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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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally, teachers have always determined the pace and format of all their lessons. What if we shake things up a bit in our classrooms and give students more control over how they learned instead? What if we put students in the driver’s seat of learning, let them design their own lessons and allow them to be teachers for the day?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Relinquishing control of one’s classroom may seem a bit scary or chaotic, but it doesn’t have to be that way if we provide the guidance and structure students need. Below are the steps I took to ensure my students were designing meaningful lessons for their peers. I allowed students the option of working alone or in groups of their own choosing.\u003c/span>\u003c/p>\n\u003ch3>Teaching Specific Skills and Content\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrow down the standards, skills, or content that the lesson must address. This helps students determine the focus of their lesson. For example, in my language arts class, all groups were challenged with teaching a chapter of a novel we were reading. Each lesson must address a literary element present in the chapter, and students were to choose from this list: characterization, conflict, theme, figurative language (symbolism, metaphor, simile, or hyperbole), setting or mood.\u003c/span>\u003c/p>\n\u003ch3>Instructional Materials\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students had to design the instructional material for their lesson. They could create handouts or use presentation software like \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to fulfill this requirement.\u003c/span>\u003c/p>\n\u003ch3>Assessments\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked my students these questions: What will your peers do to show that they have learned the content you taught? How will you evaluate each student individually and collect data on their learning? I really enjoyed the different approaches my students took to create their assessments. Many used \u003c/span>\u003ca href=\"https://getkahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a web-based gaming platform that tapped into their peers’ competitive spirits as they tried to best each other.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PlXpKHH5kh0\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using this digital tool, lesson designers developed their own questions and determined the answers. Kahoot will reward players with points based on two criteria: the correct answer and student response time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other lesson designers had students write their responses on \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://www.google.com/docs/about/\">\u003cspan style=\"font-weight: 400\">Google Docs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=EZmXEFGFeNA\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Others created Jeopardy games and tempted students with candy to encourage participation. (Check out this great \u003c/span>\u003ca href=\"http://www.controlaltachieve.com/2016/01/jeopardy-templates-google-slides.html\">\u003cspan style=\"font-weight: 400\">Jeopardy template from Eric Curts’ blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students opted for a non-digital route and passed out handouts or had classmates answer questions on a sheet of paper. I let my students determine the method they preferred.\u003c/span>\u003c/p>\n\u003ch3>Conference with Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before teaching their lesson, I met with each group to make sure their lessons were meaningful. I also checked for errors and questioned them on their workflow. For example, one group created a template in Google Docs for their assessment. Their plan was to have each student make a copy of the template, but they didn’t think about how they were going to collect these individual copies. I suggested they use a Google Form to collect the links to the individual files. I also pointed out that if the assignment asked students to write a short response, then using Google Form where all the answers would be populated into one spreadsheet is more efficient than collecting over 35 individual files.\u003c/span>\u003c/p>\n\u003ch3>The Day of the Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that all lessons were focused and productive, each group had to teach a concept or skill and give an assessment in approximately 15 minutes. This helps keep the lessons interesting and the students engaged. The peer teachers were addressed as “Mr.” or “Ms.” which everyone found extremely amusing. During the lesson, students also enjoyed having command of the classroom and would gleefully direct peers who were off-task to pay attention.\u003c/span>\u003c/p>\n\u003ch3>Peer Assessment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">After all lessons were taught, each group met to assess the data they collected from their peers. They had to determine a method for assigning grades, and I loved the discussions that arose over how to do this fairly. Each group would report a score for each student in the class. Then, I averaged the scores each person received from all the lessons that were taught and used that as a participation grade.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11220 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527654\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM.png\" width=\"540\" height=\"726\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM.png 389w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-160x215.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-240x323.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-375x504.png 375w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003ch3>Reflections\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only did the students assess their peers for their participation in the lesson, they were also asked to evaluate their peer teachers and to nominate those who gave great lessons. In turn, they also evaluated their own teaching practice by answering the following questions:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">What skills did you teach your peers?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How effective was your lesson? How do you know?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you do to improve your lesson?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The responses to this project were overwhelmingly positive. My students truly enjoyed this activity, and countless students commented on how challenging it was to be a great teacher. One of my favorite responses came from a student who wrote, “I learned that it is not easy to be a teacher. It takes time and dedication to actually learn to teach properly.” Also, quite a few came to the conclusion that “being a lesson designer and presenter is harder than it looks.” Many also shared that creating a lesson forced them to learn the material better because they were responsible for becoming experts on their chapter.\u003c/span>\u003c/p>\n\u003ch3>Empowering Our Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">By giving students voice and choice, we are cultivating our students’ investment in their own learning. This project also fosters many college and career-ready skills such as decision-making, project management, analysis, collaboration, communication and metacognition. Not only did I enjoy seeing my students bring new energy into our classroom environment, but they had a blast, too. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Let’s empower students by giving them more control over their own learning in the classroom. The end result might surprise you as much as it did me.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally, teachers have always determined the pace and format of all their lessons. What if we shake things up a bit in our classrooms and give students more control over how they learned instead? What if we put students in the driver’s seat of learning, let them design their own lessons and allow them to be teachers for the day?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Relinquishing control of one’s classroom may seem a bit scary or chaotic, but it doesn’t have to be that way if we provide the guidance and structure students need. Below are the steps I took to ensure my students were designing meaningful lessons for their peers. I allowed students the option of working alone or in groups of their own choosing.\u003c/span>\u003c/p>\n\u003ch3>Teaching Specific Skills and Content\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrow down the standards, skills, or content that the lesson must address. This helps students determine the focus of their lesson. For example, in my language arts class, all groups were challenged with teaching a chapter of a novel we were reading. Each lesson must address a literary element present in the chapter, and students were to choose from this list: characterization, conflict, theme, figurative language (symbolism, metaphor, simile, or hyperbole), setting or mood.\u003c/span>\u003c/p>\n\u003ch3>Instructional Materials\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students had to design the instructional material for their lesson. They could create handouts or use presentation software like \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to fulfill this requirement.\u003c/span>\u003c/p>\n\u003ch3>Assessments\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked my students these questions: What will your peers do to show that they have learned the content you taught? How will you evaluate each student individually and collect data on their learning? I really enjoyed the different approaches my students took to create their assessments. Many used \u003c/span>\u003ca href=\"https://getkahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a web-based gaming platform that tapped into their peers’ competitive spirits as they tried to best each other.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PlXpKHH5kh0'\n title='//www.youtube.com/embed/PlXpKHH5kh0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Using this digital tool, lesson designers developed their own questions and determined the answers. Kahoot will reward players with points based on two criteria: the correct answer and student response time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other lesson designers had students write their responses on \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://www.google.com/docs/about/\">\u003cspan style=\"font-weight: 400\">Google Docs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/EZmXEFGFeNA'\n title='//www.youtube.com/embed/EZmXEFGFeNA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Others created Jeopardy games and tempted students with candy to encourage participation. (Check out this great \u003c/span>\u003ca href=\"http://www.controlaltachieve.com/2016/01/jeopardy-templates-google-slides.html\">\u003cspan style=\"font-weight: 400\">Jeopardy template from Eric Curts’ blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students opted for a non-digital route and passed out handouts or had classmates answer questions on a sheet of paper. I let my students determine the method they preferred.\u003c/span>\u003c/p>\n\u003ch3>Conference with Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before teaching their lesson, I met with each group to make sure their lessons were meaningful. I also checked for errors and questioned them on their workflow. For example, one group created a template in Google Docs for their assessment. Their plan was to have each student make a copy of the template, but they didn’t think about how they were going to collect these individual copies. I suggested they use a Google Form to collect the links to the individual files. I also pointed out that if the assignment asked students to write a short response, then using Google Form where all the answers would be populated into one spreadsheet is more efficient than collecting over 35 individual files.\u003c/span>\u003c/p>\n\u003ch3>The Day of the Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that all lessons were focused and productive, each group had to teach a concept or skill and give an assessment in approximately 15 minutes. This helps keep the lessons interesting and the students engaged. The peer teachers were addressed as “Mr.” or “Ms.” which everyone found extremely amusing. During the lesson, students also enjoyed having command of the classroom and would gleefully direct peers who were off-task to pay attention.\u003c/span>\u003c/p>\n\u003ch3>Peer Assessment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">After all lessons were taught, each group met to assess the data they collected from their peers. They had to determine a method for assigning grades, and I loved the discussions that arose over how to do this fairly. Each group would report a score for each student in the class. Then, I averaged the scores each person received from all the lessons that were taught and used that as a participation grade.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11220 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527654\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM.png\" width=\"540\" height=\"726\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM.png 389w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-160x215.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-240x323.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-375x504.png 375w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003ch3>Reflections\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only did the students assess their peers for their participation in the lesson, they were also asked to evaluate their peer teachers and to nominate those who gave great lessons. In turn, they also evaluated their own teaching practice by answering the following questions:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">What skills did you teach your peers?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How effective was your lesson? How do you know?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you do to improve your lesson?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The responses to this project were overwhelmingly positive. My students truly enjoyed this activity, and countless students commented on how challenging it was to be a great teacher. One of my favorite responses came from a student who wrote, “I learned that it is not easy to be a teacher. It takes time and dedication to actually learn to teach properly.” Also, quite a few came to the conclusion that “being a lesson designer and presenter is harder than it looks.” Many also shared that creating a lesson forced them to learn the material better because they were responsible for becoming experts on their chapter.\u003c/span>\u003c/p>\n\u003ch3>Empowering Our Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">By giving students voice and choice, we are cultivating our students’ investment in their own learning. This project also fosters many college and career-ready skills such as decision-making, project management, analysis, collaboration, communication and metacognition. Not only did I enjoy seeing my students bring new energy into our classroom environment, but they had a blast, too. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Let’s empower students by giving them more control over their own learning in the classroom. The end result might surprise you as much as it did me.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How to Transform Research into Curation Using Pinterest and Flipboard",
"headTitle": "How to Transform Research into Curation Using Pinterest and Flipboard | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school English Language Arts teacher and in the early days of my career, the research project was one of my most important assignments. \u003c/span>\u003cspan style=\"font-weight: 400\">You name it, I taught it: I-search, historical journals, literary research, and controversial issue papers. They were all a very big deal. But I have a confession to make: I hated them. The students hated them. Parents hated them. \u003c/span>\u003c/p>\n\u003cp>Eventually, they were phased out in favor of shorter mini-projects that could teach the same skills. Traditional research papers and the steps we took to produce them lost their relevance in our modern world. It was easy to say good riddance to the hours in the library and the stacks of index cards. No one seems to be the worse for it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the advent of social media, our students are inundated with a constant stream of information. Like curators, they select information to keep and share. This article from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teen Vogue\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on Snapchat, that post from a celebrity on Twitter, this inspiring image on Instagram: all curated, arranged and archived. These students are researching and curating constantly, but are they aware of the digital footprint they are leaving? Are they thoughtful about attribution? Will they be able to take the skills they use in their personal life for entertainment and use them in their academic and professional lives?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spent some time thinking about the ways that I curate my social media feeds, choosing carefully who to follow and what to post. I looked at my collection of articles, some curated for my students to read, and some to save for myself or to share with colleagues. Surely students are curating their social media feeds as well. Maybe they are not as cognizant about the purpose of what they post to their timeline, but it is curated nonetheless. I have one student who only posts pictures and memes of golden retrievers, another who posts representing our school’s student government, another is a fangirl whose posts are all related to One Direction and Harry Stiles. You get my point. Why not bring their curating to their attention and use it as a get-to-know-you assignment and a way to help seniors start thinking about their college essays?\u003c/span>\u003c/p>\n\u003ch4>The Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by showing students what curation is and why we do it. I shared my experiences and what I observed my fifteen-year-old daughter doing on social media. Then, I asked them to curate a Pinterest board or Flipboard that represented who they are and what’s important to them.\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\">Pinterest\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows users to “pin” items to a digital “board.” Users can curate, collect, save, and share any digital media or create their own “pins” or “boards” to save and share. Click \u003c/span>\u003ca href=\"https://youtu.be/QSwfq0ojc10\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see a tutorial on how to use Pinterest.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1QkMOdW0Kyc&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flipboard\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows the user to make digital “magazines” from content across the web and from their own original content. Students can use it to create a great-looking magazine of their own content. Flipboard looks cool on a desktop, but it really is best in the mobile format. Click \u003c/span>\u003ca href=\"https://about.flipboard.com/magmaker/flipboard-101-learn-the-basics-of-how-to-use-flipboard/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the lowdown on how to use Flipboard. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=b4VgKTGsqcY\u003c/p>\n\u003cp>After showing my students these apps, I reminded them that curation should be a thoughtful process, not one where they just pick the first item they find and pop it onto their board.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They were to post 10 items, with two being something they created themselves. Once their board was complete, I asked them to submit an essay explaining their process and reflecting on the end product. You can click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/19ycInDUuZ-MmVvTyuS5Z8EmcZCrWFbFbg15tTHSVkDE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view the assignment I gave my 11th and 12th-grade students. As you will see, the all-important skills of citation and attribution are included in the assignment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then created a \u003c/span>\u003ca href=\"https://www.pinterest.com/drcyslvdr/curation-project/?sender=503488570749619512&invite_code=c4fc72526e534803bc971466c5f1fc83\">\u003cspan style=\"font-weight: 400\">Pinterest board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for them to use as an example, but looking back I wish I hadn’t. I think they may have been influenced by my choices. I didn’t spend much time explaining how to use Pinterest or Flipboard, since most of my students had used these sites before. I reminded them that I would be happy to help anyone who needed it. Only a few students requested a tutorial on how to use Pinterest or Flipboard.\u003c/span>\u003c/p>\n\u003ch4>The Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://goo.gl/m4LEne\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how one student’s Flipboard Magazine and see below for an example of one student’s Pinterest Board\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the students’ Pinterest boards and Flipboard magazines were enjoyable to look at, their reflection writing helped them see the value in this activity. Angelo commented on his process:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“I think that the curation project was challenging not because it was grueling work but because it made me think about what things I held dear and what I would tell others if forced to describe myself concisely. In order to do that I had to reflect on the things that I believe were the fundamentals in my life which was actually a good experience.”