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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It’s my goal to identify their strengths and weaknesses and guide them in a way that meets their individual needs.\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://www.commonsensemedia.org/educators\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297970\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/CommonSenseLogo.png\" alt=\"CommonSenseLogo\" width=\"225\" height=\"88\">\u003c/a>\n\u003ch6>Common Sense Education’s \u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">K-12 Digital Citizenship Curriculum\u003c/a> is designed to empower students to think critically, behave safely, and participate responsibly in our digital world. Lesson topics include:\u003c/h6>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297972\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigCitizenshipTopics.png\" alt=\"DigCitizenshipTopics\" width=\"225\" height=\"397\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Thanks to a U.S. Department of Education RTTT-D federal grant, all schools in my district have an initiative in place that allows for 1:1 Chromebook access for grades 6–12 — an amazing feat that has improved the likelihood of students having easy access to technology.\u003c/p>\n\u003cp>One of the challenges of teaching my students to be good digital citizens is their inevitable lack of proper access to technology-based learning tools — they don’t have the correct login for a particular program, a website is blocked or they’ve forgotten their password. I’ve become used to these roadblocks, and can help them navigate. Luckily, many of my students have smartphones, which helps us get around these barriers at the beginning of the year. Early on, I have them download apps to save their passwords, since memory and retaining information can be hard for those with processing disorders.\u003c/p>\n\u003cp>Last year, teaching students how to create a resume provided an important lesson on using the Internet safely. I had them log into the Chromebooks and develop resumes using an online program, but when I asked my students to leave personal information blank and enter it in a Word or Google Doc later when it was secure, they didn’t understand why. I had to explain that entering personal information online isn’t always the safest thing, especially if you aren’t sure of the security of the website. Some possible options for password managers can be found here.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I appreciate that my students want to use their computers to collaborate. I often assign them projects where they can add each other to their Google work -— they do this by clicking the “Share” button at the top right of their Google Doc. I always ask that they add me too, so I can keep track of changes made. I can also help them by making comments or revisions that they can fix by clicking the “Resolve” button on the right side of their screen.\u003c/p>\n\u003cp>Still, things don’t always go smoothly. One specific incident happened with one of my Resource English seniors. She’d been working on a presentation for more than a week, and when she came in to present her project, it was gone. Unfortunately, she had forgotten to log out of her shared Chromebook the day before, and another student in a later class had maliciously deleted all of her hard work. I then had to take steps to fix the situation with our administration.\u003c/p>\n\u003col>\n\u003cli>I had to decide on a way to help her earn her grade, even if we couldn’t recover the missing work.\u003c/li>\n\u003cli>I had to find out who had deleted the work.\u003c/li>\n\u003cli>I had to contact the administrative authorities and alert them to a possible bullying scenario.\u003c/li>\n\u003cli>And, I had to contact our district tech department to see if there was any way to find the student’s work.\u003c/li>\n\u003c/ol>\n\u003cp>In the end, we were able to find some of the original project. She still had to add a few slides, but I allowed her some extra time to complete it. We also found out who had deleted the work, and that student was reprimanded. I used this specific lesson with my 9th-10th grade class later in the year to teach them about digital citizenship.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My experiences have taught me that not all students know how to correctly navigate the Internet and all of its resources on their path to digital citizenship. This year, I began by offering my students a safe and secure way to contact me and their classmates by using the \u003ca href=\"https://www.remind.com/\">Remind\u003c/a> application on their phones. This ensures privacy from phone numbers on both my side and the student’s side – since you cannot see the other person’s number. Another resource I used is an online planner app – \u003ca href=\"https://teachers.io/\">Teacher.io\u003c/a>, which allows me to create a shared calendar with my students, and post it to their calendars. This app keeps my resource kids in charge of their own calendars, while still maintaining structure of their time management. My hope is that by consistently engaging with these new resources myself, I will help my next group of students develop digital citizenship skills that not only can they use, but that they can also share with their friends.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Digital citizenship isn’t about being active on the Internet — uploading your next Snapchat or updating your Facebook status. Digital citizenship means learning to protect yourself online and behaving in ways that keep your personal information secure, and educators can play a key role in teaching these skills. Some specific skills might include learning internet safety, protecting your privacy, and learning how to promote good social and digital footprints for success.\u003c/p>\n\u003cp>We hear about the idea of digital citizenship at our schools, but what is it really? \u003ca href=\"https://www.commonsensemedia.org/educators/digital-citizenship\">Common Sense Education\u003c/a> identifies digital citizenship as a way of “helping educators [to] teach safe, responsible, and effective technology use.” As a high school special education teacher, my job teaching digital citizenship has unique challenges because my students often need instruction fine-tuned to their level of understanding. It’s my goal to identify their strengths and weaknesses and guide them in a way that meets their individual needs.\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://www.commonsensemedia.org/educators\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297970\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/CommonSenseLogo.png\" alt=\"CommonSenseLogo\" width=\"225\" height=\"88\">\u003c/a>\n\u003ch6>Common Sense Education’s \u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">K-12 Digital Citizenship Curriculum\u003c/a> is designed to empower students to think critically, behave safely, and participate responsibly in our digital world. Lesson topics include:\u003c/h6>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297972\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigCitizenshipTopics.png\" alt=\"DigCitizenshipTopics\" width=\"225\" height=\"397\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Thanks to a U.S. Department of Education RTTT-D federal grant, all schools in my district have an initiative in place that allows for 1:1 Chromebook access for grades 6–12 — an amazing feat that has improved the likelihood of students having easy access to technology.\u003c/p>\n\u003cp>One of the challenges of teaching my students to be good digital citizens is their inevitable lack of proper access to technology-based learning tools — they don’t have the correct login for a particular program, a website is blocked or they’ve forgotten their password. I’ve become used to these roadblocks, and can help them navigate. Luckily, many of my students have smartphones, which helps us get around these barriers at the beginning of the year. Early on, I have them download apps to save their passwords, since memory and retaining information can be hard for those with processing disorders.\u003c/p>\n\u003cp>Last year, teaching students how to create a resume provided an important lesson on using the Internet safely. I had them log into the Chromebooks and develop resumes using an online program, but when I asked my students to leave personal information blank and enter it in a Word or Google Doc later when it was secure, they didn’t understand why. I had to explain that entering personal information online isn’t always the safest thing, especially if you aren’t sure of the security of the website. Some possible options for password managers can be found here.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I appreciate that my students want to use their computers to collaborate. I often assign them projects where they can add each other to their Google work -— they do this by clicking the “Share” button at the top right of their Google Doc. I always ask that they add me too, so I can keep track of changes made. I can also help them by making comments or revisions that they can fix by clicking the “Resolve” button on the right side of their screen.\u003c/p>\n\u003cp>Still, things don’t always go smoothly. One specific incident happened with one of my Resource English seniors. She’d been working on a presentation for more than a week, and when she came in to present her project, it was gone. Unfortunately, she had forgotten to log out of her shared Chromebook the day before, and another student in a later class had maliciously deleted all of her hard work. I then had to take steps to fix the situation with our administration.\u003c/p>\n\u003col>\n\u003cli>I had to decide on a way to help her earn her grade, even if we couldn’t recover the missing work.\u003c/li>\n\u003cli>I had to find out who had deleted the work.\u003c/li>\n\u003cli>I had to contact the administrative authorities and alert them to a possible bullying scenario.\u003c/li>\n\u003cli>And, I had to contact our district tech department to see if there was any way to find the student’s work.\u003c/li>\n\u003c/ol>\n\u003cp>In the end, we were able to find some of the original project. She still had to add a few slides, but I allowed her some extra time to complete it. We also found out who had deleted the work, and that student was reprimanded. I used this specific lesson with my 9th-10th grade class later in the year to teach them about digital citizenship.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My experiences have taught me that not all students know how to correctly navigate the Internet and all of its resources on their path to digital citizenship. This year, I began by offering my students a safe and secure way to contact me and their classmates by using the \u003ca href=\"https://www.remind.com/\">Remind\u003c/a> application on their phones. This ensures privacy from phone numbers on both my side and the student’s side – since you cannot see the other person’s number. Another resource I used is an online planner app – \u003ca href=\"https://teachers.io/\">Teacher.io\u003c/a>, which allows me to create a shared calendar with my students, and post it to their calendars. This app keeps my resource kids in charge of their own calendars, while still maintaining structure of their time management. My hope is that by consistently engaging with these new resources myself, I will help my next group of students develop digital citizenship skills that not only can they use, but that they can also share with their friends.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>English language learners (ELLs) need more than just conversation and writing skills to be successful. American English, like any dialect, contains many nuances, idioms and humor that are confusing to students who are taking courses in their second language. Many of my ELL students are either taking English courses while living abroad or are preparing for entrance exams so they can attend school in the U.S. Their various exams and assignments require them to know American English from the inside out. Because I cannot realistically travel around the world to meet with all of them, I work with free online media tools that allow me to create a virtual classroom and share educational media documents with students separated by distance.\u003c/p>\n\u003ch4>Connecting Students and Teachers\u003c/h4>\n\u003cp>The first issue I ran into when creating a virtual classroom was coordination. Participants were living in different time zones and had Internet access at different times of the school year, so it was important to find a tool with a ton of storage capacity that would allow me to easily update materials from year to year while conserving time. After researching, I decided that the best choice would be to create a \u003ca href=\"https://support.google.com/plus/answer/6320407?hl=en\">Google Circle\u003c/a> — the only base requirement is that everyone needs a gmail address. After adding my students to the Circle, they were able to view everything I posted from the beginning to the end of the term.\u003c/p>\n\u003ch4>An Online Classroom\u003c/h4>\n\u003cp>In order to provide a social element to this online learning network, I recorded some very basic videos on my iPad and uploaded them to YouTube as “unlisted.” (This is a free and easy way to record lessons in a classroom or home office.) Once I put the links in the Circle, they were visible to all students and the videos could be watched and rewatched as often as necessary. Depending on a teacher’s specific requirements, students can either be sent home to watch videos at their convenience, or educational clips can be shared within a classroom environment. I also provided a lesson with each video, whether it was meant for the TESOL, SAT or ACT exam. All the materials I used were free for everyone to access, so any interested student could participate.