. As we broke down the numbers, students also identified certain strategies that would help them better engage in their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Provide a meaningful reward and engage the community:\u003c/b>\u003cspan style=\"font-weight: 400\"> As a prize for designing the best tasting cup of coffee in the most energy efficient manner, the winning team will have their recipe replicated by Mantra Coffee Company and featured on their pour over menu for a three week run. I’ve \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/04/04/microscope-photo-contest-extends-wonder-beyond-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">experimented before \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with using contests and connections with businesses to broaden an interest in science, and this strategy continues to give my students fun and meaningful experiences. When the students found out that their design could potentially be on a menu of an actual coffee shop, their commitment and buy-in to the lab increased significantly (as we saw in the surveys). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, the winning team, in a collaboration with our local Industry Business Council, held a tasting at our local “Taste of the Town” event. Students were recognized for their contribution to the event, served over 500 members in the community, and got to taste different food samples from local businesses. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a final treat, I took my students on a half day field trip to the coffee shops we partnered with, where students got an in-depth tour of the coffee roasting and grading process. None of this was expected in any way, but through contacting local businesses and companies, you will be quite surprised at how many are interested in giving back to the community but just need a tangible and feasible way to do so.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531782\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190501_083310.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cstrong>3. \u003c/strong>\u003cb>Incorporate technology: \u003c/b>As their final assessment, each group had to design a video in which they share their coffee design on YouTube. Students were challenged with creating a video that demonstrated how to make their ideal cup of coffee and shared their tasting notes and opinions on their coffee. Giving students the ability to share their work in a different media besides pencil and paper really showcased the different talents some of my students bring into the classroom. Examples of some projects are included \u003ca href=\"https://www.youtube.com/watch?v=cJIu4bNScTM&feature=youtu.be\">here\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=U5UEDdWolxE\">here\u003c/a>.\u003c/p>\n\u003cp>Just as students had learned the basics of brewing coffee from professionals, creating videos now allowed students the opportunity to communicate their learnings to others who might be unfamiliar with the science behind coffee. As a part of the project, I gave students the option to leave their video unlisted on YouTube so only students from the class with the link could see the videos. While some took that path, many posted their videos on their individual school accounts and made them visible to the public as they were eager to share their brew and what they learned.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/U5UEDdWolxE\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this lab took some time to plan, it was the most fun lab I taught this entire school year. Watching students invested in their work and watching others invest in them was a rich and fulfilling experience. Having a two-week supply of coffee did not hurt either! \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1387,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":22},"modified":1704760827,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"During my senior year of college at UC Davis, I took an introduction to chemical engineering class that taught its basic concepts through the medium of coffee. I was intrigued by how the class took something so many college students were familiar with, coffee, and utilized it to teach a concept as complex as chemical","title":"How to Connect Your Classroom to Your Community (Through Coffee) | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Connect Your Classroom to Your Community (Through Coffee)","datePublished":"2019-05-09T08:00:25-07:00","dateModified":"2024-01-08T16:40:27-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-to-connect-your-classroom-to-your-community-through-coffee","status":"publish","sticky":false,"path":"/education/531780/how-to-connect-your-classroom-to-your-community-through-coffee","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">During my senior year of college at UC Davis, I took an \u003c/span>\u003ca href=\"https://che.engineering.ucdavis.edu/undergraduate/ecm1/\">\u003cspan style=\"font-weight: 400\">introduction to chemical engineering class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that taught its basic concepts through the medium of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">coffee\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. I was intrigued by how the class took something so many college students were familiar with, coffee, and utilized it to teach a concept as complex as chemical engineering. However, over the course of the class, we came to learn that the basic concepts of chemical engineering were not that hard to grasp at all—at least, not when you have coffee to help you learn them!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, I often look for models and investigations that can make chemistry more relatable to students. As I reviewed the NGSS standards and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KAB6qy6brPZWkjErilxb2AwzSSMJPKmxQO3ORbVJx_c/edit\">\u003cspan style=\"font-weight: 400\">HS PS 1-5\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (“Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs”)\u003c/span>\u003cb>, \u003c/b>\u003cspan style=\"font-weight: 400\">the coffee lab from college came to mind. Why not combine chemistry and coffee again, but this time as a teacher instead of a student?\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531790\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190311_125810.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To secure the funds needed to purchase the equipment needed for the lab, I applied for a grant from our \u003c/span>\u003ca href=\"https://upperdistrict.org/educate/outreach-programs/\">\u003cspan style=\"font-weight: 400\">local water district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The grant is dependent on creating a lesson that ties in to water, and coffee, as my students learned in class, is roughly 98.5% water! The next step was to invite local coffee shops to participate with us and donate their time and coffee beans to our lab. I reached out to a friend of mine at \u003c/span>\u003ca href=\"https://www.bodhileafcoffee.com/\">\u003cspan style=\"font-weight: 400\">Bodhi Leaf Coffee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and he was able to provide coffee beans and his expertise by coming in to teach my students the basics of brewing coffee. I also reached out to\u003c/span>\u003ca href=\"http://www.mantracoffeeco.com/new-page-1\">\u003cspan style=\"font-weight: 400\"> Mantra Coffee Shop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has a page on their website dedicated to giving back to the community they serve. They also agreed to supply our students with coffee and send their coffee trainer to come and speak to our students on the fundamentals of coffee roasting. It was quite a nice to surprise to find two businesses who were willing to donate their time and resources to our classroom. Through their participation, students saw members from their community investing in them. As a result, buy-in for this lab was much higher than the typical activities I facilitate in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531787\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190312_141009.