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>What next?\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was a good get-to-know-you project and works well as a primer for the seniors to write their college personal essays. In the future, I plan to use Flipboard in place of my literary research projects for students to curate online literary magazines that will explore a favorite author, genre, or period of literature. Students could also use Flipboard to make published portfolios they can include with their college applications. My colleague in science used Flipboard as a way for her students to publish and reflect on their research in Biology. Really, the possibilities are endless.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school English Language Arts teacher and in the early days of my career, the research project was one of my most important assignments. \u003c/span>\u003cspan style=\"font-weight: 400\">You name it, I taught it: I-search, historical journals, literary research, and controversial issue papers. They were all a very big deal. But I have a confession to make: I hated them. The students hated them. Parents hated them. \u003c/span>\u003c/p>\n\u003cp>Eventually, they were phased out in favor of shorter mini-projects that could teach the same skills. Traditional research papers and the steps we took to produce them lost their relevance in our modern world. It was easy to say good riddance to the hours in the library and the stacks of index cards. No one seems to be the worse for it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the advent of social media, our students are inundated with a constant stream of information. Like curators, they select information to keep and share. This article from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teen Vogue\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on Snapchat, that post from a celebrity on Twitter, this inspiring image on Instagram: all curated, arranged and archived. These students are researching and curating constantly, but are they aware of the digital footprint they are leaving? Are they thoughtful about attribution? Will they be able to take the skills they use in their personal life for entertainment and use them in their academic and professional lives?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spent some time thinking about the ways that I curate my social media feeds, choosing carefully who to follow and what to post. I looked at my collection of articles, some curated for my students to read, and some to save for myself or to share with colleagues. Surely students are curating their social media feeds as well. Maybe they are not as cognizant about the purpose of what they post to their timeline, but it is curated nonetheless. I have one student who only posts pictures and memes of golden retrievers, another who posts representing our school’s student government, another is a fangirl whose posts are all related to One Direction and Harry Stiles. You get my point. Why not bring their curating to their attention and use it as a get-to-know-you assignment and a way to help seniors start thinking about their college essays?\u003c/span>\u003c/p>\n\u003ch4>The Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by showing students what curation is and why we do it. I shared my experiences and what I observed my fifteen-year-old daughter doing on social media. Then, I asked them to curate a Pinterest board or Flipboard that represented who they are and what’s important to them.\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\">Pinterest\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows users to “pin” items to a digital “board.” Users can curate, collect, save, and share any digital media or create their own “pins” or “boards” to save and share. Click \u003c/span>\u003ca href=\"https://youtu.be/QSwfq0ojc10\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see a tutorial on how to use Pinterest.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1QkMOdW0Kyc'\n title='//www.youtube.com/embed/1QkMOdW0Kyc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Flipboard\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows the user to make digital “magazines” from content across the web and from their own original content. Students can use it to create a great-looking magazine of their own content. Flipboard looks cool on a desktop, but it really is best in the mobile format. Click \u003c/span>\u003ca href=\"https://about.flipboard.com/magmaker/flipboard-101-learn-the-basics-of-how-to-use-flipboard/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the lowdown on how to use Flipboard. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/b4VgKTGsqcY'\n title='//www.youtube.com/embed/b4VgKTGsqcY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>After showing my students these apps, I reminded them that curation should be a thoughtful process, not one where they just pick the first item they find and pop it onto their board.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They were to post 10 items, with two being something they created themselves. Once their board was complete, I asked them to submit an essay explaining their process and reflecting on the end product. You can click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/19ycInDUuZ-MmVvTyuS5Z8EmcZCrWFbFbg15tTHSVkDE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view the assignment I gave my 11th and 12th-grade students. As you will see, the all-important skills of citation and attribution are included in the assignment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then created a \u003c/span>\u003ca href=\"https://www.pinterest.com/drcyslvdr/curation-project/?sender=503488570749619512&invite_code=c4fc72526e534803bc971466c5f1fc83\">\u003cspan style=\"font-weight: 400\">Pinterest board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for them to use as an example, but looking back I wish I hadn’t. I think they may have been influenced by my choices. I didn’t spend much time explaining how to use Pinterest or Flipboard, since most of my students had used these sites before. I reminded them that I would be happy to help anyone who needed it. Only a few students requested a tutorial on how to use Pinterest or Flipboard.\u003c/span>\u003c/p>\n\u003ch4>The Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://goo.gl/m4LEne\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how one student’s Flipboard Magazine and see below for an example of one student’s Pinterest Board\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the students’ Pinterest boards and Flipboard magazines were enjoyable to look at, their reflection writing helped them see the value in this activity. Angelo commented on his process:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“I think that the curation project was challenging not because it was grueling work but because it made me think about what things I held dear and what I would tell others if forced to describe myself concisely. In order to do that I had to reflect on the things that I believe were the fundamentals in my life which was actually a good experience.”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>What next?\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was a good get-to-know-you project and works well as a primer for the seniors to write their college personal essays. In the future, I plan to use Flipboard in place of my literary research projects for students to curate online literary magazines that will explore a favorite author, genre, or period of literature. Students could also use Flipboard to make published portfolios they can include with their college applications. My colleague in science used Flipboard as a way for her students to publish and reflect on their research in Biology. Really, the possibilities are endless.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Automated Writing Feedback Programs Help Teachers Coach Students How to Write",
"headTitle": "Automated Writing Feedback Programs Help Teachers Coach Students How to Write | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a high school history teacher, I’m committed to helping my students improve their writing. But, like many of us, I struggle to find time to provide meaningful, timely feedback and assessment. A few years ago, I discovered automated writing feedback programs, and everything changed. Now, students are not only more engaged in class writing projects, but are working more collaboratively. My role has also changed. No longer a grammar or rubric enforcer, I can now work with my students as an ally to make sense of both peer and computer-generated feedback. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs are web-based programs that enable me to double the amount of writing I assign in my classes while placing the job of evaluation back on my students. The number of free and student-friendly automated writing feedback programs has multiplied over the years, and many focus on specific elements of the writing process. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://app.grammarly.com\">\u003cspan style=\"font-weight: 400\">Grammarly \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">claims to find and correct ten times more mistakes than a word processor.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>https://www.youtube.com/watch?v=VueSBzrIh1o\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.hemingwayapp.com/\">\u003cspan style=\"font-weight: 400\">The Hemmingway App\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes writing bold and clear by focusing attention on the number of adverbs, use of the passive voice and readability of sentences.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527572\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png\" width=\"650\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-160x111.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-768x531.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-240x166.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-375x259.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-520x359.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM.png 942w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.paperrater.com/\">\u003cspan style=\"font-weight: 400\">PaperRater\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers feedback by comparing a writer’s work to others at their grade level. It ranks each paper on a percentile scale examining originality, grammar, spelling, phrasing, transitions, academic vocabulary, voice, and style. Then it provides students with an overall grade.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527574 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png\" width=\"640\" height=\"387\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-800x483.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-768x464.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-960x580.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-240x145.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-375x227.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-520x314.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM.png 1076w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past few years, I’ve experimented with having my students hand in final drafts of their writing after they have: (1) run drafts through each of these three automated writing feedback programs and (2) run improved drafts past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">My students go through this process to improve each draft of their writing before I ever look at it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs have changed the game. I no longer have to do the dirty work of correcting spelling or grammatical mistakes. Now students seek me out to help them address the feedback from the computer. I have found that students in my class will revise their writing per the advice of PaperRater in order to increase their final score. As a teacher, I am secretly thrilled when a student tells me, “My first PaperRater score was a 78, but I went back to the textbook and added 8 more vocabulary words and my score went up to 86.” While this may sound like “gaming the system,” the trial and error process increases the amount of practice that students get and improves their writing proficiency. Studies have shown that students working with writing feedback tools write more than three times as much as their peers who aren’t using these tools. This increased effort with the revision process helps students see writing as an iterative process instead of a one-and-done assignment\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After giving my students a period of time to run drafts through one or more digital writing feedback programs, I ask them to write a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1lceXfk50fem7KXhi8x56dKM20eligpxy_FbUQsMfgRU/edit\">\u003cspan style=\"font-weight: 400\">Revision Memo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Modeled after the work of \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ789453\">\u003cspan style=\"font-weight: 400\">Bardine and Fulton (2008\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), revision memos provide students with a chance to reflect on the significant changes they have made throughout the writing process. Then they examine how effective their changes were in improving the quality of their writing, prior to having a peer validate or question their choices. View several examples of my students’ revision memos \u003c/span>\u003ca href=\"https://historyrewriter.com/2016/02/27/revision-memo-examples/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing their revision memos, students run their now revised draft past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">Research suggests this should be carefully structured, with a learning design that includes phases of activity, peer assessment, reviewing and reflecting. Author Susan Brookhart recommends student-generated rubrics to allow for highly effective peer grading systems. I include \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1JCqsnuDSK98PJELSy9qLiEAfGdcNWZuMQzMBmKz53ww/edit#heading=h.gjdgxs\">\u003cspan style=\"font-weight: 400\">criteria charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> containing the historical details that I was expecting to see in student writing in order to guide students in determining important details. I also use free online polling tools like SurveyMonkey, Poll Everywhere, and Google Forms to create \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B6qmQLlSxgMyUjBTaHlqdW9CQVE/view\">\u003cspan style=\"font-weight: 400\">peer review protocols\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527597\" class=\"wp-caption aligncenter\" style=\"max-width: 575px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"575\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527597 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png\" width=\"575\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png 575w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-240x170.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-375x266.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-520x369.png 520w\" sizes=\"(max-width: 575px) 100vw, 575px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Along with automatic writing feedback programs, incorporating peer review activities into your classroom can help your students become better writers, readers, and collaborators.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This focuses students on a significant feature of the writing assignment, whether it was creating a compelling opening to a \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/12rAjq11zPTO-eA9mEKUEDsA4985fWiKK_6n6EkQFJ6Q/edit#responses\">\u003cspan style=\"font-weight: 400\">speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or including \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/1GbCi4vi1SxXN0snWl1Z4F9YLXPq5LFHg1AlhB_GUt4w/edit#responses\">\u003cspan style=\"font-weight: 400\">academic vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This also transforms what used to be a lonely, individual grading and feedback process into a student-centered, collaborative activity. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/article/giving-peer-feedback-helps-writers-grow\">\u003cspan style=\"font-weight: 400\">Peer review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is also called learning by evaluation. It significantly improves a student’s self-assessment abilities and lays the groundwork for self-improvement. Peer review protocols should focus on only one or two aspects of effective writing, include student discussion to drive reflection, and allow increased instructional time for student revision. \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/single-point-rubric/\">\u003cspan style=\"font-weight: 400\">Single point rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> help students describe exactly what a writer needs to focus on. I have varied the scope and sequence of revision memos and peer review and found that the amount of class time necessary to conduct these activities decreases as students become more proficient with the process.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers, especially those of us in low-income, public schools, struggle to increase the amount of writing assigned and provide effective feedback that motivates students to revise their work. We need more cooperation and collaboration between the disciplines to find an appropriate balance for giving both computerized and human feedback to our students. Turnitin has conducted\u003c/span>\u003ca href=\"http://turnitin.com/en_us/resources/blog/421-general/1713-closing-the-gap\">\u003cspan style=\"font-weight: 400\"> extensive research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on how feedback impacts the development of student writing. Chief among student complaints about teacher feedback is the length of time teachers take in grading and returning their papers. Automated writing feedback tools and peer review activities can help teachers reduce this problem. Too many teachers focus solely on the plagiarism detection features in automated writing tools. I believe they are missing an opportunity to prolong critical thinking on meaningful writing tasks. Imagine the impact on student achievement if all teachers would leverage technology to improve discipline-specific writing? \u003c/span>\u003c/p>\n\n",
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"title": "Automated Writing Feedback Programs Help Teachers Coach Students How to Write | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a high school history teacher, I’m committed to helping my students improve their writing. But, like many of us, I struggle to find time to provide meaningful, timely feedback and assessment. A few years ago, I discovered automated writing feedback programs, and everything changed. Now, students are not only more engaged in class writing projects, but are working more collaboratively. My role has also changed. No longer a grammar or rubric enforcer, I can now work with my students as an ally to make sense of both peer and computer-generated feedback. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs are web-based programs that enable me to double the amount of writing I assign in my classes while placing the job of evaluation back on my students. The number of free and student-friendly automated writing feedback programs has multiplied over the years, and many focus on specific elements of the writing process. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://app.grammarly.com\">\u003cspan style=\"font-weight: 400\">Grammarly \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">claims to find and correct ten times more mistakes than a word processor.\u003c/span>\u003c/li>\n\u003c/ul>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/VueSBzrIh1o'\n title='//www.youtube.com/embed/VueSBzrIh1o'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.hemingwayapp.com/\">\u003cspan style=\"font-weight: 400\">The Hemmingway App\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes writing bold and clear by focusing attention on the number of adverbs, use of the passive voice and readability of sentences.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527572\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png\" width=\"650\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-800x553.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-160x111.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-768x531.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-240x166.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-375x259.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM-520x359.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.27.04-PM.png 942w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.paperrater.com/\">\u003cspan style=\"font-weight: 400\">PaperRater\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers feedback by comparing a writer’s work to others at their grade level. It ranks each paper on a percentile scale examining originality, grammar, spelling, phrasing, transitions, academic vocabulary, voice, and style. Then it provides students with an overall grade.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527574 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png\" width=\"640\" height=\"387\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-1020x616.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-800x483.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-768x464.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-960x580.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-240x145.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-375x227.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM-520x314.