\u003c/p>\n\u003cp>Take, for example, the SAT reading comprehension sections. Both the old and new versions of the test sections are dry, to put it mildly. Even students who speak English as their native language find themselves reading these passages over and over again trying to figure out what’s going on while the clock runs out. For an ELL, “reading in-between the lines” can be even more difficult. Embedding videos and discussions of an educator explaining a specific sentence or question allows students as close to an interactive experience as possible.\u003c/p>\n\u003ch4>Visible Emotion\u003c/h4>\n\u003cp>The extra benefit of adding a recorded audio-visual element is that it gives students the opportunity to see my face as well as my reactions to different reading comprehension assignments. This helps students decipher American humor and understand different emotions behind words. A student might ask me what it means when a character in the text was “feeling under the weather,” which makes no sense at all when translated literally. After I’ve gathered enough of these kinds of questions, I can film an explanatory video in as little as 24 hours.\u003c/p>\n\u003ch4>Continuing From Year to Year\u003c/h4>\n\u003cp>The most convenient thing about this teaching method is that it provides continuity from one year to the next. Previous videos and information can easily be saved and stored for future students to view. Although there are a few organizational issues (for instance, the earlier videos get automatically categorized to the right-hand side of the screen), I can easily comment on, update and delete older information. A Google Circle also allows teachers to share supplemental educational materials with students who have questions or want to do further study. Students can collaborate with each other or write to the teacher privately in a standard email format.\u003c/p>\n\u003ch4>Classroom Applications\u003c/h4>\n\u003cp>Teachers of ELLs who get to see their students in a brick-and-mortar classroom can also use free media tools (such as a Google Circle and YouTube) for extended homework assignments and test prep study. When teachers have 40 plus students in a high school or adult-level classroom, they won’t get an ideal amount one-on-one time, but they can still interact with students in a recorded format and personalize the English language–learning experience. This can also be really helpful for educators who team teach, job share, or work with teaching assistants in the classroom environment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>English language learners (ELLs) need more than just conversation and writing skills to be successful. American English, like any dialect, contains many nuances, idioms and humor that are confusing to students who are taking courses in their second language. Many of my ELL students are either taking English courses while living abroad or are preparing for entrance exams so they can attend school in the U.S. Their various exams and assignments require them to know American English from the inside out. Because I cannot realistically travel around the world to meet with all of them, I work with free online media tools that allow me to create a virtual classroom and share educational media documents with students separated by distance.\u003c/p>\n\u003ch4>Connecting Students and Teachers\u003c/h4>\n\u003cp>The first issue I ran into when creating a virtual classroom was coordination. Participants were living in different time zones and had Internet access at different times of the school year, so it was important to find a tool with a ton of storage capacity that would allow me to easily update materials from year to year while conserving time. After researching, I decided that the best choice would be to create a \u003ca href=\"https://support.google.com/plus/answer/6320407?hl=en\">Google Circle\u003c/a> — the only base requirement is that everyone needs a gmail address. After adding my students to the Circle, they were able to view everything I posted from the beginning to the end of the term.\u003c/p>\n\u003ch4>An Online Classroom\u003c/h4>\n\u003cp>In order to provide a social element to this online learning network, I recorded some very basic videos on my iPad and uploaded them to YouTube as “unlisted.” (This is a free and easy way to record lessons in a classroom or home office.) Once I put the links in the Circle, they were visible to all students and the videos could be watched and rewatched as often as necessary. Depending on a teacher’s specific requirements, students can either be sent home to watch videos at their convenience, or educational clips can be shared within a classroom environment. I also provided a lesson with each video, whether it was meant for the TESOL, SAT or ACT exam. All the materials I used were free for everyone to access, so any interested student could participate.\u003c/p>\n\u003cp>Take, for example, the SAT reading comprehension sections. Both the old and new versions of the test sections are dry, to put it mildly. Even students who speak English as their native language find themselves reading these passages over and over again trying to figure out what’s going on while the clock runs out. For an ELL, “reading in-between the lines” can be even more difficult. Embedding videos and discussions of an educator explaining a specific sentence or question allows students as close to an interactive experience as possible.\u003c/p>\n\u003ch4>Visible Emotion\u003c/h4>\n\u003cp>The extra benefit of adding a recorded audio-visual element is that it gives students the opportunity to see my face as well as my reactions to different reading comprehension assignments. This helps students decipher American humor and understand different emotions behind words. A student might ask me what it means when a character in the text was “feeling under the weather,” which makes no sense at all when translated literally. After I’ve gathered enough of these kinds of questions, I can film an explanatory video in as little as 24 hours.\u003c/p>\n\u003ch4>Continuing From Year to Year\u003c/h4>\n\u003cp>The most convenient thing about this teaching method is that it provides continuity from one year to the next. Previous videos and information can easily be saved and stored for future students to view. Although there are a few organizational issues (for instance, the earlier videos get automatically categorized to the right-hand side of the screen), I can easily comment on, update and delete older information. A Google Circle also allows teachers to share supplemental educational materials with students who have questions or want to do further study. Students can collaborate with each other or write to the teacher privately in a standard email format.\u003c/p>\n\u003ch4>Classroom Applications\u003c/h4>\n\u003cp>Teachers of ELLs who get to see their students in a brick-and-mortar classroom can also use free media tools (such as a Google Circle and YouTube) for extended homework assignments and test prep study. When teachers have 40 plus students in a high school or adult-level classroom, they won’t get an ideal amount one-on-one time, but they can still interact with students in a recorded format and personalize the English language–learning experience. This can also be really helpful for educators who team teach, job share, or work with teaching assistants in the classroom environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Whenever my sixth grade students tackle difficult topics, such as climate change, I want them to not only learn about the science, but also to to explore personal and community-based solutions. Enter \u003ca href=\"http://earthcaregeek.weebly.com/\">Earth Care Geek\u003c/a> — the project we embarked on last year to explore some of the complex science issues in the headlines.\u003c/p>\n\u003cp>Although my preference for a large project is to have it mapped out before starting, this time I had just a rough sketch in mind: learn about a topic, look at Web content with a critical eye, understand there are multiple points of view on complex issues, and communicate findings with evidence and passion to the public to inspire others to care about, and even take action on, an issue.\u003c/p>\n\u003cp>Since this project-based learning would take place over the course of several months, selecting inquiry groups was particularly important. I selected about a dozen current events and students rated their interest in learning more about each topic. Groups were formed based on expressed interest — with group dynamics factored in to create a workable balance.\u003c/p>\n\u003cp>I explained to students that they would create a website to share their findings with the world, but before we started, we would need to learn about vetting websites. As part of that process, students would dissect organizations’ names and mission statements as well as look at sites’ authors, sponsors and content for evidence of possible bias. They’d also need to determine if the statistics cited were published in peer reviewed science journals.\u003c/p>\n\u003cp>To begin, I had them review several pre-selected sites on the topic of genetically modified organisms (GMOs). We started with a straight-forward site that everyone could clearly see had a perspective on the issue: the Non-GMO Project, which had plenty of evidence — from the URL to their mission statement — of a particular perspective on the topic. The website for a consumer journal about healthy eating choices was less obviously biased, and was even thought by students to be neutral until one found on a PDF embedded in the last question of the FAQs page that listed the sites’ sponsors. Although they didn’t recognize the names of the large biotech sponsors of the site, they were familiar with the half-dozen fast food restaurants listed. One student blurted out: “Hey, how can these folks tell us what healthy food is? They don’t even serve any. I really question what this website says since these companies are paying for it.” It was a big “Aha!” moment. With a skeptical eye established, they started to explore other websites. I provided a Google document that each group used to aggregate their research, including who took the notes, whether a site was neutral or had a perspective and evidence to back their claim.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With this information, each group wrote a paper giving an overview of their topic. Then each student had to write a \u003ca href=\"http://thegreatpacificgarbageptch.weebly.com/learn.html\">point-of-view summary\u003c/a> from the perspective of one member of society. For example, students whose group did an Earth Care Geek project on honeybee \u003ca href=\"http://rescuethebees.weebly.com/learn.html\">Colony Collapse Disorder\u003c/a> examined how consumers, local beekeepers and large scale orchardists might be impacted.\u003c/p>\n\u003cp>Students were also encouraged to use a variety of sources, from articles to essays to video, to help them understand how different people might respond to their assigned issue. A few groups asked if they could conduct interviews with experts and scientists and activists. They also wrote their own reflections on the topic. Each student’s piece of the assignment was peer reviewed by other group members, then by other classmates. Only after multiple revisions were students allowed to create a public website to share their findings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Requiring students to deeply explore topics before creating their websites provided a strong foundation as we moved into the next phase — Act and Geek Out. The Act section included creating a PSA as well as a five-minute educational video about the topic. And since many people change behaviors due to emotional appeal, we added an element of joy into the topics with the Geek Out section. Students provided fun tips on how to change your life and engage your community. We learned that we can all be Earth Care Geeks with fun strategies to make a difference.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Whenever my sixth grade students tackle difficult topics, such as climate change, I want them to not only learn about the science, but also to to explore personal and community-based solutions. Enter \u003ca href=\"http://earthcaregeek.weebly.com/\">Earth Care Geek\u003c/a> — the project we embarked on last year to explore some of the complex science issues in the headlines.\u003c/p>\n\u003cp>Although my preference for a large project is to have it mapped out before starting, this time I had just a rough sketch in mind: learn about a topic, look at Web content with a critical eye, understand there are multiple points of view on complex issues, and communicate findings with evidence and passion to the public to inspire others to care about, and even take action on, an issue.\u003c/p>\n\u003cp>Since this project-based learning would take place over the course of several months, selecting inquiry groups was particularly important. I selected about a dozen current events and students rated their interest in learning more about each topic. Groups were formed based on expressed interest — with group dynamics factored in to create a workable balance.\u003c/p>\n\u003cp>I explained to students that they would create a website to share their findings with the world, but before we started, we would need to learn about vetting websites. As part of that process, students would dissect organizations’ names and mission statements as well as look at sites’ authors, sponsors and content for evidence of possible bias. They’d also need to determine if the statistics cited were published in peer reviewed science journals.