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over a two-week period, students embarked on a journey to design a cup of coffee in the most energy efficient manner they could. During the first week, students were exposed to the different variables that go in to a cup of coffee. Students learned about how the temperature of water, the rate of extraction, grind size and roast profile all affect the overall taste of coffee. Students utilized different brewing methods and received feedback on their work from the coffee professionals who came for a classroom visit. Although students were initially taken aback by the concept of drinking black coffee, over time students became more receptive to the idea and even began comparing tasting notes with the help of a \u003c/span>\u003ca href=\"https://sca.coffee/research/coffee-tasters-flavor-wheel\">\u003cspan style=\"font-weight: 400\">coffee flavor wheel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I put up in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the second week, students were tasked with taking what they had learned the previous week to design their own coffee using recipes of their own formulation. With the only constraint being the amount of water used, groups chose their own water to coffee ratio, grind size and type of bean. Students recorded their data using data tables, and over a three-day period they completed multiple trials to get their ideal coffee down. On the fourth day, students presented their final designs to a panel of judges, including the professionals who had stopped by the previous week in class. The judges’ overall ratings on coffee flavor and strength, and the overall amount of energy (in kilojoules) used in grinding the beans and boiling the water, were taken into consideration to determine an overall winner. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531785\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190312_141611.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this lab I incorporated a few different strategies that worked really well:\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Utilize a Pre- and Post-Lab Survey: \u003c/b>\u003cspan style=\"font-weight: 400\">With the suggestion from a mentor teacher, I created a pre- and post-lab survey in which students answered a battery of questions about the coffee lab. Over the course of the lab’s two-week period, I saw a statistically significant change in responses to Questions 4 and 5 on the survey: \u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Pre Lab Question 4\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Post Lab Question 4\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cb>\u003ci>I am looking forward to working with professionals who work with coffee for a living\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">3.7/5\u003c/span>\u003c/td>\n\u003ctd>\u003cb>\u003ci>I enjoyed working with professionals who work with coffee for a living\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cb>4.0/5\u003c/b>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Pre Lab Question 5\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Post Lab Question 5\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cb>\u003ci>Turning classroom assignments in to competitions makes classroom activities more interesting\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">3.8/5\u003c/span>\u003c/td>\n\u003ctd>\u003cb>\u003ci> Turning classroom assignments in to competitions makes classroom activities more interesting\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cb>4.1/5\u003c/b>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">This data not only informed my teaching and how I want to design future labs, I also shared this with my students as well. As we broke down the numbers, students also identified certain strategies that would help them better engage in their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Provide a meaningful reward and engage the community:\u003c/b>\u003cspan style=\"font-weight: 400\"> As a prize for designing the best tasting cup of coffee in the most energy efficient manner, the winning team will have their recipe replicated by Mantra Coffee Company and featured on their pour over menu for a three week run. I’ve \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/04/04/microscope-photo-contest-extends-wonder-beyond-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">experimented before \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with using contests and connections with businesses to broaden an interest in science, and this strategy continues to give my students fun and meaningful experiences. When the students found out that their design could potentially be on a menu of an actual coffee shop, their commitment and buy-in to the lab increased significantly (as we saw in the surveys). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, the winning team, in a collaboration with our local Industry Business Council, held a tasting at our local “Taste of the Town” event. Students were recognized for their contribution to the event, served over 500 members in the community, and got to taste different food samples from local businesses. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a final treat, I took my students on a half day field trip to the coffee shops we partnered with, where students got an in-depth tour of the coffee roasting and grading process. None of this was expected in any way, but through contacting local businesses and companies, you will be quite surprised at how many are interested in giving back to the community but just need a tangible and feasible way to do so.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531782\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190501_083310.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cstrong>3. \u003c/strong>\u003cb>Incorporate technology: \u003c/b>As their final assessment, each group had to design a video in which they share their coffee design on YouTube. Students were challenged with creating a video that demonstrated how to make their ideal cup of coffee and shared their tasting notes and opinions on their coffee. Giving students the ability to share their work in a different media besides pencil and paper really showcased the different talents some of my students bring into the classroom. Examples of some projects are included \u003ca href=\"https://www.youtube.com/watch?v=cJIu4bNScTM&feature=youtu.be\">here\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=U5UEDdWolxE\">here\u003c/a>.\u003c/p>\n\u003cp>Just as students had learned the basics of brewing coffee from professionals, creating videos now allowed students the opportunity to communicate their learnings to others who might be unfamiliar with the science behind coffee. As a part of the project, I gave students the option to leave their video unlisted on YouTube so only students from the class with the link could see the videos. While some took that path, many posted their videos on their individual school accounts and made them visible to the public as they were eager to share their brew and what they learned.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/U5UEDdWolxE\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this lab took some time to plan, it was the most fun lab I taught this entire school year. Watching students invested in their work and watching others invest in them was a rich and fulfilling experience. Having a two-week supply of coffee did not hurt either! \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531780/how-to-connect-your-classroom-to-your-community-through-coffee","authors":["11569"],"categories":["education_1"],"collections":["education_77"],"featImg":"education_531786","label":"education_77"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You ask the questions. You decide what Bay Curious investigates. 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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":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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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. 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Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.