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-09-at-9.30.25-PM.png 1076w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past few years, I’ve experimented with having my students hand in final drafts of their writing after they have: (1) run drafts through each of these three automated writing feedback programs and (2) run improved drafts past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">My students go through this process to improve each draft of their writing before I ever look at it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Automated writing feedback programs have changed the game. I no longer have to do the dirty work of correcting spelling or grammatical mistakes. Now students seek me out to help them address the feedback from the computer. I have found that students in my class will revise their writing per the advice of PaperRater in order to increase their final score. As a teacher, I am secretly thrilled when a student tells me, “My first PaperRater score was a 78, but I went back to the textbook and added 8 more vocabulary words and my score went up to 86.” While this may sound like “gaming the system,” the trial and error process increases the amount of practice that students get and improves their writing proficiency. Studies have shown that students working with writing feedback tools write more than three times as much as their peers who aren’t using these tools. This increased effort with the revision process helps students see writing as an iterative process instead of a one-and-done assignment\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After giving my students a period of time to run drafts through one or more digital writing feedback programs, I ask them to write a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1lceXfk50fem7KXhi8x56dKM20eligpxy_FbUQsMfgRU/edit\">\u003cspan style=\"font-weight: 400\">Revision Memo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Modeled after the work of \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ789453\">\u003cspan style=\"font-weight: 400\">Bardine and Fulton (2008\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), revision memos provide students with a chance to reflect on the significant changes they have made throughout the writing process. Then they examine how effective their changes were in improving the quality of their writing, prior to having a peer validate or question their choices. View several examples of my students’ revision memos \u003c/span>\u003ca href=\"https://historyrewriter.com/2016/02/27/revision-memo-examples/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing their revision memos, students run their now revised draft past their peers. \u003c/span>\u003cspan style=\"font-weight: 400\">Research suggests this should be carefully structured, with a learning design that includes phases of activity, peer assessment, reviewing and reflecting. Author Susan Brookhart recommends student-generated rubrics to allow for highly effective peer grading systems. I include \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1JCqsnuDSK98PJELSy9qLiEAfGdcNWZuMQzMBmKz53ww/edit#heading=h.gjdgxs\">\u003cspan style=\"font-weight: 400\">criteria charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> containing the historical details that I was expecting to see in student writing in order to guide students in determining important details. I also use free online polling tools like SurveyMonkey, Poll Everywhere, and Google Forms to create \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B6qmQLlSxgMyUjBTaHlqdW9CQVE/view\">\u003cspan style=\"font-weight: 400\">peer review protocols\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527597\" class=\"wp-caption aligncenter\" style=\"max-width: 575px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"575\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527597 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png\" width=\"575\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM.png 575w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-240x170.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-375x266.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-13-at-3.10.05-PM-520x369.png 520w\" sizes=\"(max-width: 575px) 100vw, 575px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Along with automatic writing feedback programs, incorporating peer review activities into your classroom can help your students become better writers, readers, and collaborators.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This focuses students on a significant feature of the writing assignment, whether it was creating a compelling opening to a \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/12rAjq11zPTO-eA9mEKUEDsA4985fWiKK_6n6EkQFJ6Q/edit#responses\">\u003cspan style=\"font-weight: 400\">speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or including \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/1GbCi4vi1SxXN0snWl1Z4F9YLXPq5LFHg1AlhB_GUt4w/edit#responses\">\u003cspan style=\"font-weight: 400\">academic vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This also transforms what used to be a lonely, individual grading and feedback process into a student-centered, collaborative activity. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/article/giving-peer-feedback-helps-writers-grow\">\u003cspan style=\"font-weight: 400\">Peer review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is also called learning by evaluation. It significantly improves a student’s self-assessment abilities and lays the groundwork for self-improvement. Peer review protocols should focus on only one or two aspects of effective writing, include student discussion to drive reflection, and allow increased instructional time for student revision. \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/single-point-rubric/\">\u003cspan style=\"font-weight: 400\">Single point rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> help students describe exactly what a writer needs to focus on. I have varied the scope and sequence of revision memos and peer review and found that the amount of class time necessary to conduct these activities decreases as students become more proficient with the process.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers, especially those of us in low-income, public schools, struggle to increase the amount of writing assigned and provide effective feedback that motivates students to revise their work. We need more cooperation and collaboration between the disciplines to find an appropriate balance for giving both computerized and human feedback to our students. Turnitin has conducted\u003c/span>\u003ca href=\"http://turnitin.com/en_us/resources/blog/421-general/1713-closing-the-gap\">\u003cspan style=\"font-weight: 400\"> extensive research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on how feedback impacts the development of student writing. Chief among student complaints about teacher feedback is the length of time teachers take in grading and returning their papers. Automated writing feedback tools and peer review activities can help teachers reduce this problem. Too many teachers focus solely on the plagiarism detection features in automated writing tools. I believe they are missing an opportunity to prolong critical thinking on meaningful writing tasks. Imagine the impact on student achievement if all teachers would leverage technology to improve discipline-specific writing? \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Digital Spaces: Where Every Student Can Have a Voice ",
"headTitle": "Digital Spaces: Where Every Student Can Have a Voice | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Students often struggle to be heard, even in the most inclusive classrooms. Without meaning to, confident students drown out quieter voices; teachers move heaven and earth to make time for more comments; and sometimes discussions touch on subjects that are hard to talk about face-to-face. Opening digital spaces for my students to share ideas, analyze literature and collaborate on projects has made a huge difference in how they work with each other. It has also changed the way I get to know them as learners.\u003c/span>\u003c/p>\n\u003cp>When my middle school students were learning to blog, they shared their responses to a book the class had read together. After posting their writing on the blog, they read each other’s posts and commented on them. My goal was that they would deepen their understanding of and appreciation for literature through online conversations. I soon found that doing this in a digital space extended their thinking far beyond what a classroom discussion might do.\u003c/p>\n\u003cp>Since literature is more about people and life than it is about academics, student responses often include personal connections to the reading. In one post, shy, quiet Carrie shared how something in the story brought up a painful memory for her. Rarely speaking in class, Carrie had found her voice (and the confidence to use it) in the safe space of our class blog. Sophia, a popular outspoken student, responded online to Carrie with genuine concern and empathy, offering “a hug whenever she needed one.” These two students were not friends at this point, and probably would not have shared so personally face-to-face. The blog provided a space for them to comfortably communicate in a personal way while also engaging them in literary analysis.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dipping our toes into blogging showed me that digital spaces can offer every student – not just the talkative ones or the confident ones – opportunities to be heard, to have a voice, and to be understood. In crowded classrooms, discussions are limited by space, time, and personalities. Digital spaces not only give voice to every student, but they also give every student the chance to hear their classmates, discover what they might have in common, and build empathy as they connect around academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my other classroom, our Design Lab has transitioned this year from laptops to desktops. Although we are thrilled with the improvements, this also means students are hidden from each other behind the large monitors that make it difficult for them to see, talk, hear, and respond to their classmates. They work on a variety of self-chosen projects, and I want them to be able to share these projects and give and receive feedback. We are finding \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to be a great platform for this purpose. Padlet is a digital bulletin board that allows users to post text and also attach images, videos, and documents. My students use Padlet to ask their classmates questions and give suggestions on their projects in progress.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another benefit of having students share in digital spaces is that they can go back to those spaces to continue conversations or revisit what was said. My Design Lab students go back to their Padlet conversations to see who is using the same program they are. They then use this information to get help or collaborate with this classmate in person. In English class, we can return to discussions to add new insights from our ongoing reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another useful tool that gets students talking and listening to each other is \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This simple app allows students to film themselves as they speak. It’s a great way to give students practice speaking, as well as listening, when they watch and respond to their classmates’ vids.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527554\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527554 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/PadletExample-1020x1060.png\" width=\"640\" height=\"665\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-1020x1060.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-160x166.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-800x832.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-768x798.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-960x998.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-240x249.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-375x390.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-520x541.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample.png 1112w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Design Lab students use Padlet to share and respond to each other’s projects.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital spaces can also help teachers and students connect in new ways. This year I asked my students to make a selfie video to introduce themselves to me. I told them to limit it to 60 seconds, and to tell me about their hobbies and favorite books, to ask me questions they have about our class, and to film in a location that is special to them. Students filmed themselves with their phones or district-provided iPads, and then submitted their videos via \u003c/span>\u003ca href=\"https://classroom.google.com/u/0/h\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I promised that their videos would not be made public, which allowed them to share openly and honestly. My goodness, I learned so much about each student in less than a minute – much more than I might learn in the classroom or through a written introduction! They filmed in their backyards or bedrooms, with a dog or cat (or hamster or bird) in their lap. They showed me their trophies and ribbons, their family photos, and favorite stuffed animals. They asked questions about the class and shared their favorite books. And I was able to learn their names and personalities so much faster, thanks to their introduction videos.\u003c/span>\u003c/p>\n\u003cp>An added bonus to using digital spaces to share and communicate is that they give students a meaningful context for practicing digital citizenship skills. Prior to any online work, my students and I review expectations for academic writing, thoughtful questions, and constructive feedback.\u003c/p>\n\u003cp>There are lots of great ways to share, contribute, respond, and connect with digital tools, giving each student not only a voice, but valuable speaking, listening, reading, and writing practice. Here are some resources to get you started:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Blogging: \u003c/span>\u003ca href=\"https://www.weebly.com/\">\u003cspan style=\"font-weight: 400\">Weebly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://kidblog.org/home/\">\u003cspan style=\"font-weight: 400\">KidBlog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.blogger.com/\">\u003cspan style=\"font-weight: 400\">Blogger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://wordpress.com/\">\u003cspan style=\"font-weight: 400\">WordPress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, even a \u003c/span>\u003ca href=\"https://laurabradley.me/2016/03/22/read-blog-discuss-repeat/\">\u003cspan style=\"font-weight: 400\">Google Doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be used for blogging.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://www.coolcatteacher.com/how-to-use-padlet-fantastic-tool-teaching/\">\u003cspan style=\"font-weight: 400\">How to Use Padlet: A Fantastic Tool for Teaching\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://flipgrid.com/\">\u003cspan style=\"font-weight: 400\">FlipGrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://karlymoura.blogspot.com/2017/04/catch-flipgrid-fever-15-ways-to-use.html\">\u003cspan style=\"font-weight: 400\">Catch the FlipGrid Fever! 15+ Ways to Use FlipGrid in Your Class\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.polleverywhere.com/\">\u003cspan style=\"font-weight: 400\">Poll Everywhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://www.polleverywhere.com/blog/great-ways-to-use-poll-everywhere-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">Great Ways to Use Poll Everywhere in the Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://ditchthattextbook.com/2014/01/30/20-useful-ways-to-use-todaysmeet-in-schools/\">20 Useful Ways to Use TodaysMeet in Schools\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>And if you would like to try blogging with your students, here are three articles offering up some great tips:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/blogging-in-21st-century-classroom-michelle-lampinen\">Blogging in the 21st Century Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/blogging-for-english-language-learners-rusul-alrubail\">Blogging for English Language Learners\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/flip-ela-class-with-blogs-brian-sztabnik\">Start a Reading Revolution: Flip Your Class with Blogs\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Students often struggle to be heard, even in the most inclusive classrooms. Without meaning to, confident students drown out quieter voices; teachers move heaven and earth to make time for more comments; and sometimes discussions touch on subjects that are hard to talk about face-to-face. Opening digital spaces for my students to share ideas, analyze literature and collaborate on projects has made a huge difference in how they work with each other. It has also changed the way I get to know them as learners.\u003c/span>\u003c/p>\n\u003cp>When my middle school students were learning to blog, they shared their responses to a book the class had read together. After posting their writing on the blog, they read each other’s posts and commented on them. My goal was that they would deepen their understanding of and appreciation for literature through online conversations. I soon found that doing this in a digital space extended their thinking far beyond what a classroom discussion might do.\u003c/p>\n\u003cp>Since literature is more about people and life than it is about academics, student responses often include personal connections to the reading. In one post, shy, quiet Carrie shared how something in the story brought up a painful memory for her. Rarely speaking in class, Carrie had found her voice (and the confidence to use it) in the safe space of our class blog. Sophia, a popular outspoken student, responded online to Carrie with genuine concern and empathy, offering “a hug whenever she needed one.” These two students were not friends at this point, and probably would not have shared so personally face-to-face. The blog provided a space for them to comfortably communicate in a personal way while also engaging them in literary analysis.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dipping our toes into blogging showed me that digital spaces can offer every student – not just the talkative ones or the confident ones – opportunities to be heard, to have a voice, and to be understood. In crowded classrooms, discussions are limited by space, time, and personalities. Digital spaces not only give voice to every student, but they also give every student the chance to hear their classmates, discover what they might have in common, and build empathy as they connect around academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my other classroom, our Design Lab has transitioned this year from laptops to desktops. Although we are thrilled with the improvements, this also means students are hidden from each other behind the large monitors that make it difficult for them to see, talk, hear, and respond to their classmates. They work on a variety of self-chosen projects, and I want them to be able to share these projects and give and receive feedback. We are finding \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to be a great platform for this purpose. Padlet is a digital bulletin board that allows users to post text and also attach images, videos, and documents. My students use Padlet to ask their classmates questions and give suggestions on their projects in progress.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another benefit of having students share in digital spaces is that they can go back to those spaces to continue conversations or revisit what was said. My Design Lab students go back to their Padlet conversations to see who is using the same program they are. They then use this information to get help or collaborate with this classmate in person. In English class, we can return to discussions to add new insights from our ongoing reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another useful tool that gets students talking and listening to each other is \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This simple app allows students to film themselves as they speak. It’s a great way to give students practice speaking, as well as listening, when they watch and respond to their classmates’ vids.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527554\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527554 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/PadletExample-1020x1060.png\" width=\"640\" height=\"665\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-1020x1060.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-160x166.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-800x832.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-768x798.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-960x998.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-240x249.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-375x390.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-520x541.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/PadletExample.png 1112w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Design Lab students use Padlet to share and respond to each other’s projects.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital spaces can also help teachers and students connect in new ways. This year I asked my students to make a selfie video to introduce themselves to me. I told them to limit it to 60 seconds, and to tell me about their hobbies and favorite books, to ask me questions they have about our class, and to film in a location that is special to them. Students filmed themselves with their phones or district-provided iPads, and then submitted their videos via \u003c/span>\u003ca href=\"https://classroom.google.com/u/0/h\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I promised that their videos would not be made public, which allowed them to share openly and honestly. My goodness, I learned so much about each student in less than a minute – much more than I might learn in the classroom or through a written introduction! They filmed in their backyards or bedrooms, with a dog or cat (or hamster or bird) in their lap. They showed me their trophies and ribbons, their family photos, and favorite stuffed animals. They asked questions about the class and shared their favorite books. And I was able to learn their names and personalities so much faster, thanks to their introduction videos.