\u003c/p>\n\u003cp>To begin, I had them review several pre-selected sites on the topic of genetically modified organisms (GMOs). We started with a straight-forward site that everyone could clearly see had a perspective on the issue: the Non-GMO Project, which had plenty of evidence — from the URL to their mission statement — of a particular perspective on the topic. The website for a consumer journal about healthy eating choices was less obviously biased, and was even thought by students to be neutral until one found on a PDF embedded in the last question of the FAQs page that listed the sites’ sponsors. Although they didn’t recognize the names of the large biotech sponsors of the site, they were familiar with the half-dozen fast food restaurants listed. One student blurted out: “Hey, how can these folks tell us what healthy food is? They don’t even serve any. I really question what this website says since these companies are paying for it.” It was a big “Aha!” moment. With a skeptical eye established, they started to explore other websites. I provided a Google document that each group used to aggregate their research, including who took the notes, whether a site was neutral or had a perspective and evidence to back their claim.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With this information, each group wrote a paper giving an overview of their topic. Then each student had to write a \u003ca href=\"http://thegreatpacificgarbageptch.weebly.com/learn.html\">point-of-view summary\u003c/a> from the perspective of one member of society. For example, students whose group did an Earth Care Geek project on honeybee \u003ca href=\"http://rescuethebees.weebly.com/learn.html\">Colony Collapse Disorder\u003c/a> examined how consumers, local beekeepers and large scale orchardists might be impacted.\u003c/p>\n\u003cp>Students were also encouraged to use a variety of sources, from articles to essays to video, to help them understand how different people might respond to their assigned issue. A few groups asked if they could conduct interviews with experts and scientists and activists. They also wrote their own reflections on the topic. Each student’s piece of the assignment was peer reviewed by other group members, then by other classmates. Only after multiple revisions were students allowed to create a public website to share their findings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Requiring students to deeply explore topics before creating their websites provided a strong foundation as we moved into the next phase — Act and Geek Out. The Act section included creating a PSA as well as a five-minute educational video about the topic. And since many people change behaviors due to emotional appeal, we added an element of joy into the topics with the Geek Out section. Students provided fun tips on how to change your life and engage your community. We learned that we can all be Earth Care Geeks with fun strategies to make a difference.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Developing a \"Healthy\" Skepticism of Media Claims",
"headTitle": "Developing a “Healthy” Skepticism of Media Claims | KQED",
"content": "\u003cp>Health journalism is a mess, which provides a great opportunity for science teachers. For my middle school science class, specifically, it provided the context and motivation for everything we did from our body systems unit to our culminating public health project.\u003c/p>\n\u003cp>Last summer, WNYC’s On the Media launched their “\u003ca href=\"http://www.wnyc.org/story/skeptics-guide-health-news-and-diet-fads/\">Skeptic’s Guide to Health News\u003c/a>.” In the accompanying podcast episode, they tell the story of how a Ph.D-toting journalist laid a trap for health reporters with a study on chocolate and health risks. He did purposefully awful science (small sample size, mining a huge data set for correlations, etc.) in order to prove that he could find a journal to publish it and then garner worldwide media coverage. Soon, the Daily Mail was running the headline “\u003ca href=\"http://www.dailymail.co.uk/femail/article-3018945/New-study-reveals-eating-chocolate-doesn-t-affect-Body-Mass-Index-help-LOSE-weight.html\">Pass the Easter Egg! New study reveals that eating chocolate doesn’t affect your Body Mass Index!\u003c/a>”\u003c/p>\n\u003cp>My students and I listened to the episode on the first day of a semester. Eighth graders delighted in the prank-like nature of getting a purposefully bad study into the mainstream news. They discussed how confusing it was to try to figure out which foods are considered “good” and “bad” when experts appear to be constantly flip flopping. And we talked a lot about gluten.\u003c/p>\n\u003cp>The conversation not only set up a series of student-generated questions that could motivate our exploration of the biochemistry of cholesterol, the interaction between the brain and the digestive system, and other core content, but it demanded that we explore science as a process. The conversation naturally segued into how to set up properly controlled trials, how to differentiate causation and correlation, and the importance of understanding whether a study was conducted on mice, humans or cells in a petri dish.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>On the Media’s “Breaking News Handbook” for Health News\u003c/h4>\n\u003cp>\u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-290919\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png\" alt=\"BreakingNewsHandbook\" width=\"620\" height=\"878\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1-400x566.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Having analyzed and discussed the eleven points in \u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">On the Media’s “Breaking News Handbook” for Health News\u003c/a>, their homework was to comb the Web for sensational headlines so they could practice tearing the stories apart with their new toolkit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are few headlines they found, from sources both reputable and not so reputable:\u003c/p>\n\u003cul>\n\u003cli>“\u003ca href=\"http://well.blogs.nytimes.com/2015/10/12/wine-may-help-with-diabetes/?_r=0\">Wine May Help With Diabetes\u003c/a>” (The New York Times blog)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.newsmax.com/Health/Health-News/once-a-week-sex-couples-happiest/2015/11/18/id/702672/\">Once-A-Week Sex Makes Couples Happiest\u003c/a>” (NewsMax)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.goodhousekeeping.com/health/diet-nutrition/news/a36274/drinking-tequila-can-help-you-lose-weight/\">Drinking Tequila Could Help You Lose Weight\u003c/a>” (Good Housekeeping)\u003c/li>\n\u003c/ul>\n\u003cp>Students then had to identify at least two violations of the handbook’s 11 pitfalls. As an optional extension, students could track down the published primary research that the news story was based on and compare the leaps and jumps that had been made from primary research to Internet click bait.\u003c/p>\n\u003cp>Even for students who did not do the extension and just took joy in finding ridiculous headlines about borderline inappropriate things, the activity set an important tone for the semester. They were motivated to seek out health-related headlines on the semester’s themes, but also to be skeptical of grand claims. They remembered the catchy phrases from the skeptic’s handbook:\u003c/p>\n\u003cul>\n\u003cli>Beware of single-source stories.\u003c/li>\n\u003cli>Headline percentages are misleading.\u003c/li>\n\u003cli>There’s a leap from mice to men.\u003c/li>\n\u003c/ul>\n\u003cp>They brought these phrases up again and again throughout the semester, particularly with our end-of-year assignment, The Public Health Project.\u003c/p>\n\u003cp>At The Nueva School, the 8th grade year culminates with students taking a two week trip to China, Japan or Spain, depending on what language they’ve been studying for the last three years. During this trip they have assignments for each core subject. Their science assignment is to identify a public health challenge in the country they visit and to create a compelling piece of science communication that accurately and entertainingly tells the story of their topic.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Two Examples of Student Health Journalism\u003c/h4>\n\u003cp>https://youtu.be/sUJJZNOb_7k\u003cbr>\nhttps://youtu.be/Mye6fDFy6pk\u003c/p>\n\u003c/aside>\n\u003cp>Students researched various topic before their trip, pitched a story (which they could change at any time) and then choose a communication medium, which could be a podcast, an article, a YouTube video, or any other format they had encountered over the course of the year. Both the content and the medium were up to them. They simply had to keep in mind the principles of good health journalism they had been studying all semester, while making it entertaining for a general audience. They were encouraged to incorporate some of the basic biology topics that we had covered over the course of the year, but the learning goals were more focused on interdisciplinary storytelling then on reviewing specific core content.\u003c/p>\n\u003cp>One student who went to China chose to study the \u003ca href=\"https://youtu.be/sUJJZNOb_7k\">impact of the “One Child Policy” on elderly care\u003c/a>, and how modern technology can help address some of the challenges. A student who went to Japan chose to study the\u003ca href=\"https://youtu.be/Mye6fDFy6pk\"> health impacts of eating so many pickled vegetables\u003c/a>, and how health experts seek to balance the population’s higher-than-average sodium intake. Student videos were incorporated into an interactive iBook featuring their assignments from all of their subjects and were published online so that teachers, family members and their peers could see their work. Having to create their own science media certainly gave them some empathy with the tension between sensationalism, oversimplification, conveying information and leaving their audience with useful and accurate information to make their own decisions.\u003c/p>\n\u003cp>Between the playful subterfuge of the \u003ca href=\"http://io9.gizmodo.com/i-fooled-millions-into-thinking-chocolate-helps-weight-1707251800\">chocolate study prank\u003c/a>, the raw middle schooler joy of challenging the authority of popular media, and the ability to create their own media based on their travels, this skeptical framing of the semester offered an excellent way to infuse life science study with enduring lessons about critical thinking and media literacy.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Health journalism is a mess, which provides a great opportunity for science teachers. For my middle school science class, specifically, it provided the context and motivation for everything we did from our body systems unit to our culminating public health project.\u003c/p>\n\u003cp>Last summer, WNYC’s On the Media launched their “\u003ca href=\"http://www.wnyc.org/story/skeptics-guide-health-news-and-diet-fads/\">Skeptic’s Guide to Health News\u003c/a>.” In the accompanying podcast episode, they tell the story of how a Ph.D-toting journalist laid a trap for health reporters with a study on chocolate and health risks. He did purposefully awful science (small sample size, mining a huge data set for correlations, etc.) in order to prove that he could find a journal to publish it and then garner worldwide media coverage. Soon, the Daily Mail was running the headline “\u003ca href=\"http://www.dailymail.co.uk/femail/article-3018945/New-study-reveals-eating-chocolate-doesn-t-affect-Body-Mass-Index-help-LOSE-weight.html\">Pass the Easter Egg! New study reveals that eating chocolate doesn’t affect your Body Mass Index!\u003c/a>”\u003c/p>\n\u003cp>My students and I listened to the episode on the first day of a semester. Eighth graders delighted in the prank-like nature of getting a purposefully bad study into the mainstream news. They discussed how confusing it was to try to figure out which foods are considered “good” and “bad” when experts appear to be constantly flip flopping. And we talked a lot about gluten.\u003c/p>\n\u003cp>The conversation not only set up a series of student-generated questions that could motivate our exploration of the biochemistry of cholesterol, the interaction between the brain and the digestive system, and other core content, but it demanded that we explore science as a process. The conversation naturally segued into how to set up properly controlled trials, how to differentiate causation and correlation, and the importance of understanding whether a study was conducted on mice, humans or cells in a petri dish.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>On the Media’s “Breaking News Handbook” for Health News\u003c/h4>\n\u003cp>\u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-290919\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png\" alt=\"BreakingNewsHandbook\" width=\"620\" height=\"878\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1-400x566.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Having analyzed and discussed the eleven points in \u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">On the Media’s “Breaking News Handbook” for Health News\u003c/a>, their homework was to comb the Web for sensational headlines so they could practice tearing the stories apart with their new toolkit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are few headlines they found, from sources both reputable and not so reputable:\u003c/p>\n\u003cul>\n\u003cli>“\u003ca href=\"http://well.blogs.nytimes.com/2015/10/12/wine-may-help-with-diabetes/?