\u003c/span>\u003c/p>\n\u003cp>An added bonus to using digital spaces to share and communicate is that they give students a meaningful context for practicing digital citizenship skills. Prior to any online work, my students and I review expectations for academic writing, thoughtful questions, and constructive feedback.\u003c/p>\n\u003cp>There are lots of great ways to share, contribute, respond, and connect with digital tools, giving each student not only a voice, but valuable speaking, listening, reading, and writing practice. Here are some resources to get you started:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Blogging: \u003c/span>\u003ca href=\"https://www.weebly.com/\">\u003cspan style=\"font-weight: 400\">Weebly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://kidblog.org/home/\">\u003cspan style=\"font-weight: 400\">KidBlog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.blogger.com/\">\u003cspan style=\"font-weight: 400\">Blogger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://wordpress.com/\">\u003cspan style=\"font-weight: 400\">WordPress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, even a \u003c/span>\u003ca href=\"https://laurabradley.me/2016/03/22/read-blog-discuss-repeat/\">\u003cspan style=\"font-weight: 400\">Google Doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be used for blogging.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://www.coolcatteacher.com/how-to-use-padlet-fantastic-tool-teaching/\">\u003cspan style=\"font-weight: 400\">How to Use Padlet: A Fantastic Tool for Teaching\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://flipgrid.com/\">\u003cspan style=\"font-weight: 400\">FlipGrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"http://karlymoura.blogspot.com/2017/04/catch-flipgrid-fever-15-ways-to-use.html\">\u003cspan style=\"font-weight: 400\">Catch the FlipGrid Fever! 15+ Ways to Use FlipGrid in Your Class\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.polleverywhere.com/\">\u003cspan style=\"font-weight: 400\">Poll Everywhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://www.polleverywhere.com/blog/great-ways-to-use-poll-everywhere-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">Great Ways to Use Poll Everywhere in the Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://ditchthattextbook.com/2014/01/30/20-useful-ways-to-use-todaysmeet-in-schools/\">20 Useful Ways to Use TodaysMeet in Schools\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>And if you would like to try blogging with your students, here are three articles offering up some great tips:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/blogging-in-21st-century-classroom-michelle-lampinen\">Blogging in the 21st Century Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/blogging-for-english-language-learners-rusul-alrubail\">Blogging for English Language Learners\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.edutopia.org/blog/flip-ela-class-with-blogs-brian-sztabnik\">Start a Reading Revolution: Flip Your Class with Blogs\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "The Google Docs Table Feature: A Teacher’s Swiss Army Knife | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I teach writing to upper elementary grade students part-time and when I’m not working with kids, I teach writing in an online degree program. Although there are plenty of drawbacks to digital learning environments, the discussion forum in an online class–if thoughtfully moderated–is not among them. On the contrary, discussion forums help keep my college students on-topic, hold them accountable to their claims and, because the forum posts are in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">writing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, the platform can deepen analysis and reflection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I added a written component to the traditional face-to-face discussions I facilitate in my elementary level writing classes, and as my classroom collection of Chromebooks grew over recent years, I began exploring ways to adapt the discussion forum to my younger learners. I experimented with a few of the free online tools available like \u003c/span>\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but the tech tool I’ve come to rely on most is the humble Google doc table feature. So quick, versatile and free!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my previous In the Classroom post, \u003c/span>\u003ca href=\"https://ww2.kqed.org/learning/2016/08/25/a-concrete-approach-to-teaching-revision-sensory-mapping-with-google-docs/\">\u003cspan style=\"font-weight: 400\">A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I discuss using Google tables to help scaffold the revision process. Here, I’ll highlight a couple of ways I use this tool to replicate a discussion forum.\u003c/span>\u003c/p>\n\u003ch3>Setting up a Table in Google Docs\u003c/h3>\n\u003cp>I create a Google doc template using a table to create a box for each student to write in and make (digital) copies as needed (File>Make a copy). I number the boxes so I can easily individualize instruction by assigning specific prompts or questions to specific students, i.e., “If your name is in box 1-5, do prompt 1…” I share a link to the doc with students then project the table on to a screen to highlight and point out prompts or passages quickly to the entire class.\u003c/p>\n\u003cfigure id=\"attachment_527499\" class=\"wp-caption aligncenter\" style=\"max-width: 538px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"538\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527499 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/1.png\" width=\"538\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1.png 538w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-160x133.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-240x199.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-375x311.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-520x431.png 520w\" sizes=\"(max-width: 538px) 100vw, 538px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a template where each student’s name appears in a separate box.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only drawback to a template like this is that there is nothing preventing students from typing in someone else’s box (or deleting the entire table!) either on purpose or accidentally. One work-around is to change share setting to “comment only.” If you go this route, you’ll need to paste a class list onto the bottom of a Google doc in the second column of a two-column table with the borders set to 0. It’s important to set the border to 0 so students can’t see the empty boxes, which can be distracting. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here’s what the table actually looks like with borders showing so you can visualize (it’s actually only the left box that’s empty):\u003c/p>\n\u003cp>[media-credit name=\"Robyn Carter\" align=\"aligncenter\" width=\"626\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527505 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/2-1.png\" width=\"626\" height=\"262\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1.png 626w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-240x100.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-375x157.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-520x218.png 520w\" sizes=\"(max-width: 626px) 100vw, 626px\">[/media-credit]\u003c/p>\n\u003cp>Once the table is set up, ask students to click their names and write responses in comments boxes, like this:\u003c/p>\n\u003cfigure id=\"attachment_527506\" class=\"wp-caption aligncenter\" style=\"max-width: 579px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"579\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527506 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM.png\" width=\"579\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM.png 579w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-160x110.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-240x165.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-375x257.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-520x357.png 520w\" sizes=\"(max-width: 579px) 100vw, 579px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">In this template, names appear in a table column (here, borders are set to 0 point width so the table doesn’t actually show up). Students use the comments tool to post responses in the margin.\u003c/figcaption>\u003c/figure>\n\u003ch3>Workshopping Student Drafts\u003c/h3>\n\u003cp>Workshopping student drafts–presenting works in progress for peer critique–is a key component of writing workshop, but it is also the most easily derailed. When I first started teaching, workshopping student writing meant an oral class discussion, often dominated by a handful of students. The discussion would flounder in generalities (“I like your story”) or drown more nuanced, big-picture issues in a sea of comments about minor editing concerns. It soon became clear that some structure would be essential to keeping the workshopping process dynamic and substantive. After some tinkering, I discovered that Google tables do the trick. I just copy and paste a passage from a student draft into a shared Google doc, along with prompts to bring focus to the peer-critiquing process.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the example below, students discuss how to bring precision to a chase scene in a sci-fi story by two fourth graders. Each student makes a suggested revision in a comment box then responds to a classmate’s suggestion. The “whole class revision” at the bottom resulted from an oral discussion of the passage, highlighting several suggestions posted in comments boxes. As students refined the sentences orally, I typed the lines they dictated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527507\" class=\"wp-caption aligncenter\" style=\"max-width: 624px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"624\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527507 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM.png\" width=\"624\" height=\"473\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM.png 624w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-240x182.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-375x284.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-520x394.png 520w\" sizes=\"(max-width: 624px) 100vw, 624px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a screenshot of a shared Google doc my class used to workshop a passage from a student draft in progress. Each student’s name appears in the right hand column of a table (with borders set to 0 point width). Students post responses in comments boxes. Click the image to access the actual document.\u003c/figcaption>\u003c/figure>\n\u003ch3>Exploring Mentor Texts\u003c/h3>\n\u003cp>I devote a lot of time in my writing workshops to close looks at mentor author techniques and strategies. Several times during the course of a whole-class novel study, my students do a mentor text exercise: I paste passages that illustrate how a mentor author handles a specific writing challenge onto a shared Google doc and ask students to analyze how the strategy is working. Then, they try it out in their own works in progress. I list student names in a table, and they use the comments feature to post their impressions and experiments with the strategy under consideration. Typically, while students work on a mentor text exercise, they have the shared Google doc open in one tab, and their own draft open in another. They paste a sentence or passage they want to revise as part of the exercise into a comment box in the shared doc. Click the images below to see examples.\u003c/p>\n\u003cfigure id=\"attachment_527514\" class=\"wp-caption aligncenter\" style=\"max-width: 627px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"627\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527514 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM.png\" width=\"627\" height=\"452\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM.png 627w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-240x173.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-375x270.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-520x375.png 520w\" sizes=\"(max-width: 627px) 100vw, 627px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a screenshot of a shared Google doc my class used for a mentor text exercise on writing dialog tags and beats. Each student’s name appears in the right hand column of a table (with borders set to 0 point width). Students post responses in comments boxes. Click the image to access the actual document.\u003c/figcaption>\u003c/figure>\n\u003ch3>Benefits of the Google Docs Table\u003c/h3>\n\u003cp>The shared Google doc enables me to give real-time feedback to each student using the comments feature without having to click between different documents, or worse, rifle through a stack of papers after the discussion is over. Another advantage is that I can edit as I teach. If students misunderstand the wording in directions or prompts, I can immediately clarify, and students will see my clarification in writing as I type it. The single table on the same shared document means students can see each other’s responses, see my feedback, and comment on one another’s posts. A blank cell or missing comment box lets me know which students haven’t responded yet. Nobody falls through the cracks the way quieter kids sometimes can during oral discussions. And the public nature of the table motivates kids to get thinking and writing. Nobody wants their box to be empty.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform does something similar but does not offer any way to differentiate instruction; it requires every student to respond to the same prompt. Another drawback to Formative is that it doesn’t offer way for a teacher to see at a glance which students have responded and which have not.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Google docs and tables, on the other hand, are as customizable as you’d like; different students can discuss different elements or perspectives on a single theme, problem or topic. Another plus: the documents automatically save to each students “shared with me” file on Google Drive. This means at any point in the revision process they can easily find peer and instructor feedback on a draft they workshopped with the class. And perhaps most importantly, students can respond to my comments as well as each other’s; learning is not a one-way, teacher-paved street, but more of a web.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I teach writing to upper elementary grade students part-time and when I’m not working with kids, I teach writing in an online degree program. Although there are plenty of drawbacks to digital learning environments, the discussion forum in an online class–if thoughtfully moderated–is not among them. On the contrary, discussion forums help keep my college students on-topic, hold them accountable to their claims and, because the forum posts are in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">writing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, the platform can deepen analysis and reflection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I added a written component to the traditional face-to-face discussions I facilitate in my elementary level writing classes, and as my classroom collection of Chromebooks grew over recent years, I began exploring ways to adapt the discussion forum to my younger learners. I experimented with a few of the free online tools available like \u003c/span>\u003ca href=\"https://todaysmeet.com/\">\u003cspan style=\"font-weight: 400\">TodaysMeet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but the tech tool I’ve come to rely on most is the humble Google doc table feature. So quick, versatile and free!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my previous In the Classroom post, \u003c/span>\u003ca href=\"https://ww2.kqed.org/learning/2016/08/25/a-concrete-approach-to-teaching-revision-sensory-mapping-with-google-docs/\">\u003cspan style=\"font-weight: 400\">A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I discuss using Google tables to help scaffold the revision process. Here, I’ll highlight a couple of ways I use this tool to replicate a discussion forum.\u003c/span>\u003c/p>\n\u003ch3>Setting up a Table in Google Docs\u003c/h3>\n\u003cp>I create a Google doc template using a table to create a box for each student to write in and make (digital) copies as needed (File>Make a copy). I number the boxes so I can easily individualize instruction by assigning specific prompts or questions to specific students, i.e., “If your name is in box 1-5, do prompt 1…” I share a link to the doc with students then project the table on to a screen to highlight and point out prompts or passages quickly to the entire class.\u003c/p>\n\u003cfigure id=\"attachment_527499\" class=\"wp-caption aligncenter\" style=\"max-width: 538px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"538\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527499 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/1.png\" width=\"538\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1.png 538w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-160x133.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-240x199.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-375x311.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/1-520x431.png 520w\" sizes=\"(max-width: 538px) 100vw, 538px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a template where each student’s name appears in a separate box.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only drawback to a template like this is that there is nothing preventing students from typing in someone else’s box (or deleting the entire table!) either on purpose or accidentally. One work-around is to change share setting to “comment only.” If you go this route, you’ll need to paste a class list onto the bottom of a Google doc in the second column of a two-column table with the borders set to 0. It’s important to set the border to 0 so students can’t see the empty boxes, which can be distracting. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here’s what the table actually looks like with borders showing so you can visualize (it’s actually only the left box that’s empty):\u003c/p>\n\u003cp>[media-credit name=\"Robyn Carter\" align=\"aligncenter\" width=\"626\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527505 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/2-1.png\" width=\"626\" height=\"262\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1.png 626w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-240x100.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-375x157.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/2-1-520x218.png 520w\" sizes=\"(max-width: 626px) 100vw, 626px\">[/media-credit]\u003c/p>\n\u003cp>Once the table is set up, ask students to click their names and write responses in comments boxes, like this:\u003c/p>\n\u003cfigure id=\"attachment_527506\" class=\"wp-caption aligncenter\" style=\"max-width: 579px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"579\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527506 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM.png\" width=\"579\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM.png 579w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-160x110.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-240x165.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-375x257.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.15.03-PM-520x357.png 520w\" sizes=\"(max-width: 579px) 100vw, 579px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">In this template, names appear in a table column (here, borders are set to 0 point width so the table doesn’t actually show up). Students use the comments tool to post responses in the margin.\u003c/figcaption>\u003c/figure>\n\u003ch3>Workshopping Student Drafts\u003c/h3>\n\u003cp>Workshopping student drafts–presenting works in progress for peer critique–is a key component of writing workshop, but it is also the most easily derailed. When I first started teaching, workshopping student writing meant an oral class discussion, often dominated by a handful of students. The discussion would flounder in generalities (“I like your story”) or drown more nuanced, big-picture issues in a sea of comments about minor editing concerns. It soon became clear that some structure would be essential to keeping the workshopping process dynamic and substantive. After some tinkering, I discovered that Google tables do the trick. I just copy and paste a passage from a student draft into a shared Google doc, along with prompts to bring focus to the peer-critiquing process.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the example below, students discuss how to bring precision to a chase scene in a sci-fi story by two fourth graders. Each student makes a suggested revision in a comment box then responds to a classmate’s suggestion. The “whole class revision” at the bottom resulted from an oral discussion of the passage, highlighting several suggestions posted in comments boxes. As students refined the sentences orally, I typed the lines they dictated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_527507\" class=\"wp-caption aligncenter\" style=\"max-width: 624px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"624\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527507 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM.png\" width=\"624\" height=\"473\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM.png 624w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-240x182.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-375x284.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.17.42-PM-520x394.png 520w\" sizes=\"(max-width: 624px) 100vw, 624px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a screenshot of a shared Google doc my class used to workshop a passage from a student draft in progress. Each student’s name appears in the right hand column of a table (with borders set to 0 point width). Students post responses in comments boxes. Click the image to access the actual document.\u003c/figcaption>\u003c/figure>\n\u003ch3>Exploring Mentor Texts\u003c/h3>\n\u003cp>I devote a lot of time in my writing workshops to close looks at mentor author techniques and strategies. Several times during the course of a whole-class novel study, my students do a mentor text exercise: I paste passages that illustrate how a mentor author handles a specific writing challenge onto a shared Google doc and ask students to analyze how the strategy is working. Then, they try it out in their own works in progress. I list student names in a table, and they use the comments feature to post their impressions and experiments with the strategy under consideration. Typically, while students work on a mentor text exercise, they have the shared Google doc open in one tab, and their own draft open in another. They paste a sentence or passage they want to revise as part of the exercise into a comment box in the shared doc. Click the images below to see examples.\u003c/p>\n\u003cfigure id=\"attachment_527514\" class=\"wp-caption aligncenter\" style=\"max-width: 627px\">[media-credit standalone=0 id=11279 align=\"aligncenter\" width=\"627\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527514 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM.png\" width=\"627\" height=\"452\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM.png 627w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-240x173.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-375x270.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-03-at-4.31.54-PM-520x375.png 520w\" sizes=\"(max-width: 627px) 100vw, 627px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Here’s a screenshot of a shared Google doc my class used for a mentor text exercise on writing dialog tags and beats. Each student’s name appears in the right hand column of a table (with borders set to 0 point width). Students post responses in comments boxes. Click the image to access the actual document.\u003c/figcaption>\u003c/figure>\n\u003ch3>Benefits of the Google Docs Table\u003c/h3>\n\u003cp>The shared Google doc enables me to give real-time feedback to each student using the comments feature without having to click between different documents, or worse, rifle through a stack of papers after the discussion is over. Another advantage is that I can edit as I teach. If students misunderstand the wording in directions or prompts, I can immediately clarify, and students will see my clarification in writing as I type it. The single table on the same shared document means students can see each other’s responses, see my feedback, and comment on one another’s posts. A blank cell or missing comment box lets me know which students haven’t responded yet. Nobody falls through the cracks the way quieter kids sometimes can during oral discussions. And the public nature of the table motivates kids to get thinking and writing. Nobody wants their box to be empty.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform does something similar but does not offer any way to differentiate instruction; it requires every student to respond to the same prompt. Another drawback to Formative is that it doesn’t offer way for a teacher to see at a glance which students have responded and which have not.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Google docs and tables, on the other hand, are as customizable as you’d like; different students can discuss different elements or perspectives on a single theme, problem or topic. Another plus: the documents automatically save to each students “shared with me” file on Google Drive. This means at any point in the revision process they can easily find peer and instructor feedback on a draft they workshopped with the class. And perhaps most importantly, students can respond to my comments as well as each other’s; learning is not a one-way, teacher-paved street, but more of a web.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Coding in English Class? Yes! And in Your Class, Too!",
"headTitle": "Coding in English Class? Yes! And in Your Class, Too! | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When the \u003c/span>\u003ca href=\"https://hourofcode.com/us\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> launched in 2013, I set aside my English curriculum for one day so my eighth graders could experiment with computer coding. There was just one problem: I had never written a line of code in my life! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, the Hour of Code offers more than 200 \u003c/span>\u003ca href=\"https://hourofcode.com/us/learn\">\u003cspan style=\"font-weight: 400\">video tutorials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all ages and abilities. My students could choose hour-long tutorials with themes like \u003c/span>\u003ca href=\"https://code.org/minecraft\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://code.org/starwars\">\u003cspan style=\"font-weight: 400\">Star Wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://studio.code.org/hoc/1\">\u003cspan style=\"font-weight: 400\">Angry Birds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://studio.code.org/s/frozen/stage/1/puzzle/1\">\u003cspan style=\"font-weight: 400\">Frozen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://partners.disney.com/hour-of-code?cds&cmp=vanity%7Cnatural%7Cus%7Cmoanahoc%7C\">\u003cspan style=\"font-weight: 400\">Moana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. Love \u003c/span>\u003ca href=\"https://scratch.mit.edu/projects/164200615/#editor\">\u003cspan style=\"font-weight: 400\">music\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? There’s an Hour of Code tutorial for you. \u003c/span>\u003ca href=\"https://studio.code.org/s/artist/stage/1/puzzle/1\">\u003cspan style=\"font-weight: 400\">Art\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Check. \u003c/span>\u003ca href=\"https://www.tynker.com/hour-of-code/hot-wheels\">\u003cspan style=\"font-weight: 400\">Race cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Check. \u003c/span>\u003ca href=\"https://code.org/athletes\">\u003cspan style=\"font-weight: 400\">Sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Got it. Don’t have devices for all your students? That’s Okay! The Hour of Code even offers \u003c/span>\u003ca href=\"https://studio.code.org/s/course1/stage/12/puzzle/1\">\u003cspan style=\"font-weight: 400\">unplugged lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that introduce students to the language and logic of coding without computers. These hands-on, interactive tutorials make learning about computer coding fun and engaging. But that one-hour exploration was as far as we went. The next day we were back to writing literary analysis.\u003c/span>\u003c/p>\n\u003cp>Three years later, I decided it was time to go deeper with coding, to incorporate it into a unit that would not just teach my students about coding but would also reinforce what they had been learning in my English class. My first ever three-week coding unit wrapped up our semester in a fun and powerful way, and even had direct connections to our English curriculum.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students had spent most of the first semester writing their own novels (thanks to \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/01/nanowrimo-challenge-helps-students-write-and-publish-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">NaNoWriMo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), so they were very familiar with the elements of a story. And although I’m not much of a gamer myself, I do know that video and computer games are usually based on a story: a main character attempts to do something or go somewhere, but encounters obstacles along the way to an ultimate \u003c/span>\u003cspan style=\"font-weight: 400\">destination. I asked my students to compare the elements of a novel with the elements of a game, and right away they saw the similarities.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523955\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/NovelsVSgames-800x623.png\" width=\"550\" height=\"428\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-800x623.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-768x598.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-1020x794.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-960x747.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-240x187.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-375x292.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-520x405.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames.png 1048w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next my students \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AgCPcgBTqq_rTCd7YWmr1v8m15ARYTCQP_igl690ndA/edit\">\u003cspan style=\"font-weight: 400\">brainstormed ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for computer games based on the novel they had just written. Rather than coming up with a brand new idea, their novel plots provided them with developed characters and rich stories for their games. But their games couldn’t be as long or complex as their novels had been, so they had to spend some time narrowing down the adventure for their protagonist, planning for obstacles to be faced, and designing the ultimate “win.” That exercise alone was a valuable part of their ongoing literature study.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After they shared their game ideas aloud (and got more ideas from their classmates), it was time to introduce them to coding. Thanks to \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free program from MIT that teaches coding through a drag-and-drop interface, even beginners can learn to code animations, games, and interactive stories. We started with a step-by-step guide for \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B9my4Lz-q-qLcEVhNm0yRXF5ckk/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">creating a basic game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students worked in pairs or groups (each with their own Chromebook), and I encouraged them to talk to each other as they started learning the vocabulary and logic of Scratch and coding.\u003c/span>\u003c/p>\n\u003cp>Although coding may not seem to fit in an English class, my students quickly discovered two similarities: coding is a language with its own vocabulary, and proofreading one’s work is critical. That misplaced semicolon will bring their game to a halt, so coding helps students practice that essential skill of carefully reading over and proofreading their work.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once my students completed the practice game and had a plan for their novel-based game, they were ready to start creating in Scratch. In addition to the tutorials on the Hour of Code site, Scratch itself offers \u003c/span>\u003ca href=\"https://scratch.mit.edu/help/\">\u003cspan style=\"font-weight: 400\">lots of support\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, allowing students to work at their own pace and continue with their game development at home. As my students coded their games and learned the ins and outs of the program, I stopped them periodically so they could share what they were learning with the class. It was great to see kids becoming experts who could then help their classmates code a more complicated game. Some had so much fun, they chose to stay in at lunch to keep working.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523954\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/ScratchExperts-800x600.jpg\" width=\"550\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts.jpg 1632w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We wrapped up our coding unit by playing \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1XBru_nRK3joO5HDA_PGe58tHpmucLMnIK-JMKHyt5_Y/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">one another’s games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and giving feedback via Google Forms that each game designer created for him/herself. Most students said their game wasn’t finished yet, and they planned to continue working on it over the winter break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether or not my students pursue computer science in the future, they have at least been introduced to the concepts, discovered that they can program a computer to do what they want, and they know where to go if they would like to keep learning. Beyond the Scratch lessons, students can learn to code on their own on sites like \u003c/span>\u003ca href=\"https://www.khanacademy.org/#/computing\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.codecademy.com/\">\u003cspan style=\"font-weight: 400\">Codecademy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Google’s \u003c/span>\u003ca href=\"https://www.cs-first.com/en/home\">\u003cspan style=\"font-weight: 400\">CS First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523952\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/codingatlunch-800x600.jpg\" width=\"550\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-520x390.jpg 520w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So why would I take three weeks out of my English curriculum to let my students learn the basics of computer coding? Why should teachers of science, history, or math do the same? Whether or not our students choose to pursue computer science, it is worth the time to incorporate coding into our curriculum because coding:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">builds problem-solving skills and logical thinking\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">opens new avenues to creativity\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">gives students a foundation for success in 21st century careers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">reinforces our own curriculum through a different lens\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">helps students understand how their own technology works\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">opens their eyes to potential careers\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can you incorporate computer coding in a meaningful way in your classroom? Check out this \u003c/span>\u003ca href=\"https://www.teachingchannel.org/blog/2016/02/25/coding-math-gbt/\">\u003cspan style=\"font-weight: 400\">coding plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for math class; read how teachers are incorporating \u003c/span>\u003ca href=\"http://www.slate.com/articles/technology/future_tense/2015/04/building_coding_into_art_english_and_history_classes.html\">\u003cspan style=\"font-weight: 400\">coding in art and history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> classes; and download a free guide full of coding projects \u003c/span>\u003ca href=\"http://scratched.gse.harvard.edu/guide/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. You don’t have to be a computer scientist to introduce your students to the magic and potential of coding!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When the \u003c/span>\u003ca href=\"https://hourofcode.com/us\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> launched in 2013, I set aside my English curriculum for one day so my eighth graders could experiment with computer coding. There was just one problem: I had never written a line of code in my life! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, the Hour of Code offers more than 200 \u003c/span>\u003ca href=\"https://hourofcode.com/us/learn\">\u003cspan style=\"font-weight: 400\">video tutorials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all ages and abilities. My students could choose hour-long tutorials with themes like \u003c/span>\u003ca href=\"https://code.org/minecraft\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://code.org/starwars\">\u003cspan style=\"font-weight: 400\">Star Wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://studio.code.org/hoc/1\">\u003cspan style=\"font-weight: 400\">Angry Birds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://studio.code.org/s/frozen/stage/1/puzzle/1\">\u003cspan style=\"font-weight: 400\">Frozen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://partners.disney.com/hour-of-code?cds&cmp=vanity%7Cnatural%7Cus%7Cmoanahoc%7C\">\u003cspan style=\"font-weight: 400\">Moana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. Love \u003c/span>\u003ca href=\"https://scratch.mit.edu/projects/164200615/#editor\">\u003cspan style=\"font-weight: 400\">music\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? There’s an Hour of Code tutorial for you. \u003c/span>\u003ca href=\"https://studio.code.org/s/artist/stage/1/puzzle/1\">\u003cspan style=\"font-weight: 400\">Art\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Check. \u003c/span>\u003ca href=\"https://www.tynker.com/hour-of-code/hot-wheels\">\u003cspan style=\"font-weight: 400\">Race cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Check. \u003c/span>\u003ca href=\"https://code.org/athletes\">\u003cspan style=\"font-weight: 400\">Sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Got it. Don’t have devices for all your students? That’s Okay! The Hour of Code even offers \u003c/span>\u003ca href=\"https://studio.code.org/s/course1/stage/12/puzzle/1\">\u003cspan style=\"font-weight: 400\">unplugged lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that introduce students to the language and logic of coding without computers. These hands-on, interactive tutorials make learning about computer coding fun and engaging. But that one-hour exploration was as far as we went. The next day we were back to writing literary analysis.\u003c/span>\u003c/p>\n\u003cp>Three years later, I decided it was time to go deeper with coding, to incorporate it into a unit that would not just teach my students about coding but would also reinforce what they had been learning in my English class. My first ever three-week coding unit wrapped up our semester in a fun and powerful way, and even had direct connections to our English curriculum.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students had spent most of the first semester writing their own novels (thanks to \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/01/nanowrimo-challenge-helps-students-write-and-publish-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">NaNoWriMo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), so they were very familiar with the elements of a story. And although I’m not much of a gamer myself, I do know that video and computer games are usually based on a story: a main character attempts to do something or go somewhere, but encounters obstacles along the way to an ultimate \u003c/span>\u003cspan style=\"font-weight: 400\">destination. I asked my students to compare the elements of a novel with the elements of a game, and right away they saw the similarities.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523955\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/NovelsVSgames-800x623.png\" width=\"550\" height=\"428\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-800x623.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-768x598.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-1020x794.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-960x747.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-240x187.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-375x292.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames-520x405.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/NovelsVSgames.png 1048w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next my students \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AgCPcgBTqq_rTCd7YWmr1v8m15ARYTCQP_igl690ndA/edit\">\u003cspan style=\"font-weight: 400\">brainstormed ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for computer games based on the novel they had just written. Rather than coming up with a brand new idea, their novel plots provided them with developed characters and rich stories for their games. But their games couldn’t be as long or complex as their novels had been, so they had to spend some time narrowing down the adventure for their protagonist, planning for obstacles to be faced, and designing the ultimate “win.” That exercise alone was a valuable part of their ongoing literature study.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After they shared their game ideas aloud (and got more ideas from their classmates), it was time to introduce them to coding. Thanks to \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free program from MIT that teaches coding through a drag-and-drop interface, even beginners can learn to code animations, games, and interactive stories. We started with a step-by-step guide for \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B9my4Lz-q-qLcEVhNm0yRXF5ckk/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">creating a basic game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students worked in pairs or groups (each with their own Chromebook), and I encouraged them to talk to each other as they started learning the vocabulary and logic of Scratch and coding.\u003c/span>\u003c/p>\n\u003cp>Although coding may not seem to fit in an English class, my students quickly discovered two similarities: coding is a language with its own vocabulary, and proofreading one’s work is critical. That misplaced semicolon will bring their game to a halt, so coding helps students practice that essential skill of carefully reading over and proofreading their work.