_r=0\">Wine May Help With Diabetes\u003c/a>” (The New York Times blog)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.newsmax.com/Health/Health-News/once-a-week-sex-couples-happiest/2015/11/18/id/702672/\">Once-A-Week Sex Makes Couples Happiest\u003c/a>” (NewsMax)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.goodhousekeeping.com/health/diet-nutrition/news/a36274/drinking-tequila-can-help-you-lose-weight/\">Drinking Tequila Could Help You Lose Weight\u003c/a>” (Good Housekeeping)\u003c/li>\n\u003c/ul>\n\u003cp>Students then had to identify at least two violations of the handbook’s 11 pitfalls. As an optional extension, students could track down the published primary research that the news story was based on and compare the leaps and jumps that had been made from primary research to Internet click bait.\u003c/p>\n\u003cp>Even for students who did not do the extension and just took joy in finding ridiculous headlines about borderline inappropriate things, the activity set an important tone for the semester. They were motivated to seek out health-related headlines on the semester’s themes, but also to be skeptical of grand claims. They remembered the catchy phrases from the skeptic’s handbook:\u003c/p>\n\u003cul>\n\u003cli>Beware of single-source stories.\u003c/li>\n\u003cli>Headline percentages are misleading.\u003c/li>\n\u003cli>There’s a leap from mice to men.\u003c/li>\n\u003c/ul>\n\u003cp>They brought these phrases up again and again throughout the semester, particularly with our end-of-year assignment, The Public Health Project.\u003c/p>\n\u003cp>At The Nueva School, the 8th grade year culminates with students taking a two week trip to China, Japan or Spain, depending on what language they’ve been studying for the last three years. During this trip they have assignments for each core subject. Their science assignment is to identify a public health challenge in the country they visit and to create a compelling piece of science communication that accurately and entertainingly tells the story of their topic.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Two Examples of Student Health Journalism\u003c/h4>\n\u003cp>https://youtu.be/sUJJZNOb_7k\u003cbr>\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/Mye6fDFy6pk'\n title='//www.youtube.com/embed/Mye6fDFy6pk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/aside>\n\u003cp>Students researched various topic before their trip, pitched a story (which they could change at any time) and then choose a communication medium, which could be a podcast, an article, a YouTube video, or any other format they had encountered over the course of the year. Both the content and the medium were up to them. They simply had to keep in mind the principles of good health journalism they had been studying all semester, while making it entertaining for a general audience. They were encouraged to incorporate some of the basic biology topics that we had covered over the course of the year, but the learning goals were more focused on interdisciplinary storytelling then on reviewing specific core content.\u003c/p>\n\u003cp>One student who went to China chose to study the \u003ca href=\"https://youtu.be/sUJJZNOb_7k\">impact of the “One Child Policy” on elderly care\u003c/a>, and how modern technology can help address some of the challenges. A student who went to Japan chose to study the\u003ca href=\"https://youtu.be/Mye6fDFy6pk\"> health impacts of eating so many pickled vegetables\u003c/a>, and how health experts seek to balance the population’s higher-than-average sodium intake. Student videos were incorporated into an interactive iBook featuring their assignments from all of their subjects and were published online so that teachers, family members and their peers could see their work. Having to create their own science media certainly gave them some empathy with the tension between sensationalism, oversimplification, conveying information and leaving their audience with useful and accurate information to make their own decisions.\u003c/p>\n\u003cp>Between the playful subterfuge of the \u003ca href=\"http://io9.gizmodo.com/i-fooled-millions-into-thinking-chocolate-helps-weight-1707251800\">chocolate study prank\u003c/a>, the raw middle schooler joy of challenging the authority of popular media, and the ability to create their own media based on their travels, this skeptical framing of the semester offered an excellent way to infuse life science study with enduring lessons about critical thinking and media literacy.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>My first year of teaching, my administrator handed me an iPad and said, “Play around with it.” Like I had all the time in the world as a first-year teacher to play around with a piece of technology I’d never used! Even though my administration didn’t pressure me about integration right away, I pressured myself. It’s hard enough to battle for students’ attention against romantic relationships, hormones, fatigue and cell phones. Now, we are suppose to hand them another distraction. Being the people-pleasing person I am, I jumped right in.\u003c/p>\n\u003cp>I would love to tell you that technology integrates itself, but it doesn’t. There are no technology faeries that come into your classroom to plug all the wires into the right places, create interesting videos for lessons or keeps students engaged. What I can offer you is five tips that I’ve learned along the way, so you can benefit from my blood, sweat and tears. If you have ever been fearful of integrating technology into your classroom, fear no more.\u003c/p>\n\u003ch3>1. Create clear instructions\u003c/h3>\n\u003cp>Students act like they know everything there is to know about technology, but they don’t. It is helpful to have clear instructions that you review, model and have accessible throughout the year. I post easy, step-by-step instructions on my wall that are color coordinated and include visual icons. For larger projects, I create videos that go over the instructions using \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. This way the student can watch the video as many times as necessary.\u003c/p>\n\u003ch3>2. Recruit student tech support\u003c/h3>\n\u003cp>Students are more likely to ask another student for help than the teacher. I suggest recruiting at least two students (diligent, helpful and encouraging students) per class to become the student tech support team. I try to develop a team atmosphere between them. They have lunch meetings in my class where I feed them snacks and train them on programs that I will be using. They even have a cool name “Browning’s Tech Squad.” They are able to troubleshoot with their peers and decide when a problem needs my assistance.\u003c/p>\n\u003ch3>3. Get up and move\u003c/h3>\n\u003cp>First-year teachers are told that proximity will solve many of their class management issues. The same can be said for integrating technology. My students are in groups of six with their Chromebooks all facing different directions; therefore, I am up and moving around the room a lot. There is no management strategy that is better that your presence around the room, however, there are some ways keep them on track and minimize your walking-around time. During tests, I move students to pair seating. This way I can see all the screens at the same time. Also, they are not allowed to dim their screen and iPads are to be kept flat on the table.\u003c/p>\n\u003ch3>4. Engage their interests\u003c/h3>\n\u003cp>Using technology shouldn’t mean doing the same boring worksheets on the computer instead of paper. Be mindful of all the opportunities that technology offers, including engaging videos, music, programs and online communication (like blogs) to help your students relate to the content materials. Finding these resources can be time consuming. Recruit your teaching team to lighten the load. Each of the teachers in your team can research one way to integrate technology into your next unit. By time you start, you can have four or five different engaging strategies or resources ready.\u003c/p>\n\u003ch3>5. Create a professional online community\u003c/h3>\n\u003cp>Digital citizenship may be the buzzword of the decade, but it is of great importance. Students are often thrown onto computers without any direction on how to behave or perform. Without guidance, students will approach academic digital work with the same relaxed mindset they bring to social media or online games outside the classroom. It is much easier to be proactive and teach them how to be professional than to deal with cyberbullying, or worse, later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schools have students sign technology user agreements, but students don’t read them. I have my students create their own contract. First, we watch videos of professionals talking about online practices (inviting a business leader as a guest speaker would be powerful). We read stories about misconduct online. They even share their own experiences. Based on all that information, they create their contract. They take ownership of the level of professionalism they want in their online classroom.\u003c/p>\n\u003cp>You also need to create an authentic audience for their work, and discuss how to develop the correct level of professionalism for each type of audience. My students’ update stream on \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a> is their place to chat. They can tell jokes, post polls, share information, etc. They have discussion posts within their assignments, where their peers are also their audience, but this time their writing is academic and purpose-driven. They also have presentations, interviews and projects that they share with business leaders from the community, and they must learn how to adjust their language, style and content to communicate with them effectively.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You might not have technology faeries to help you, but you don’t have to fear fighting for your students’ attention. You can’t plan for every possible scenario when integrating technology into your instruction, but a well-developed and interesting plan can make all the difference. You don’t have to overhaul your whole instructional plan, just pick one thing and try it out. Be patient with your students and be prepared to laugh at the problems (if you don’t, you will cry). And when it finally does work, you can pat yourself on the back, give your students well-deserved praise and share your success with your friendly neighborhood technology faery.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>My first year of teaching, my administrator handed me an iPad and said, “Play around with it.” Like I had all the time in the world as a first-year teacher to play around with a piece of technology I’d never used! Even though my administration didn’t pressure me about integration right away, I pressured myself. It’s hard enough to battle for students’ attention against romantic relationships, hormones, fatigue and cell phones. Now, we are suppose to hand them another distraction. Being the people-pleasing person I am, I jumped right in.\u003c/p>\n\u003cp>I would love to tell you that technology integrates itself, but it doesn’t. There are no technology faeries that come into your classroom to plug all the wires into the right places, create interesting videos for lessons or keeps students engaged. What I can offer you is five tips that I’ve learned along the way, so you can benefit from my blood, sweat and tears. If you have ever been fearful of integrating technology into your classroom, fear no more.\u003c/p>\n\u003ch3>1. Create clear instructions\u003c/h3>\n\u003cp>Students act like they know everything there is to know about technology, but they don’t. It is helpful to have clear instructions that you review, model and have accessible throughout the year. I post easy, step-by-step instructions on my wall that are color coordinated and include visual icons. For larger projects, I create videos that go over the instructions using \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. This way the student can watch the video as many times as necessary.\u003c/p>\n\u003ch3>2. Recruit student tech support\u003c/h3>\n\u003cp>Students are more likely to ask another student for help than the teacher. I suggest recruiting at least two students (diligent, helpful and encouraging students) per class to become the student tech support team. I try to develop a team atmosphere between them. They have lunch meetings in my class where I feed them snacks and train them on programs that I will be using. They even have a cool name “Browning’s Tech Squad.” They are able to troubleshoot with their peers and decide when a problem needs my assistance.\u003c/p>\n\u003ch3>3. Get up and move\u003c/h3>\n\u003cp>First-year teachers are told that proximity will solve many of their class management issues. The same can be said for integrating technology. My students are in groups of six with their Chromebooks all facing different directions; therefore, I am up and moving around the room a lot. There is no management strategy that is better that your presence around the room, however, there are some ways keep them on track and minimize your walking-around time. During tests, I move students to pair seating. This way I can see all the screens at the same time. Also, they are not allowed to dim their screen and iPads are to be kept flat on the table.\u003c/p>\n\u003ch3>4. Engage their interests\u003c/h3>\n\u003cp>Using technology shouldn’t mean doing the same boring worksheets on the computer instead of paper. Be mindful of all the opportunities that technology offers, including engaging videos, music, programs and online communication (like blogs) to help your students relate to the content materials. Finding these resources can be time consuming. Recruit your teaching team to lighten the load. Each of the teachers in your team can research one way to integrate technology into your next unit. By time you start, you can have four or five different engaging strategies or resources ready.