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once my students completed the practice game and had a plan for their novel-based game, they were ready to start creating in Scratch. In addition to the tutorials on the Hour of Code site, Scratch itself offers \u003c/span>\u003ca href=\"https://scratch.mit.edu/help/\">\u003cspan style=\"font-weight: 400\">lots of support\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, allowing students to work at their own pace and continue with their game development at home. As my students coded their games and learned the ins and outs of the program, I stopped them periodically so they could share what they were learning with the class. It was great to see kids becoming experts who could then help their classmates code a more complicated game. Some had so much fun, they chose to stay in at lunch to keep working.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523954\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/ScratchExperts-800x600.jpg\" width=\"550\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/ScratchExperts.jpg 1632w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We wrapped up our coding unit by playing \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1XBru_nRK3joO5HDA_PGe58tHpmucLMnIK-JMKHyt5_Y/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">one another’s games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and giving feedback via Google Forms that each game designer created for him/herself. Most students said their game wasn’t finished yet, and they planned to continue working on it over the winter break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether or not my students pursue computer science in the future, they have at least been introduced to the concepts, discovered that they can program a computer to do what they want, and they know where to go if they would like to keep learning. Beyond the Scratch lessons, students can learn to code on their own on sites like \u003c/span>\u003ca href=\"https://www.khanacademy.org/#/computing\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.codecademy.com/\">\u003cspan style=\"font-weight: 400\">Codecademy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Google’s \u003c/span>\u003ca href=\"https://www.cs-first.com/en/home\">\u003cspan style=\"font-weight: 400\">CS First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"550\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-523952\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/codingatlunch-800x600.jpg\" width=\"550\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/codingatlunch-520x390.jpg 520w\" sizes=\"(max-width: 550px) 100vw, 550px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So why would I take three weeks out of my English curriculum to let my students learn the basics of computer coding? Why should teachers of science, history, or math do the same? Whether or not our students choose to pursue computer science, it is worth the time to incorporate coding into our curriculum because coding:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">builds problem-solving skills and logical thinking\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">opens new avenues to creativity\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">gives students a foundation for success in 21st century careers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">reinforces our own curriculum through a different lens\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">helps students understand how their own technology works\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">opens their eyes to potential careers\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can you incorporate computer coding in a meaningful way in your classroom? Check out this \u003c/span>\u003ca href=\"https://www.teachingchannel.org/blog/2016/02/25/coding-math-gbt/\">\u003cspan style=\"font-weight: 400\">coding plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for math class; read how teachers are incorporating \u003c/span>\u003ca href=\"http://www.slate.com/articles/technology/future_tense/2015/04/building_coding_into_art_english_and_history_classes.html\">\u003cspan style=\"font-weight: 400\">coding in art and history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> classes; and download a free guide full of coding projects \u003c/span>\u003ca href=\"http://scratched.gse.harvard.edu/guide/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. You don’t have to be a computer scientist to introduce your students to the magic and potential of coding!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Flipgrid: The Global Classroom Connections Maker",
"headTitle": "Flipgrid: The Global Classroom Connections Maker | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In an increasingly connected, global society, it’s not surprising that now, more than ever, teachers and students are looking for opportunities to interact with each other and content experts around the world. But the challenges posed by time differences can be a barrier. A Skype call between California and France requires one party to participate either too early or too late for logistical ease, let alone comfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fortunately, there are tools that can allow for meaningful interaction, but asynchronously, meaning both parties don’t have to be online at the same time. One of my favorites is \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=nRy1F53JeJU\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flipgrid allows teachers to set up a site (“grid”) and pose a question via video for students or others to answer, also via video. Once users have replied to an initial question, their responses become part of threaded video conversations. Participants can respond directly to the initial question or to any other response that has been recorded on the grid.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11360 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-518488\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-800x588.png\" width=\"640\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-800x588.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-768x564.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-240x176.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-375x276.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-520x382.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng.png 875w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a language teacher, this tool is invaluable. I want my students to have conversations beyond the classroom. I want them to interact with other French speakers, rather than solely with each other and myself. But living in California, contacting our epals in France is rendered unlikely due to the nine-hour time difference. When we are in class, they are at home with their families, not in a central location where we can all Skype. The same is true when they are in class. Contacting our Peace Corps volunteer friend in Cameroon, West Africa, isn’t much better. Sure the time difference is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">only\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> eight hours, but she lives in a village without Internet. When she is in town and can get online, it is the weekend and my students are scattered all over the Sacramento region. Flipgrid to the rescue!\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have multiple grids running: one to our epals in France and one to a university student who told us about her ERASMUS program participation. (ERASMUS is a program that provides European university students with a year or semester abroad in another European country to perfect their language skills and build their cultural knowledge.) We also have a grid running with our Peace Corps volunteer in West Africa.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is \u003ca href=\"//flipgrid.com/t1qrks8\">our grid with \u003c/a>Maylis, the French college student who spent this school year in the ERASMUS program. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11360 align=\"aligncenter\" width=\"540\"]\u003ca href=\"https://flipgrid.com/t1qrks8\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-518566\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-800x597.png\" width=\"540\" height=\"403\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-800x597.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-768x573.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-240x179.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-375x280.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-520x388.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM.png 877w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To view, click on the image appearing above and then on one of the round photo thumbnails below the introductory video in order to hear the students’ interactions with Maylis. The grid has been made active so that you can explore the ways the students participated. However, if you attempt to submit a question or a response, it will not be posted\u003c/span>\u003c/p>\n\u003cp>But Flipgrid doesn’t have to be limited to language classes. Social science and science teachers can use Flipgrid to connect their students to experts, eyewitnesses and others with expertise about the content they are studying. Similarly, English teachers can use Flipgrid to allow students to interact with authors or literary experts, and visual and performing arts teachers can converse with artists and performers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enabling others to participate in your grid is as easy as sending them a link. They can reply (or post their own questions) using a computer with a Webcam. Or, if you send the grid code (generated by Flipgrid), users can paste it in their Flipgrid app and participate from their phones.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When individuals participate, they will\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Listen to the question (or to replies from other participants).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose to reply to the original topic question or to another participant.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Hit the + symbol to add their response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Record the video of their response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Preview the video and re-record if necessary. (Note that it is not possible to edit only a portion of the video response.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Submit the response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Add a thumbnail shot that will appear on the grid — usually people take selfies, but they could take a picture of an object, if desired.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can create multiple grids, and grids can also have multiple topics within them. So far, I have not needed to create grids with multiple topics, but the ability to do so can be very useful. For example, elementary teachers may want to create different grids for two or three of their subject areas — such as ELA, science and history — and then use each grid to discuss different aspects of that content throughout the year. Students can have discussions with each other on the grids, with other classes studying the same content, or with content experts around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can try Flipgrid for free with a 30-day trial and one-year subscription costs $65, which is quite reasonable for a tool that brings the world’s voices to your classroom and sends your students’ voices around the world. My school’s PTSA (Parent Teacher Student Association) provides small grants to teachers each year, which has covered my costs. If this is an option at your school, it is worth investigating.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I encourage you to t\u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">ry Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and see how easy it is to engage students in rich, meaningful interactions, regardless of age, content or even time zone. \u003c/span>\u003c/p>\n\n",
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"description": "In an increasingly connected, global society, it’s not surprising that now, more than ever, teachers and students are looking for opportunities to interact with each other and content experts around the world. But the challenges posed by time differences can be a barrier. A Skype call between California and France requires one party to participate",
"title": "Flipgrid: The Global Classroom Connections Maker | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In an increasingly connected, global society, it’s not surprising that now, more than ever, teachers and students are looking for opportunities to interact with each other and content experts around the world. But the challenges posed by time differences can be a barrier. A Skype call between California and France requires one party to participate either too early or too late for logistical ease, let alone comfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fortunately, there are tools that can allow for meaningful interaction, but asynchronously, meaning both parties don’t have to be online at the same time. One of my favorites is \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nRy1F53JeJU'\n title='//www.youtube.com/embed/nRy1F53JeJU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Flipgrid allows teachers to set up a site (“grid”) and pose a question via video for students or others to answer, also via video. Once users have replied to an initial question, their responses become part of threaded video conversations. Participants can respond directly to the initial question or to any other response that has been recorded on the grid.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11360 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-518488\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-800x588.png\" width=\"640\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-800x588.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-768x564.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-240x176.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-375x276.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng-520x382.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Nicole-Naditzpng.png 875w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a language teacher, this tool is invaluable. I want my students to have conversations beyond the classroom. I want them to interact with other French speakers, rather than solely with each other and myself. But living in California, contacting our epals in France is rendered unlikely due to the nine-hour time difference. When we are in class, they are at home with their families, not in a central location where we can all Skype. The same is true when they are in class. Contacting our Peace Corps volunteer friend in Cameroon, West Africa, isn’t much better. Sure the time difference is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">only\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> eight hours, but she lives in a village without Internet. When she is in town and can get online, it is the weekend and my students are scattered all over the Sacramento region. Flipgrid to the rescue!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have multiple grids running: one to our epals in France and one to a university student who told us about her ERASMUS program participation. (ERASMUS is a program that provides European university students with a year or semester abroad in another European country to perfect their language skills and build their cultural knowledge.) We also have a grid running with our Peace Corps volunteer in West Africa.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is \u003ca href=\"//flipgrid.com/t1qrks8\">our grid with \u003c/a>Maylis, the French college student who spent this school year in the ERASMUS program. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11360 align=\"aligncenter\" width=\"540\"]\u003ca href=\"https://flipgrid.com/t1qrks8\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-518566\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-800x597.png\" width=\"540\" height=\"403\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-800x597.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-768x573.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-240x179.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-375x280.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM-520x388.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-14-at-4.31.41-PM.png 877w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To view, click on the image appearing above and then on one of the round photo thumbnails below the introductory video in order to hear the students’ interactions with Maylis. The grid has been made active so that you can explore the ways the students participated. However, if you attempt to submit a question or a response, it will not be posted\u003c/span>\u003c/p>\n\u003cp>But Flipgrid doesn’t have to be limited to language classes. Social science and science teachers can use Flipgrid to connect their students to experts, eyewitnesses and others with expertise about the content they are studying. Similarly, English teachers can use Flipgrid to allow students to interact with authors or literary experts, and visual and performing arts teachers can converse with artists and performers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enabling others to participate in your grid is as easy as sending them a link. They can reply (or post their own questions) using a computer with a Webcam. Or, if you send the grid code (generated by Flipgrid), users can paste it in their Flipgrid app and participate from their phones.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When individuals participate, they will\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Listen to the question (or to replies from other participants).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose to reply to the original topic question or to another participant.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Hit the + symbol to add their response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Record the video of their response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Preview the video and re-record if necessary. (Note that it is not possible to edit only a portion of the video response.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Submit the response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Add a thumbnail shot that will appear on the grid — usually people take selfies, but they could take a picture of an object, if desired.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can create multiple grids, and grids can also have multiple topics within them. So far, I have not needed to create grids with multiple topics, but the ability to do so can be very useful. For example, elementary teachers may want to create different grids for two or three of their subject areas — such as ELA, science and history — and then use each grid to discuss different aspects of that content throughout the year. Students can have discussions with each other on the grids, with other classes studying the same content, or with content experts around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can try Flipgrid for free with a 30-day trial and one-year subscription costs $65, which is quite reasonable for a tool that brings the world’s voices to your classroom and sends your students’ voices around the world. My school’s PTSA (Parent Teacher Student Association) provides small grants to teachers each year, which has covered my costs. If this is an option at your school, it is worth investigating.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I encourage you to t\u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">ry Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and see how easy it is to engage students in rich, meaningful interactions, regardless of age, content or even time zone. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Elementary School Students and their Teachers Tell Stories in the Digital Age",
"headTitle": "How Elementary School Students and their Teachers Tell Stories in the Digital Age | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Parents, children, grandmothers and grandfathers are sitting around a campfire, a table or a hammock, telling stories. I paint this picture in my elementary school classroom each year as we discuss that people have been sharing stories, passed down from generation to generation, since the beginning of recorded time. Whether narratives were humorous, frightening, heart-wrenching or informative, listeners were engrossed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve come a long way since the days when the stories were told exclusively orally, then later in writing. Today, we can choose from an ever-increasing number of technology-based mediums to tell our tales. And they add to the magic. The glitter. The passion. There is something about the ability of students to\u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/W/3/6/\"> \u003cspan style=\"font-weight: 400\">use technology to tell their stories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that changes the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">introducing Skype to my students \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">eight years ago, they posed a question. We had concluded a terrific conversation with Robert Kimmel Smith, the author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The War with Grandpa,\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">and they asked me if they could publish their own books. “For real!” they exclaimed. I gave it some thought. Why should these nine year olds have to wait until they’re grown up? So, I did a little research and found a terrific website that would allow them to do just that. Publish today!\u003c/span>\u003c/p>\n\u003ch3>Book Publishing\u003c/h3>\n\u003cp>\u003ca href=\"http://www.storyjumper.com\">\u003cb>Storyjumper\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows students to write and design their own stories. It’s easy to use and my students took to it right away. Kids are given the flexibility to decide on all of the elements, from the graphics or photos they’d like to use to the color schemes to the text fonts. One of the favorite extras is that as the pages turn, audio of page turning emerges. It makes it feel like a real book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing our books, we invited parents in for a writing celebration, and I informed them that they had the option to purchase actual hardcover copies of their child’s project. My students were beaming as their parents issued a collective gasp (true story). \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We were hooked. This writing project was a huge success. Students put in a great deal of effort, knowing that the end result of the project was going to be a tangible product that they could send digitally or hand to family members to read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The site continues to offer new and exciting options. Paperback versions are now available, and students can even download copies directly. The Storyjumper version of digital storytelling allows for collaboration as several students can work simultaneously on one text.\u003c/span> \u003cspan style=\"font-weight: 400\">Click on the image below to see a sample, written by a former third grade student\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"530\"]\u003ca href=\"https://www.storyjumper.com/book/index/437802/4bd8d1d1f3ca9\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-515902 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM.png\" width=\"530\" height=\"377\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM.png 530w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-240x171.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-375x267.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-520x370.png 520w\" sizes=\"(max-width: 530px) 100vw, 530px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>Over the years, since our first digital publishing experience, students in my classes have told their stories using several other websites and apps, each offering its own advantages.\u003c/p>\n\u003ch3>Voiceover Project\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">While StoryJumper allows for publishing that appears like a book, \u003c/span>\u003ca href=\"https://voicethread.com/\">\u003cb>Voicethread\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows students to tell stories with their own voices, drawings and even videos.\u003c/span> \u003cspan style=\"font-weight: 400\">My students have used Voicethread\u003c/span> \u003cspan style=\"font-weight: 400\">to create digital stories — drawing pictures by hand and inserting them into a new project. After finishing the writing process, they practice their speaking skills and then complete their voiceovers. \u003c/span>\u003cspan style=\"font-weight: 400\">Voilà!\u003c/span> \u003ca href=\"https://voicethread.com/myvoice/thread/7343034/39405056/40524225/\">\u003cspan style=\"font-weight: 400\">One digital story is then completed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A bonus with Voicethread is that viewers may comment on each other’s work via text, video or audio. I’ve seen time and time again that when students know that their classmates and parents will comment on their work, and are cognizant of the fact that there is a wider audience than solely their teacher, they tend to take more ownership of their projects.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516413 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1020x408.jpg\" width=\"640\" height=\"256\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1020x408.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-160x64.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-800x320.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-768x307.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1920x768.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1180x472.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-960x384.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-240x96.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-375x150.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-520x208.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch3>Mini Movie\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">One year, for our\u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/W/3/1/\"> \u003cspan style=\"font-weight: 400\">Persuade unit of study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students created trailers with\u003c/span>\u003ca href=\"https://www.apple.com/imovie/\"> \u003cb>iMovie\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, using powerful music to accompany video and text and argue one side of a case. Our class had a Skype session with Nixiwaka, an Amazon Indian from the Yawanawá tribe of Brazil.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516411 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/IMG_3548-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After an intense discussion, in which he shared his experiences encountering wildlife and of seeing the Amazon vanishing around him, my students were inspired to take action. They made trailers\u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B_6bjQ-tPZTPLTd2aG9hUS1vWXM/view\">\u003cspan style=\"font-weight: 400\"> to convince the audience to save the rainforest.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516412 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1020x536.jpg\" width=\"640\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1020x536.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-160x84.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-800x421.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-768x404.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1920x1009.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1180x620.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-960x505.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-240x126.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-375x197.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-520x273.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience fits into the discussion of the \u003c/span>\u003ca href=\"http://www.teachsdgs.org/collections.html\">\u003cspan style=\"font-weight: 400\">United Nations’ Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Global Goal 13: Climate Action and Global Goal 15: Life on Land. More on that in a future post.\u003c/span>\u003c/p>\n\u003ch3>Simple Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most recent addition to my classroom repertoire is \u003c/span>\u003ca href=\"https://flipgrid.com\">\u003cb>Flipgrid\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">. The best part about this website and app is that it’s incredibly simple and straightforward. I showed my eight-year-old students how to use it, just once, and they immediately took over. After writing a paper book about birds, each student recorded what he/she learned about the bird. From Black-Capped Chickadees to Hummingbirds, students spoke about their life cycles, habitats and more. Flipgrid gives teachers a clear picture of what each student has learned from a research project.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516410 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1020x950.jpg\" width=\"640\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1020x950.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-800x745.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-768x715.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1920x1788.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1180x1099.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-960x894.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-240x223.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-375x349.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-520x484.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch3>Teacher Storytelling\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The examples I’ve given so far have focused on student-created projects. But keep in mind that digital storytelling is a terrific way for teachers to tell stories to their students, or to their professional communities. Microsoft’s \u003c/span>\u003ca href=\"https://sway.com\">\u003cb>Sway\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is an easy-to-use presentation program that offers templates and inspirational examples. Text, photos and videos are presented in a smooth and engaging format. \u003c/span>\u003ca href=\"https://youtu.be/pcg6DGO9hpI?list=PLXPr7gfUMmKyE22-YpbgcDfr2SXEO7-qX\">\u003cspan style=\"font-weight: 400\">For a quick tutorial, click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ve used Sway to share information about \u003c/span>\u003ca href=\"https://sway.com/gAF7OAEFYaRoKkep?ref=Link&loc=mysways\">\u003cspan style=\"font-weight: 400\">my professional experience in advance of speaking engagements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can use them for their own digital stories as well.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could go on and on about the value of using digital publishing in the elementary school classroom. And I promise to add more in upcoming posts. In the meantime, I suggest giving just one of these projects a try. I’m confident you’ll be happy you did.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Parents, children, grandmothers and grandfathers are sitting around a campfire, a table or a hammock, telling stories. I paint this picture in my elementary school classroom each year as we discuss that people have been sharing stories, passed down from generation to generation, since the beginning of recorded time. Whether narratives were humorous, frightening, heart-wrenching or informative, listeners were engrossed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve come a long way since the days when the stories were told exclusively orally, then later in writing. Today, we can choose from an ever-increasing number of technology-based mediums to tell our tales. And they add to the magic. The glitter. The passion. There is something about the ability of students to\u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/W/3/6/\"> \u003cspan style=\"font-weight: 400\">use technology to tell their stories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that changes the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">introducing Skype to my students \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">eight years ago, they posed a question. We had concluded a terrific conversation with Robert Kimmel Smith, the author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The War with Grandpa,\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">and they asked me if they could publish their own books. “For real!” they exclaimed. I gave it some thought. Why should these nine year olds have to wait until they’re grown up? So, I did a little research and found a terrific website that would allow them to do just that. Publish today!\u003c/span>\u003c/p>\n\u003ch3>Book Publishing\u003c/h3>\n\u003cp>\u003ca href=\"http://www.storyjumper.com\">\u003cb>Storyjumper\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows students to write and design their own stories. It’s easy to use and my students took to it right away. Kids are given the flexibility to decide on all of the elements, from the graphics or photos they’d like to use to the color schemes to the text fonts. One of the favorite extras is that as the pages turn, audio of page turning emerges. It makes it feel like a real book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing our books, we invited parents in for a writing celebration, and I informed them that they had the option to purchase actual hardcover copies of their child’s project. My students were beaming as their parents issued a collective gasp (true story). \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We were hooked. This writing project was a huge success. Students put in a great deal of effort, knowing that the end result of the project was going to be a tangible product that they could send digitally or hand to family members to read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The site continues to offer new and exciting options. Paperback versions are now available, and students can even download copies directly. The Storyjumper version of digital storytelling allows for collaboration as several students can work simultaneously on one text.\u003c/span> \u003cspan style=\"font-weight: 400\">Click on the image below to see a sample, written by a former third grade student\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"530\"]\u003ca href=\"https://www.storyjumper.com/book/index/437802/4bd8d1d1f3ca9\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-515902 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM.png\" width=\"530\" height=\"377\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM.png 530w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-240x171.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-375x267.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Screen-Shot-2017-06-11-at-5.36.17-PM-520x370.png 520w\" sizes=\"(max-width: 530px) 100vw, 530px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>Over the years, since our first digital publishing experience, students in my classes have told their stories using several other websites and apps, each offering its own advantages.\u003c/p>\n\u003ch3>Voiceover Project\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">While StoryJumper allows for publishing that appears like a book, \u003c/span>\u003ca href=\"https://voicethread.com/\">\u003cb>Voicethread\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows students to tell stories with their own voices, drawings and even videos.\u003c/span> \u003cspan style=\"font-weight: 400\">My students have used Voicethread\u003c/span> \u003cspan style=\"font-weight: 400\">to create digital stories — drawing pictures by hand and inserting them into a new project. After finishing the writing process, they practice their speaking skills and then complete their voiceovers. \u003c/span>\u003cspan style=\"font-weight: 400\">Voilà!\u003c/span> \u003ca href=\"https://voicethread.com/myvoice/thread/7343034/39405056/40524225/\">\u003cspan style=\"font-weight: 400\">One digital story is then completed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A bonus with Voicethread is that viewers may comment on each other’s work via text, video or audio. I’ve seen time and time again that when students know that their classmates and parents will comment on their work, and are cognizant of the fact that there is a wider audience than solely their teacher, they tend to take more ownership of their projects.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516413 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1020x408.jpg\" width=\"640\" height=\"256\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1020x408.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-160x64.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-800x320.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-768x307.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1920x768.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-1180x472.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-960x384.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-240x96.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-375x150.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Voicethread-butterflies-jpeg-520x208.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch3>Mini Movie\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">One year, for our\u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/W/3/1/\"> \u003cspan style=\"font-weight: 400\">Persuade unit of study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students created trailers with\u003c/span>\u003ca href=\"https://www.apple.com/imovie/\"> \u003cb>iMovie\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, using powerful music to accompany video and text and argue one side of a case. Our class had a Skype session with Nixiwaka, an Amazon Indian from the Yawanawá tribe of Brazil.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516411 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/IMG_3548-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/IMG_3548-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After an intense discussion, in which he shared his experiences encountering wildlife and of seeing the Amazon vanishing around him, my students were inspired to take action. They made trailers\u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B_6bjQ-tPZTPLTd2aG9hUS1vWXM/view\">\u003cspan style=\"font-weight: 400\"> to convince the audience to save the rainforest.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516412 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1020x536.jpg\" width=\"640\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1020x536.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-160x84.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-800x421.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-768x404.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1920x1009.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-1180x620.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-960x505.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-240x126.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-375x197.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/iMovie-Ellie-jPeg-520x273.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience fits into the discussion of the \u003c/span>\u003ca href=\"http://www.teachsdgs.org/collections.html\">\u003cspan style=\"font-weight: 400\">United Nations’ Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Global Goal 13: Climate Action and Global Goal 15: Life on Land. More on that in a future post.\u003c/span>\u003c/p>\n\u003ch3>Simple Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most recent addition to my classroom repertoire is \u003c/span>\u003ca href=\"https://flipgrid.com\">\u003cb>Flipgrid\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">. The best part about this website and app is that it’s incredibly simple and straightforward. I showed my eight-year-old students how to use it, just once, and they immediately took over. After writing a paper book about birds, each student recorded what he/she learned about the bird. From Black-Capped Chickadees to Hummingbirds, students spoke about their life cycles, habitats and more. Flipgrid gives teachers a clear picture of what each student has learned from a research project.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-516410 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1020x950.jpg\" width=\"640\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1020x950.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-800x745.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-768x715.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1920x1788.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-1180x1099.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-960x894.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-240x223.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-375x349.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FlipGrid-jpeg-520x484.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch3>Teacher Storytelling\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The examples I’ve given so far have focused on student-created projects. But keep in mind that digital storytelling is a terrific way for teachers to tell stories to their students, or to their professional communities. Microsoft’s \u003c/span>\u003ca href=\"https://sway.com\">\u003cb>Sway\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is an easy-to-use presentation program that offers templates and inspirational examples. Text, photos and videos are presented in a smooth and engaging format. \u003c/span>\u003ca href=\"https://youtu.be/pcg6DGO9hpI?list=PLXPr7gfUMmKyE22-YpbgcDfr2SXEO7-qX\">\u003cspan style=\"font-weight: 400\">For a quick tutorial, click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ve used Sway to share information about \u003c/span>\u003ca href=\"https://sway.com/gAF7OAEFYaRoKkep?ref=Link&loc=mysways\">\u003cspan style=\"font-weight: 400\">my professional experience in advance of speaking engagements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can use them for their own digital stories as well.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could go on and on about the value of using digital publishing in the elementary school classroom. And I promise to add more in upcoming posts. In the meantime, I suggest giving just one of these projects a try. I’m confident you’ll be happy you did.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "NaNoWriMo Challenge Helps Students Write and Publish in the Digital Age",