\u003c/p>\n\u003ch3>5. Create a professional online community\u003c/h3>\n\u003cp>Digital citizenship may be the buzzword of the decade, but it is of great importance. Students are often thrown onto computers without any direction on how to behave or perform. Without guidance, students will approach academic digital work with the same relaxed mindset they bring to social media or online games outside the classroom. It is much easier to be proactive and teach them how to be professional than to deal with cyberbullying, or worse, later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools have students sign technology user agreements, but students don’t read them. I have my students create their own contract. First, we watch videos of professionals talking about online practices (inviting a business leader as a guest speaker would be powerful). We read stories about misconduct online. They even share their own experiences. Based on all that information, they create their contract. They take ownership of the level of professionalism they want in their online classroom.\u003c/p>\n\u003cp>You also need to create an authentic audience for their work, and discuss how to develop the correct level of professionalism for each type of audience. My students’ update stream on \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a> is their place to chat. They can tell jokes, post polls, share information, etc. They have discussion posts within their assignments, where their peers are also their audience, but this time their writing is academic and purpose-driven. They also have presentations, interviews and projects that they share with business leaders from the community, and they must learn how to adjust their language, style and content to communicate with them effectively.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You might not have technology faeries to help you, but you don’t have to fear fighting for your students’ attention. You can’t plan for every possible scenario when integrating technology into your instruction, but a well-developed and interesting plan can make all the difference. You don’t have to overhaul your whole instructional plan, just pick one thing and try it out. Be patient with your students and be prepared to laugh at the problems (if you don’t, you will cry). And when it finally does work, you can pat yourself on the back, give your students well-deserved praise and share your success with your friendly neighborhood technology faery.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>We spend much of our lives speaking to an audience. Job interviews, discussions with friends, and asking for directions all require speaking publicly with a certain level of proficiency. So why do we limit the practice of this skill within our classrooms? I admit that in the past I shied away from requiring students to make presentations in front of their classmates. I recognized that the fear of public speaking is a genuine one, and I didn’t want to subject my students to a possibly traumatic experience. But in an attempt to protect my students, I limited opportunities to facilitate public speaking projects. I eventually realized that speaking in front of an audience is a vital skill needed for success in the real world, and I decided to tackle the infamous class presentation and make it an integral part of my program.\u003c/p>\n\u003cp>Since diving in head first last fall, I have been refining the way students speak in my class. I devised a plan to create lessons around presentations that could highlight what students were learning in the classroom. I wanted to help students see that speaking in front of an audience is a skill they can obtain with practice. Above all, I wanted the speaking activities to be authentic and truly provide the students with the opportunity to be good at something that often noted as a fear among students and adults alike. These original thoughts evolved into a weekly “communication task”.\u003c/p>\n\u003cp>The initial goal of the weekly communication task was simple: I wanted my students to speak in front of an audience. The first month was rough. There were tears. There was frustration, and even an outburst of anger at having to do something “so ridiculous.” But we stayed the course, and what evolved has become one of my favorite components of our one-classroom, diploma program. Over the course of the past year, my students participated in a lip sync battle, recited monologues, presented research, shared personal memories about their lives, and debated topics of social injustice. We laughed together, and we learned to pay attention to what makes us uncomfortable and embrace those moments as opportunities for growth.\u003c/p>\n\u003cp>My exploration through this process has led me to five steps that will help you make public speaking a regular part of your classroom. These steps allowed me to create a supportive classroom environment and, within weeks, there was 100 percent student participation in these activities.\u003c/p>\n\u003ch3>1. Calendar It\u003c/h3>\n\u003cp>Designate a predictable time — weekly if possible — to hold your communication tasks. By keeping a predictable schedule for presentations, the concept of public speaking becomes as familiar as music class or math. It takes away the mystery and makes presentations part of the regular schedule.\u003c/p>\n\u003ch3>2. Set the Tone\u003c/h3>\n\u003cp>Classroom culture is a key component of a successful public speaking program.. Make sure to create ground rules and discuss how students can support one another through moments of uncertainty. As the teacher, model patience and compassion while holding students accountable for tasks. But remember, being compassionate does not mean that a reluctant student never speaks in your class. Be creative about how cautious students can participate. (See “Culture of Opts In” below.)\u003c/p>\n\u003ch3>3. Start Small\u003c/h3>\n\u003cp>In the beginning, the objective is to break down student barriers around public speaking. Our first communication task was reading favorite song lyrics to the class. Students were not required to memorize their pieces, which allowed them to get over the biggest hurdle — the act of speaking publicly. More robust subject content and thoughtful analysis comes with time as you create tasks that highlight key learning objectives.\u003c/p>\n\u003ch3>4. Culture of “Opts In”\u003c/h3>\n\u003cp>Some students will be reluctant to speak in public, and it is important to honor their concerns. When I first began this venture, some students relied on a tried-and-true strategy: the opt out. I knew if I allowed this as an option, the power of the communication tasks would be diminished. Above all else, I wanted my students to communicate their ideas and analysis of important topics to their audience. If having a buddy stand alongside gave a student the confidence needed to present in front of the class, then I allowed this support as a viable scaffold. You can provide feedback and encouragement that will eventually make it possible for that student to stand on his own two feet.\u003c/p>\n\u003ch3>5. Celebrate! Celebrate! Celebrate!\u003c/h3>\n\u003cp>The feedback you give students should be constructive and authentic. But above all else, the feedback should be supportive. Celebrate every chance you get. Asking students to go in front of their peers and speak is no small feat. It takes an amount of courage that should always be celebrated. In addition to the feedback I give at the end of each presentation, I also use a two-column rubric sheet that has space to highlight the skills that students are working on and their areas of strength. This simple rubric cuts to the chase and allows students to see what they did well and where they can improve.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Bottom Line\u003cbr>\nThe bottom line is that we owe it to our students to help them become skilled at speaking publicly on topics they are passionate about. Critical thinking skills and deep analysis will mean little if they are not able to communicate their discoveries and thoughts with others.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We spend much of our lives speaking to an audience. Job interviews, discussions with friends, and asking for directions all require speaking publicly with a certain level of proficiency. So why do we limit the practice of this skill within our classrooms? I admit that in the past I shied away from requiring students to make presentations in front of their classmates. I recognized that the fear of public speaking is a genuine one, and I didn’t want to subject my students to a possibly traumatic experience. But in an attempt to protect my students, I limited opportunities to facilitate public speaking projects. I eventually realized that speaking in front of an audience is a vital skill needed for success in the real world, and I decided to tackle the infamous class presentation and make it an integral part of my program.\u003c/p>\n\u003cp>Since diving in head first last fall, I have been refining the way students speak in my class. I devised a plan to create lessons around presentations that could highlight what students were learning in the classroom. I wanted to help students see that speaking in front of an audience is a skill they can obtain with practice. Above all, I wanted the speaking activities to be authentic and truly provide the students with the opportunity to be good at something that often noted as a fear among students and adults alike. These original thoughts evolved into a weekly “communication task”.\u003c/p>\n\u003cp>The initial goal of the weekly communication task was simple: I wanted my students to speak in front of an audience. The first month was rough. There were tears. There was frustration, and even an outburst of anger at having to do something “so ridiculous.” But we stayed the course, and what evolved has become one of my favorite components of our one-classroom, diploma program. Over the course of the past year, my students participated in a lip sync battle, recited monologues, presented research, shared personal memories about their lives, and debated topics of social injustice. We laughed together, and we learned to pay attention to what makes us uncomfortable and embrace those moments as opportunities for growth.\u003c/p>\n\u003cp>My exploration through this process has led me to five steps that will help you make public speaking a regular part of your classroom. These steps allowed me to create a supportive classroom environment and, within weeks, there was 100 percent student participation in these activities.\u003c/p>\n\u003ch3>1. Calendar It\u003c/h3>\n\u003cp>Designate a predictable time — weekly if possible — to hold your communication tasks. By keeping a predictable schedule for presentations, the concept of public speaking becomes as familiar as music class or math. It takes away the mystery and makes presentations part of the regular schedule.\u003c/p>\n\u003ch3>2. Set the Tone\u003c/h3>\n\u003cp>Classroom culture is a key component of a successful public speaking program.. Make sure to create ground rules and discuss how students can support one another through moments of uncertainty. As the teacher, model patience and compassion while holding students accountable for tasks. But remember, being compassionate does not mean that a reluctant student never speaks in your class. Be creative about how cautious students can participate. (See “Culture of Opts In” below.)\u003c/p>\n\u003ch3>3. Start Small\u003c/h3>\n\u003cp>In the beginning, the objective is to break down student barriers around public speaking. Our first communication task was reading favorite song lyrics to the class. Students were not required to memorize their pieces, which allowed them to get over the biggest hurdle — the act of speaking publicly. More robust subject content and thoughtful analysis comes with time as you create tasks that highlight key learning objectives.\u003c/p>\n\u003ch3>4. Culture of “Opts In”\u003c/h3>\n\u003cp>Some students will be reluctant to speak in public, and it is important to honor their concerns. When I first began this venture, some students relied on a tried-and-true strategy: the opt out. I knew if I allowed this as an option, the power of the communication tasks would be diminished. Above all else, I wanted my students to communicate their ideas and analysis of important topics to their audience. If having a buddy stand alongside gave a student the confidence needed to present in front of the class, then I allowed this support as a viable scaffold. You can provide feedback and encouragement that will eventually make it possible for that student to stand on his own two feet.\u003c/p>\n\u003ch3>5. Celebrate! Celebrate! Celebrate!\u003c/h3>\n\u003cp>The feedback you give students should be constructive and authentic. But above all else, the feedback should be supportive. Celebrate every chance you get. Asking students to go in front of their peers and speak is no small feat. It takes an amount of courage that should always be celebrated. In addition to the feedback I give at the end of each presentation, I also use a two-column rubric sheet that has space to highlight the skills that students are working on and their areas of strength. This simple rubric cuts to the chase and allows students to see what they did well and where they can improve.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Bottom Line\u003cbr>\nThe bottom line is that we owe it to our students to help them become skilled at speaking publicly on topics they are passionate about. Critical thinking skills and deep analysis will mean little if they are not able to communicate their discoveries and thoughts with others.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Due to their significant emotional instabilities (I teach a special day class for middle school students who exhibit emotional dysregulations), I could anticipate my students’ reaction as I read them the project description. For this assignment, they would be tasked with picking a U.S. state, researching specific information about it and presenting the information through a Google slides presentation with a 25-slide minimum. I knew there would be some pushback with this last requirement, but you should’ve seen their faces!\u003c/p>\n\u003cp>My fight or flight response left me with two choices: duck for cover from imminent flying textbooks, or keep reading the project description. As I continued, I was interrupted by a sounding “What the **** did she just say?” Dante’s inquiry was immediately followed by a roaring consensus (there are only seven students in the class). At that moment, I knew that the next words out of my mouth would decide the fate of this project. I inhaled deeply and attempted to comfort them. “I know 25 slides sounds impossible, but you all are smart and capable of meeting this requirement. It will be hard, but we will do it together.” For most of them, it was the first time they’d felt like actual students. With this momentum, I propelled them forward; my endgame was that the work they produced would show them that they were not just students, but scholars.\u003c/p>\n\u003cp>My goal for this project was to lay the foundation of media literacy for my students. The first step was exposing them to the multiple academic computer applications available to them. In the media literacy world, this kind of introduction is known as an \u003ci>access\u003c/i> building block. In this case, I was enabling my students to access a different mode of storytelling by using the Google slide presentation application. I knew that once they became familiar enough with the slides application, the project wouldn’t seem as daunting as it did on paper. (I try to keep this in mind when creating assignments and assessments.)\u003c/p>\n\u003cp>Like anything new, there were anticipated bumps along the way. My students were to research their states according to the project guidelines, but they were not allowed to use any paper, including for note taking. They weren’t used to typing on keyboards, and often became frustrated at the length of time it would take them to type up their research notes. I predicted and understood that they’d be easily frustrated, so I intermittently implemented competition breaks to help ease the tension in the computer lab. The competitions were usually built around research. I would play a certain sound on my phone, signaling them to get into “search mode,” then I would give them clues as to what I wanted them to find online. These searches, which I made sure were culturally relevant to them, included finding lyrics to different songs and the specific dates of a championship sporting event. The only exception to the game was that they weren’t allowed to use Wikipedia as a resource. By the end of this project, the students were experts at finding random facts on the Internet (and loved to share them with me).\u003c/p>\n\u003cp>Another bump along the way was the overuse of copy and paste. My students quickly learned this handy shortcut as a way of getting information on the slide. So I set boundaries regarding academic integrity, and stressed the importance of being abiding citizens on the Web. I along with the classroom staff, used a strategy called the “no-look slide summary.” A teacher could, at any time, ask for a summary to any slide, and the student would have to immediately provide an oral summary of the slide without reading it. We would usually look for slides that had more than two paragraphs, and then ask the student to summarize. Once it was discovered that the content was a result of copy and paste, the student would work with one of the classroom teachers to summarize the content in their own words and then replace the pasted material. This process was rigorous for my otherwise media-illiterate students, but by holding them to high standards of integrity and academic excellence, they knew that we truly believed they could do it, and they rose to the challenge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The presentation day finally arrived. The students invited other teachers, the psychologist they worked with, the school therapist and the assistant principals to attend. As the guests were entering the classroom, my students’ nerves were starting to show. As I prepared to give a motivational speech to help assuage their anxiety, I was interrupted by the same student who was initially outraged with the project expectations. His words moved me: “We’re all nervous, but we gone be nervous together, and we ‘bout to knock this out because we put in all this work. I’ll go first.” As Dante stepped up to the front of the class, I quickly stepped into the back room to wipe the tears from my face. (Yes, they’d definitely make fun of me.) The rest of the class applauded Dante as he cleared his throat to begin his presentation. He chose the state closest to him, California, and he started with the Rodney King era. As Dante continued his presentation, I observed how the students gave him their undivided attention, ready to offer support if Dante needed it. This attentiveness was maintained throughout every report.\u003c/p>\n\u003cp>Reviewing my critiques of each assignment, I was in awe of how personal the reports were. Dante chronicled California history using different social eras that he could relate to, while an obsession with waterparks was colorfully represented in another student’s presentation. It was these kinds of personal connections that distinguished their reports from the traditional poster presentation.\u003c/p>\n\u003cp>Upon reflection, I can honestly say that it was transcending to watch students’ confidence in their abilities grow as they sat down in front of their computers each day. By the week before they were to give their five-minute presentations, I was observing students inserting links to into slides, making songs about their chosen states, and analyzing the states by categorizing their slides into different eras. What I found most rewarding was that their initial fear of the technology, and all the obscurities that come with working with media, had been replaced with a sense of familiarity. Before this project concluded, students were suggesting that an interactive poster be the final assessment for the novel they were reading (which they did). I realized that the students were looking forward to the chance to utilize their new skills to create and produce more work. They felt like scholars. They had become so engaged in this project that my initial 25-slide minimum ended up being a 25-slide maximum.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about using presentations in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/designing-presentations\" target=\"_blank\" rel=\"noopener\">Designing Presentations\u003c/a> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Due to their significant emotional instabilities (I teach a special day class for middle school students who exhibit emotional dysregulations), I could anticipate my students’ reaction as I read them the project description. For this assignment, they would be tasked with picking a U.S. state, researching specific information about it and presenting the information through a Google slides presentation with a 25-slide minimum. I knew there would be some pushback with this last requirement, but you should’ve seen their faces!\u003c/p>\n\u003cp>My fight or flight response left me with two choices: duck for cover from imminent flying textbooks, or keep reading the project description. As I continued, I was interrupted by a sounding “What the **** did she just say?” Dante’s inquiry was immediately followed by a roaring consensus (there are only seven students in the class). At that moment, I knew that the next words out of my mouth would decide the fate of this project. I inhaled deeply and attempted to comfort them. “I know 25 slides sounds impossible, but you all are smart and capable of meeting this requirement. It will be hard, but we will do it together.” For most of them, it was the first time they’d felt like actual students. With this momentum, I propelled them forward; my endgame was that the work they produced would show them that they were not just students, but scholars.\u003c/p>\n\u003cp>My goal for this project was to lay the foundation of media literacy for my students. The first step was exposing them to the multiple academic computer applications available to them. In the media literacy world, this kind of introduction is known as an \u003ci>access\u003c/i> building block. In this case, I was enabling my students to access a different mode of storytelling by using the Google slide presentation application. I knew that once they became familiar enough with the slides application, the project wouldn’t seem as daunting as it did on paper. (I try to keep this in mind when creating assignments and assessments.)\u003c/p>\n\u003cp>Like anything new, there were anticipated bumps along the way. My students were to research their states according to the project guidelines, but they were not allowed to use any paper, including for note taking. They weren’t used to typing on keyboards, and often became frustrated at the length of time it would take them to type up their research notes. I predicted and understood that they’d be easily frustrated, so I intermittently implemented competition breaks to help ease the tension in the computer lab. The competitions were usually built around research. I would play a certain sound on my phone, signaling them to get into “search mode,” then I would give them clues as to what I wanted them to find online. These searches, which I made sure were culturally relevant to them, included finding lyrics to different songs and the specific dates of a championship sporting event. The only exception to the game was that they weren’t allowed to use Wikipedia as a resource. By the end of this project, the students were experts at finding random facts on the Internet (and loved to share them with me).\u003c/p>\n\u003cp>Another bump along the way was the overuse of copy and paste. My students quickly learned this handy shortcut as a way of getting information on the slide. So I set boundaries regarding academic integrity, and stressed the importance of being abiding citizens on the Web. I along with the classroom staff, used a strategy called the “no-look slide summary.” A teacher could, at any time, ask for a summary to any slide, and the student would have to immediately provide an oral summary of the slide without reading it. We would usually look for slides that had more than two paragraphs, and then ask the student to summarize. Once it was discovered that the content was a result of copy and paste, the student would work with one of the classroom teachers to summarize the content in their own words and then replace the pasted material. This process was rigorous for my otherwise media-illiterate students, but by holding them to high standards of integrity and academic excellence, they knew that we truly believed they could do it, and they rose to the challenge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The presentation day finally arrived. The students invited other teachers, the psychologist they worked with, the school therapist and the assistant principals to attend. As the guests were entering the classroom, my students’ nerves were starting to show. As I prepared to give a motivational speech to help assuage their anxiety, I was interrupted by the same student who was initially outraged with the project expectations. His words moved me: “We’re all nervous, but we gone be nervous together, and we ‘bout to knock this out because we put in all this work. I’ll go first.” As Dante stepped up to the front of the class, I quickly stepped into the back room to wipe the tears from my face. (Yes, they’d definitely make fun of me.) The rest of the class applauded Dante as he cleared his throat to begin his presentation. He chose the state closest to him, California, and he started with the Rodney King era. As Dante continued his presentation, I observed how the students gave him their undivided attention, ready to offer support if Dante needed it. This attentiveness was maintained throughout every report.\u003c/p>\n\u003cp>Reviewing my critiques of each assignment, I was in awe of how personal the reports were. Dante chronicled California history using different social eras that he could relate to, while an obsession with waterparks was colorfully represented in another student’s presentation. It was these kinds of personal connections that distinguished their reports from the traditional poster presentation.\u003c/p>\n\u003cp>Upon reflection, I can honestly say that it was transcending to watch students’ confidence in their abilities grow as they sat down in front of their computers each day. By the week before they were to give their five-minute presentations, I was observing students inserting links to into slides, making songs about their chosen states, and analyzing the states by categorizing their slides into different eras. What I found most rewarding was that their initial fear of the technology, and all the obscurities that come with working with media, had been replaced with a sense of familiarity. Before this project concluded, students were suggesting that an interactive poster be the final assessment for the novel they were reading (which they did). I realized that the students were looking forward to the chance to utilize their new skills to create and produce more work. They felt like scholars. They had become so engaged in this project that my initial 25-slide minimum ended up being a 25-slide maximum.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about using presentations in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/designing-presentations\" target=\"_blank\" rel=\"noopener\">Designing Presentations\u003c/a> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How to Inspire a New Generation of Writers Through Blogging",