"headTitle": "NaNoWriMo Challenge Helps Students Write and Publish in the Digital Age | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“No offense, Mrs. Bradley, but when I knew my writing was going to be posted on a blog where all my friends would see, I worked a lot harder on it than when only you were going to read it!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This student’s reflection on how blogging impacted her writing was the impetus that brought about the most significant changes in my middle school English curriculum. I had already discovered that when students learn to write in digital spaces like Google Docs, they also learn to read and respond appropriately to one another’s writing (via comments), work productively in shared digital spaces, and revise their writing during the process in response to teacher comments. Moving their \u003c/span>\u003ca href=\"https://bradleybooks.wordpress.com/\">\u003cspan style=\"font-weight: 400\">writing to blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> added that critical component of a meaningful audience, and my students’ responses to it was significant.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But digital spaces like Docs and blogs offer little improvement to the writing experience if students aren’t fully engaged in the writing itself. Do they have some say in what they write? Do they feel connected to the topic? Do they discover that sweet spot of challenging work that with support is also accessible? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I discovered \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/for-educators\">\u003cspan style=\"font-weight: 400\">NaNoWriMo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (National Novel Writing Month) – “a fun, seat-of-your-pants approach to creative writing” that specifically calls upon those willing to accept the challenge, my 8th graders for example, to write a novel in the month of November. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the novel that students write during NaNoWriMo is a very rough draft, some students \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/now-what#revision\">\u003cspan style=\"font-weight: 400\">continue the process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until they have a final draft worthy of \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/now-what#publishing\">\u003cspan style=\"font-weight: 400\">publication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And thanks to \u003c/span>\u003ca href=\"https://www.createspace.com/\">\u003cspan style=\"font-weight: 400\">CreateSpace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online self-publishing site owned by Amazon, some of my students are now even \u003c/span>\u003ca href=\"https://www.amazon.com/gp/richpub/listmania/fullview/R3IWOK0I7X0W4E\">\u003cspan style=\"font-weight: 400\">selling their novels online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528349\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">[media-credit standalone=0 id=11343 align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-528349\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/studentnovels-800x598.jpg\" alt=\"\" width=\"800\" height=\"598\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-800x598.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-768x574.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1020x762.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1920x1434.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1180x881.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-960x717.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-240x179.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-375x280.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-520x388.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Novels my students have written and self-published\u003c/figcaption>\u003c/figure>\n\u003cp>Now that’s about as real-world as the writing classroom can get, right?\u003c/p>\n\u003cp>To help teachers who have never written a novel guide their students through the brainstorming, outlining, plotting, and writing of their first novel, the \u003ca href=\"https://ywp.nanowrimo.org/\">NaNoWriMo website\u003c/a> from the Young Writers Program offers teachers a wealth of resources, including free common-core aligned \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources#lessonplans\">curriculum\u003c/a> and student \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources#workbooks\">workbooks\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/home\">\u003cspan style=\"font-weight: 400\">NaNoWriMo website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also offers students a kind of social media site\u003c/span>\u003cspan style=\"font-weight: 400\">, which means that students learn a variety of 21st century digital skills when they join this writing community. Starting with the basics and moving into some critical online skills, NaNoWriMo helps students practice:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choosing appropriate usernames\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Creating safe passwords\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Posting in shared digital spaces\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participating in online forums\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sharing work online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Collaborating with other writers online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Responding to feedback online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Supporting other writers online\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if everyone who participates in some kind of online conversation (think of all those comment threads…) had first learned how to do so with a teacher’s guidance through engaging school work? What a civil, collaborative, respectful world we could be!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All in all, NaNoWriMo \u003c/span>\u003cspan style=\"font-weight: 400\">is a powerful project-based learning opportunity that engages students in a meaningful challenge that incorporates a whole host of writing and digital literacy skills. But I must admit that my first response to NaNoWriMo was, “Are 8th graders really capable of writing novels?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students’ responses over the past six years have shown me that not only are they up for the challenge, they are far more confident and competent novelists than I am.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NaNoWriMo offers students the perfect combination of student voice and choice, compelling challenge, digital writing, publication, and so much more.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>“Writing a novel has greatly boosted my confidence about future essays and writing projects, mostly because now I know that if I can write fifteen thousand words, it should be way easier to write shorter assignments.” ~\u003c/em>Jaxon\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>“[NaNoWriMo] has helped my confidence when writing. I am no longer so shy about letting people read what I have written, I now appreciate their feedback more, because it will help me become a better author.”\u003c/em> ~Kathleen\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“Another thing I have noticed is that my mind is really cool. I will be writing one part of my story, and then suddenly I have an idea that will come back later and completely knock my character off her feet.” ~Bailey\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“Writing through this whole month has helped me be more confident as a writer, and finishing my novel has solidified that confidence. When I went through the climax of my story, I was getting close to the end of November and I didn’t know if I was going to finish. But perseverance and self-belief helped me reach my goal.” ~Will\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"637\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528351 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/nano-kyle-1.jpg\" width=\"637\" height=\"478\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1.jpg 637w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-520x390.jpg 520w\" sizes=\"(max-width: 637px) 100vw, 637px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528346 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Mattwriting-1020x1033.png\" width=\"640\" height=\"648\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-1020x1033.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-160x162.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-800x810.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-768x778.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-960x972.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-240x243.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-375x380.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-520x526.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting.png 1126w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cem>When I first started NaNoWrimo I thought it was going to be boring because writing is not my favorite thing to do. My opinion has now changed. NaNoWriMo has shown me that writing doesn’t always have to be boring. Writing can be fun.” ~Jaime\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cblockquote>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528344 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528345 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cem>“Since writing my novel I feel more comfortable with my creative abilities. I never thought that I could create a whole new world the way that I did.” ~Ariana\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“In these writing periods, I figured out how to calm myself down and actually just write, without letting distractions get the best of me.” ~Nolan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“As I wrote my novel, I got to know my characters more and more. I developed real feelings for the people I made up, and I wanted the best for them. When writing something longer than an essay or a very short story, I found it easier to connect with the characters as if they were real people.” ~Megan\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally writing has been a solitary activity, but NaNoWriMo has turned it into a world-wide challenge within an enthusiastic \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=nanowrimo\">\u003cspan style=\"font-weight: 400\">community of WriMos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who discover the power of online writing, forums, feedback, and publication. What better way to teach our students a myriad of digital literacy skills than through such an engaging, rewarding writing project?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you would like to learn more about bringing the NaNoWriMo challenge to your students, check out my NaNoTeacher website \u003c/span>\u003ca href=\"http://nanoteacher.weebly.com/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, follow my blog \u003c/span>\u003ca href=\"https://laurabradley.me/?s=nanowrimo\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and contact me on Twitter \u003c/span>\u003ca href=\"https://twitter.com/LAMBRADLEY\">\u003cspan style=\"font-weight: 400\">@LAMBRADLEY\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "“No offense, Mrs. Bradley, but when I knew my writing was going to be posted on a blog where all my friends would see, I worked a lot harder on it than when only you were going to read it!” This student’s reflection on how blogging impacted her writing was the impetus that brought about",
"title": "NaNoWriMo Challenge Helps Students Write and Publish in the Digital Age | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“No offense, Mrs. Bradley, but when I knew my writing was going to be posted on a blog where all my friends would see, I worked a lot harder on it than when only you were going to read it!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This student’s reflection on how blogging impacted her writing was the impetus that brought about the most significant changes in my middle school English curriculum. I had already discovered that when students learn to write in digital spaces like Google Docs, they also learn to read and respond appropriately to one another’s writing (via comments), work productively in shared digital spaces, and revise their writing during the process in response to teacher comments. Moving their \u003c/span>\u003ca href=\"https://bradleybooks.wordpress.com/\">\u003cspan style=\"font-weight: 400\">writing to blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> added that critical component of a meaningful audience, and my students’ responses to it was significant.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But digital spaces like Docs and blogs offer little improvement to the writing experience if students aren’t fully engaged in the writing itself. Do they have some say in what they write? Do they feel connected to the topic? Do they discover that sweet spot of challenging work that with support is also accessible? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I discovered \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/for-educators\">\u003cspan style=\"font-weight: 400\">NaNoWriMo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (National Novel Writing Month) – “a fun, seat-of-your-pants approach to creative writing” that specifically calls upon those willing to accept the challenge, my 8th graders for example, to write a novel in the month of November. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the novel that students write during NaNoWriMo is a very rough draft, some students \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/now-what#revision\">\u003cspan style=\"font-weight: 400\">continue the process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until they have a final draft worthy of \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/now-what#publishing\">\u003cspan style=\"font-weight: 400\">publication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And thanks to \u003c/span>\u003ca href=\"https://www.createspace.com/\">\u003cspan style=\"font-weight: 400\">CreateSpace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online self-publishing site owned by Amazon, some of my students are now even \u003c/span>\u003ca href=\"https://www.amazon.com/gp/richpub/listmania/fullview/R3IWOK0I7X0W4E\">\u003cspan style=\"font-weight: 400\">selling their novels online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528349\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">[media-credit standalone=0 id=11343 align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-528349\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/studentnovels-800x598.jpg\" alt=\"\" width=\"800\" height=\"598\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-800x598.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-768x574.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1020x762.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1920x1434.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-1180x881.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-960x717.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-240x179.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-375x280.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/studentnovels-520x388.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Novels my students have written and self-published\u003c/figcaption>\u003c/figure>\n\u003cp>Now that’s about as real-world as the writing classroom can get, right?\u003c/p>\n\u003cp>To help teachers who have never written a novel guide their students through the brainstorming, outlining, plotting, and writing of their first novel, the \u003ca href=\"https://ywp.nanowrimo.org/\">NaNoWriMo website\u003c/a> from the Young Writers Program offers teachers a wealth of resources, including free common-core aligned \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources#lessonplans\">curriculum\u003c/a> and student \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources#workbooks\">workbooks\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/home\">\u003cspan style=\"font-weight: 400\">NaNoWriMo website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also offers students a kind of social media site\u003c/span>\u003cspan style=\"font-weight: 400\">, which means that students learn a variety of 21st century digital skills when they join this writing community. Starting with the basics and moving into some critical online skills, NaNoWriMo helps students practice:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choosing appropriate usernames\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Creating safe passwords\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Posting in shared digital spaces\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participating in online forums\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sharing work online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Collaborating with other writers online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Responding to feedback online\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Supporting other writers online\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if everyone who participates in some kind of online conversation (think of all those comment threads…) had first learned how to do so with a teacher’s guidance through engaging school work? What a civil, collaborative, respectful world we could be!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All in all, NaNoWriMo \u003c/span>\u003cspan style=\"font-weight: 400\">is a powerful project-based learning opportunity that engages students in a meaningful challenge that incorporates a whole host of writing and digital literacy skills. But I must admit that my first response to NaNoWriMo was, “Are 8th graders really capable of writing novels?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students’ responses over the past six years have shown me that not only are they up for the challenge, they are far more confident and competent novelists than I am.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NaNoWriMo offers students the perfect combination of student voice and choice, compelling challenge, digital writing, publication, and so much more.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>“Writing a novel has greatly boosted my confidence about future essays and writing projects, mostly because now I know that if I can write fifteen thousand words, it should be way easier to write shorter assignments.” ~\u003c/em>Jaxon\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>“[NaNoWriMo] has helped my confidence when writing. I am no longer so shy about letting people read what I have written, I now appreciate their feedback more, because it will help me become a better author.”\u003c/em> ~Kathleen\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“Another thing I have noticed is that my mind is really cool. I will be writing one part of my story, and then suddenly I have an idea that will come back later and completely knock my character off her feet.” ~Bailey\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“Writing through this whole month has helped me be more confident as a writer, and finishing my novel has solidified that confidence. When I went through the climax of my story, I was getting close to the end of November and I didn’t know if I was going to finish. But perseverance and self-belief helped me reach my goal.” ~Will\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"637\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528351 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/nano-kyle-1.jpg\" width=\"637\" height=\"478\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1.jpg 637w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/nano-kyle-1-520x390.jpg 520w\" sizes=\"(max-width: 637px) 100vw, 637px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528346 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/Mattwriting-1020x1033.png\" width=\"640\" height=\"648\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-1020x1033.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-160x162.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-800x810.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-768x778.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-960x972.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-240x243.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-375x380.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-520x526.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/Mattwriting.png 1126w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cem>When I first started NaNoWrimo I thought it was going to be boring because writing is not my favorite thing to do. My opinion has now changed. NaNoWriMo has shown me that writing doesn’t always have to be boring. Writing can be fun.” ~Jaime\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cblockquote>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528344 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/FionaKathleenwriting-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528345 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/MatthewKylewriting-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cem>“Since writing my novel I feel more comfortable with my creative abilities. I never thought that I could create a whole new world the way that I did.” ~Ariana\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“In these writing periods, I figured out how to calm myself down and actually just write, without letting distractions get the best of me.” ~Nolan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">“As I wrote my novel, I got to know my characters more and more. I developed real feelings for the people I made up, and I wanted the best for them. When writing something longer than an essay or a very short story, I found it easier to connect with the characters as if they were real people.” ~Megan\u003c/span>\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally writing has been a solitary activity, but NaNoWriMo has turned it into a world-wide challenge within an enthusiastic \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=nanowrimo\">\u003cspan style=\"font-weight: 400\">community of WriMos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who discover the power of online writing, forums, feedback, and publication. What better way to teach our students a myriad of digital literacy skills than through such an engaging, rewarding writing project?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you would like to learn more about bringing the NaNoWriMo challenge to your students, check out my NaNoTeacher website \u003c/span>\u003ca href=\"http://nanoteacher.weebly.com/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, follow my blog \u003c/span>\u003ca href=\"https://laurabradley.me/?s=nanowrimo\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and contact me on Twitter \u003c/span>\u003ca href=\"https://twitter.com/LAMBRADLEY\">\u003cspan style=\"font-weight: 400\">@LAMBRADLEY\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
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