"headTitle": "How to Inspire a New Generation of Writers Through Blogging | KQED",
"content": "\u003cp>The moment has finally arrived. It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible?\u003c/p>\n\u003cp>In the fall of 2011, I introduced my students to blogging for the first time. Little did I know what a game-changer it would be in my classroom. Blogging has enabled my writers to discover their unique voices and uncover a true love of writing. It has given them a creative outlet where they can express themselves, challenge their writing skills, and build their self-esteem.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure id=\"attachment_277075\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-277075\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/chen_aside1.jpg\" alt=\"Photo by Matthias Ripp\" width=\"300\" height=\"144\">\u003cfigcaption class=\"wp-caption-text\">Photo by \u003ca href=\"https://www.flickr.com/photos/56218409@N03/15371262455/in/photolist-pqiJNt-bAd4AH-9grzfE-fUnHWJ-2FNUzm-9tQh9o-9tMj4F-9tMiYv-uUA4G-4cqfT-9PBH3p-93aPCq-aYFfb-bTQwfx-oDUmkG-qyvtPJ-56eXRT-wTgzo-6CrL7s-bTQwf4-5DeuzB-i6cpkf-nP133a-MGqW-5JE9tz-a42jmC-qD9gxe-5huQJc-dYLSDd-4rXNeM-e76R8R-5nRsb3-dYJsYc-7FgXKL-eKYBAy-kxuvjm-4Dstpc-2eVMS6-6zRjtv-bEVLmG-8vT9yB-6zRi9T-5HDioH-5erWNG-6zVhW9-rrv51P-65QC9A-3cSo2b-bEVLmS-6okjAW\">Matthias Ripp\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Nowadays, lots of great blogging websites are available for budding writers. Here are some that many educators use with their students: \u003ca href=\"http://kidblog.org/home/\">Kidblog\u003c/a>, \u003ca href=\"http://edublogs.org/\">Edublogs\u003c/a>, \u003ca href=\"https://wordpress.com/create/\">WordPress\u003c/a>, \u003ca href=\"https://www.blogger.com/about/?r=1-null_user\">Blogger\u003c/a>, \u003ca href=\"https://www.weebly.com/\">Weebly\u003c/a> and \u003ca href=\"http://www.wix.com/\">Wix\u003c/a>.\u003cbr>\n\u003cem>Please note: Some blogging sites are blocked by schools’ Internet filter. Be sure to check with your school first before setting your heart on one.\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>There are many approaches to incorporating blogging into the curriculum. Some teachers assign topics, and some don’t. In my class, we have a combination of teacher-directed blog posts and student-initiated pieces.\u003c/p>\n\u003cp>Throughout the year, my students respond to specific prompts as an assignment. They may be asked to reflect on their learning at the end of a unit of study or explore a topic that is directly linked to an upcoming lesson. My students’ blogs also serve as an ePortfolio showcasing the projects they have completed throughout the year.\u003c/p>\n\u003cp>However, because I also want my students to have ownership of their own blogs, I encourage them to write on topics that resonate with them personally. They are allowed to write about any topic as long as the content is appropriate for the educational space. It is through these self-directed writings that I learn wonderful details about my students. I discover that some have a passion for dancing or golfing. Others grapple with what it means to be a teenager or how to live up to their parents’ expectations. Some are quite opinionated and aren’t shy to tell you exactly what they think of the world. Others use their blogs to publish short stories that they have written. I love that some have found their own niches and that they find blogging to be a powerful form of self-expression.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are also writers who move me with their intellectualism and maturity, like my former 8th grade student Crystal. She was an extremely high-achieving student who was very shy in class. She was brilliant, but had few opportunities to share her hidden talents. Her debut came in the form of a beautiful post she wrote about teaching her immigrant grandmother to use the Internet. In her piece, she comes to an epiphany about her heritage and her relationship with her grandmother.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-277078\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Chen_body1-800x450.jpg\" alt=\"Chen_body1\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-1440x810.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cem>“We were so different: me, with my slang and my grandma with her traditional Korean. Our history drew a barrier between us and yet it was the very thing that drew a common thread, stringing us together. Sometimes I would wonder, where would it all go, the traditional practices, the languages, the cultural legends, and customs? With our society so muffled by the trend of modernized-speaking and entertainment-based culture, who will carry on the source of our identities, the history of our very existence?”\u003c/em>\u003c/p>\n\u003cp>Her blog post was outstanding, worthy of publication, and now, because of blogging, she had a platform for her creativity.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure id=\"attachment_277076\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-277076\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/chen_aside2.jpg\" alt=\"Photo by Amy Gahran\" width=\"300\" height=\"125\">\u003cfigcaption class=\"wp-caption-text\">Photo by \u003ca href=\"https://www.flickr.com/photos/contentious/1341839873/\">Amy Gahran\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003ch4>Ready to get your students blogging?\u003c/h4>\n\u003cp>Below are some tips I share with my student bloggers to help them to increase readership to their posts.\u003c/p>\n\u003cul>\n\u003cli>Come up with a clickable title. Create a title that compels readers to click on the blog post.\u003c/li>\n\u003cli>Include a vibrant picture. Choose a header image that will generate interest.\u003c/li>\n\u003cli>Hook the audience with the first few sentences. Start with an intriguing question or draw the readers in by creating suspense.\u003c/li>\n\u003cli>Tag the post with popular keywords. Make the post easily searchable.\u003c/li>\n\u003c/ul>\n\u003cp>These tips are available as an infocard. \u003ca href=\"http://goo.gl/lDvJyq\">Click here\u003c/a> to download a copy to use in your classroom.\u003c/p>\n\u003c/aside>\n\u003cp>I am now no longer the sole reader of my students’ writings. The world has become their audience, and I have sought ways to expand their readership beyond the confines of my own classroom. I’ve reached out to my Personal Learning Network (PLN) on social media, solicited readers using the Twitter hashtag #comments4kids, found educators through \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfoOqM_jymN5szAvRRFfUYUcsI7LPsk3Y-1k3upvSmdJwIbkA/viewform?c=0&w=1\">S2S Blog Connect\u003c/a>, and signed up to form partnerships with other teachers via \u003ca href=\"http://quadblogging.net\">Quadblogging.net\u003c/a>. As a result of these connections, our blogs have readers from many parts of the world. My students regularly look forward to reading comments left for them by our visitors, and they swell with pride at all the praise they have received. As for me, I am as excited as they are. I am awed by how reflective, mature and intellectual their posts have become.\u003c/p>\n\u003cp>Blogging may not be a typical writing genre in many classrooms. But perhaps it should be, especially if it means we can inspire a generation of students to become prolific writers and talented bloggers. Our students are incredibly creative; they just need a stage where they can shine.\u003c/p>\n\u003cp>If you are interested in forming a blogging partnership with me, please let me know by connecting with me on \u003ca href=\"https://twitter.com/wondertechedu\">Twitter\u003c/a> or via \u003ca href=\"http://wondertechedu.blogspot.com\">my blog\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "The moment has finally arrived. It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible? In the fall of 2011, I introduced my students to blogging for the first time. Little did",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The moment has finally arrived. It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible?\u003c/p>\n\u003cp>In the fall of 2011, I introduced my students to blogging for the first time. Little did I know what a game-changer it would be in my classroom. Blogging has enabled my writers to discover their unique voices and uncover a true love of writing. It has given them a creative outlet where they can express themselves, challenge their writing skills, and build their self-esteem.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure id=\"attachment_277075\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-277075\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/chen_aside1.jpg\" alt=\"Photo by Matthias Ripp\" width=\"300\" height=\"144\">\u003cfigcaption class=\"wp-caption-text\">Photo by \u003ca href=\"https://www.flickr.com/photos/56218409@N03/15371262455/in/photolist-pqiJNt-bAd4AH-9grzfE-fUnHWJ-2FNUzm-9tQh9o-9tMj4F-9tMiYv-uUA4G-4cqfT-9PBH3p-93aPCq-aYFfb-bTQwfx-oDUmkG-qyvtPJ-56eXRT-wTgzo-6CrL7s-bTQwf4-5DeuzB-i6cpkf-nP133a-MGqW-5JE9tz-a42jmC-qD9gxe-5huQJc-dYLSDd-4rXNeM-e76R8R-5nRsb3-dYJsYc-7FgXKL-eKYBAy-kxuvjm-4Dstpc-2eVMS6-6zRjtv-bEVLmG-8vT9yB-6zRi9T-5HDioH-5erWNG-6zVhW9-rrv51P-65QC9A-3cSo2b-bEVLmS-6okjAW\">Matthias Ripp\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Nowadays, lots of great blogging websites are available for budding writers. Here are some that many educators use with their students: \u003ca href=\"http://kidblog.org/home/\">Kidblog\u003c/a>, \u003ca href=\"http://edublogs.org/\">Edublogs\u003c/a>, \u003ca href=\"https://wordpress.com/create/\">WordPress\u003c/a>, \u003ca href=\"https://www.blogger.com/about/?r=1-null_user\">Blogger\u003c/a>, \u003ca href=\"https://www.weebly.com/\">Weebly\u003c/a> and \u003ca href=\"http://www.wix.com/\">Wix\u003c/a>.\u003cbr>\n\u003cem>Please note: Some blogging sites are blocked by schools’ Internet filter. Be sure to check with your school first before setting your heart on one.\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>There are many approaches to incorporating blogging into the curriculum. Some teachers assign topics, and some don’t. In my class, we have a combination of teacher-directed blog posts and student-initiated pieces.\u003c/p>\n\u003cp>Throughout the year, my students respond to specific prompts as an assignment. They may be asked to reflect on their learning at the end of a unit of study or explore a topic that is directly linked to an upcoming lesson. My students’ blogs also serve as an ePortfolio showcasing the projects they have completed throughout the year.\u003c/p>\n\u003cp>However, because I also want my students to have ownership of their own blogs, I encourage them to write on topics that resonate with them personally. They are allowed to write about any topic as long as the content is appropriate for the educational space. It is through these self-directed writings that I learn wonderful details about my students. I discover that some have a passion for dancing or golfing. Others grapple with what it means to be a teenager or how to live up to their parents’ expectations. Some are quite opinionated and aren’t shy to tell you exactly what they think of the world. Others use their blogs to publish short stories that they have written. I love that some have found their own niches and that they find blogging to be a powerful form of self-expression.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are also writers who move me with their intellectualism and maturity, like my former 8th grade student Crystal. She was an extremely high-achieving student who was very shy in class. She was brilliant, but had few opportunities to share her hidden talents. Her debut came in the form of a beautiful post she wrote about teaching her immigrant grandmother to use the Internet. In her piece, she comes to an epiphany about her heritage and her relationship with her grandmother.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-277078\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Chen_body1-800x450.jpg\" alt=\"Chen_body1\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-1440x810.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Chen_body1-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cem>“We were so different: me, with my slang and my grandma with her traditional Korean. Our history drew a barrier between us and yet it was the very thing that drew a common thread, stringing us together. Sometimes I would wonder, where would it all go, the traditional practices, the languages, the cultural legends, and customs? With our society so muffled by the trend of modernized-speaking and entertainment-based culture, who will carry on the source of our identities, the history of our very existence?”\u003c/em>\u003c/p>\n\u003cp>Her blog post was outstanding, worthy of publication, and now, because of blogging, she had a platform for her creativity.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure id=\"attachment_277076\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-277076\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/chen_aside2.jpg\" alt=\"Photo by Amy Gahran\" width=\"300\" height=\"125\">\u003cfigcaption class=\"wp-caption-text\">Photo by \u003ca href=\"https://www.flickr.com/photos/contentious/1341839873/\">Amy Gahran\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003ch4>Ready to get your students blogging?\u003c/h4>\n\u003cp>Below are some tips I share with my student bloggers to help them to increase readership to their posts.\u003c/p>\n\u003cul>\n\u003cli>Come up with a clickable title. Create a title that compels readers to click on the blog post.\u003c/li>\n\u003cli>Include a vibrant picture. Choose a header image that will generate interest.\u003c/li>\n\u003cli>Hook the audience with the first few sentences. Start with an intriguing question or draw the readers in by creating suspense.\u003c/li>\n\u003cli>Tag the post with popular keywords. Make the post easily searchable.\u003c/li>\n\u003c/ul>\n\u003cp>These tips are available as an infocard. \u003ca href=\"http://goo.gl/lDvJyq\">Click here\u003c/a> to download a copy to use in your classroom.\u003c/p>\n\u003c/aside>\n\u003cp>I am now no longer the sole reader of my students’ writings. The world has become their audience, and I have sought ways to expand their readership beyond the confines of my own classroom. I’ve reached out to my Personal Learning Network (PLN) on social media, solicited readers using the Twitter hashtag #comments4kids, found educators through \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfoOqM_jymN5szAvRRFfUYUcsI7LPsk3Y-1k3upvSmdJwIbkA/viewform?c=0&w=1\">S2S Blog Connect\u003c/a>, and signed up to form partnerships with other teachers via \u003ca href=\"http://quadblogging.net\">Quadblogging.net\u003c/a>. As a result of these connections, our blogs have readers from many parts of the world. My students regularly look forward to reading comments left for them by our visitors, and they swell with pride at all the praise they have received. As for me, I am as excited as they are. I am awed by how reflective, mature and intellectual their posts have become.\u003c/p>\n\u003cp>Blogging may not be a typical writing genre in many classrooms. But perhaps it should be, especially if it means we can inspire a generation of students to become prolific writers and talented bloggers. Our students are incredibly creative; they just need a stage where they can shine.\u003c/p>\n\u003cp>If you are interested in forming a blogging partnership with me, please let me know by connecting with me on \u003ca href=\"https://twitter.com/wondertechedu\">Twitter\u003c/a> or via \u003ca href=\"http://wondertechedu.blogspot.com\">my blog\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "5 Tips for Selecting Websites for Student Use",
"headTitle": "5 Tips for Selecting Websites for Student Use | KQED",
"content": "\u003cp>Do you ever get lost trying to sort through the millions of educational websites coming your way? Curious about which sites are best to use with your students? Trying to figure out how to integrate technology without overwhelming your students by using \u003ci>too\u003c/i> many websites?\u003c/p>\n\u003cp>I’ve been there. I regularly use several websites with students. Some focus on receiving information where students simply go to a site to read. Others focus more on creation and interaction. I use at least five sites for student composition on a regular basis. I’m often asked, “Are you sure your students can keep track of all those websites?” The answer: Yes.\u003c/p>\n\u003cp>These five simple tips help me think about which websites to use and how to manage those spaces with my students.\u003c/p>\n\u003ch3>1. Purpose\u003c/h3>\n\u003caside class=\"alignright\">\n\u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-800x781.jpeg\" alt=\"Image Credit: Connected Learning Research Network and Digital Media & Learning Research Hub\" width=\"800\" height=\"781\" class=\"size-medium wp-image-276968\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-800x781.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-400x391.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-768x750.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-50x50.jpeg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic.jpeg 900w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a> \n\u003cp>\u003cb>Many scholars are also thinking about purposeful technology integration for learning. Frameworks to guide reflection about educational technology use with students, include the following:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">Connected Learning\u003c/a>: Explores connections for learning in and out-of-school contexts and through use of technology, social media, peer interaction, collaborative learning spaces and shared purposes for production of content in open networks.\u003c/li>\n\u003cli>\u003ca href=\"https://www.commonsensemedia.org/videos/introduction-to-the-samr-model\">SAMR\u003c/a>: SAMR refers to Substitution, Augmentation, Modification, Redefinition. Technology use offers opportunity to enhance and transform teaching and learning.\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=FagVSQlZELY\">TPACK\u003c/a>: TPACK stands for Technological, Pedagogical, and Content Knowledge and explores the way these elements of teaching work together to support student learning with an increase in motivation and manageable learning for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.tripleeframework.com/\">Triple E\u003c/a>: Focuses on the way technology integration impacts Engagement, Enhancement and Extensions for learning that impacts student achievement.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Every website has a different function. When selecting a website to use with students, consider learning opportunities the site provides. What \u003ci>value is added \u003c/i>to student learning when using this site? What \u003ci>can learners do\u003c/i> through use of this site? What can they \u003ci>create\u003c/i>? How can \u003ci>learning objectives for students be met and exceeded\u003c/i> with use of a specific website? How can this website \u003ci>engage students and help them take ownership \u003c/i>of their learning?\u003c/p>\n\u003cp>I also think about the affordances and limitations for using this digital tool. What can students \u003ci>do in this specific space that they cannot do elsewhere\u003c/i>? What learning experiences \u003ci>are not supported \u003c/i>through use of this website? In what ways does the site support or not support \u003ci>authentic digital learning and writing\u003c/i>?\u003c/p>\n\u003ch3>2. Audience\u003c/h3>\n\u003cp>I also think carefully about audiences for student compositions. Many teachers have students publish \u003ci>only \u003c/i>final polished writing. Publishing final pieces is valuable, however, learning is also about conversation. There are other potential purposes and audiences for student composition in online spaces. Many websites have learning and audience goals focused on conversation and process. For instance, students can engage in a conversation around ideas they are researching or they could work on peer response of their writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Consider exploring websites that support different audiences and purposes, such as online discussion forums, blogs or even sites that work on refining writing ideas and quality. Using websites for conversation around ideas offers an authentic writing opportunity for students. News sources, for instance, are often a space for publication and dialogue through commenting.\u003c/p>\n\u003cp>Some spaces where I like to engage student in discussion include the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>: A space for students to engage in conversation. Students can have their own discussion page and easily find others for commenting. Collaborative curriculum options are also a part of this site through work with \u003ca href=\"http://www.youthvoices.live/playlists/\">playlists\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a>: A place for conversation around current events, sciences and the arts. Students engage in discussion on big questions related to common news topics.\u003c/li>\n\u003c/ul>\n\u003ch3>3. Connections to various sites\u003c/h3>\n\u003cp>When selecting websites where students are engaging in \u003ca href=\"https://en.wikipedia.org/wiki/Participatory_culture\">participatory culture\u003c/a>, I often consider not only how the sites I use work together, but also how they work differently. I explore the complementary content, purposes and audiences of each website I share with my students. \u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>, for instance, is a great venue for students to share their writing and extend conversation related to any of the \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> news discussions.\u003c/p>\n\u003cp>I also have students compose in \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a> and share their work with me in \u003ca href=\"https://classroom.google.com\">Google Classroom\u003c/a>. They also sometimes share work with one another before going public through \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a>. For a focused peer response opportunity, we are fortunate to use \u003ca href=\"http://elireview.com/\">Eli Review\u003c/a>. And for keeping track of research work, we use \u003ca href=\"https://www.citelighter.com/\">Citelighter\u003c/a> which can connect to \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a> to keep writing in one place.\u003c/p>\n\u003cp>Additionally, some Web tools are able to offer a \u003ca href=\"https://en.wikipedia.org/wiki/Plug-in_(computing)\">plug-in\u003c/a> to connect the features of that specific website into your browser or specifically to connect with Google apps. This option eliminates one more website and integrates features into everyday use with the browser. \u003ca href=\"https://www.scrible.com/\">Scrible\u003c/a> for research notations or \u003ca href=\"https://hypothes.is/\">hypothes.is\u003c/a> for digital reading annotations are two services that compliment other learning options and use plug-ins, easily connecting to browser settings.\u003c/p>\n\u003ch3>4. Ease of Use\u003c/h3>\n\u003cp>We all know that time in the classroom is limited. Websites need to be easy for students to use with little or no instruction. I want to spend time teaching content and exploring why a website might be useful for our work. I realize that as a high school teacher, I can send my students out to explore more than teachers of younger students may feel comfortable. I believe that some play and exploration time is not only good for every learner, it helps develop self-learning skills.\u003c/p>\n\u003cp>What do I do when something doesn’t go as planned? I pause and think about the learning with my students. We discuss \u003ca href=\"http://habitsofmind.org/\">habits of mind\u003c/a> for learning as highlighted in the \u003ca href=\"http://wpacouncil.org/framework\">Framework for Success in Postsecondary Writing\u003c/a>. Being flexible and curious are skills we always use when engaging with technology and our everyday lives.\u003c/p>\n\u003cp>Easy-to-use sites that I use for content creation include the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.google.com/edu/products/productivity-tools/\">Google for Education\u003c/a>: A place for collaborative writing and presentations.\u003c/li>\n\u003cli>\u003ca href=\"https://classroom.google.com\">Google Classroom\u003c/a>: A space for collecting students’ work and having class discussions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.wikispaces.com/\">Wikispaces\u003c/a>: An easy way to develop a website for multiple purposes and audiences, including for parents/guardians and the community. Permissions for other users, including students, is an option with a wiki so that students can add to the site or a discussion thread. Check out \u003ca href=\"http://reed-okemos.wikispaces.com/\">my classroom website\u003c/a> using wikispaces.\u003c/li>\n\u003c/ul>\n\u003ch3>5. Transferable skills\u003c/h3>\n\u003cp>Let’s face it, technology is always changing, and any given website will not be around forever. Consider how a digital tool teaches self-learning skills, and explore skills that will apply in other places. And remember, you don’t have to know every detail of how to use each website, but you need to know the reason why you are using it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When my students manage the spaces we use in class, they know to think about their \u003cb>purpose\u003c/b>, such as writing and collaborating in \u003ca href=\"https://www.google.com/drive/\">Google Docs\u003c/a>, keeping track of research sources in \u003ca href=\"https://www.citelighter.com/\">Citelighter\u003c/a> or peer response in \u003ca href=\"http://elireview.com/\">Eli Review.\u003c/a> Students also think about \u003cb>audiences \u003c/b>for all of these composition spaces. They have to consider if their work will be a public post, such as when they join a conversation via \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> or share their own discussion posts in \u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>. Or they might be sharing their work with a closed group, such as with classmates in \u003ca href=\"https://www.google.com/drive/\">Google Docs\u003c/a>or \u003ca href=\"http://elireview.com/\">Eli Review.\u003c/a> Knowing the audience and purpose of a website allows my students to more easily navigate digital spaces (whether in my classroom or not) for authentic learning and composition.\u003c/p>\n\n",
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"description": "Do you ever get lost trying to sort through the millions of educational websites coming your way? Curious about which sites are best to use with your students? Trying to figure out how to integrate technology without overwhelming your students by using too many websites? I’ve been there. I regularly use several websites with students.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Do you ever get lost trying to sort through the millions of educational websites coming your way? Curious about which sites are best to use with your students? Trying to figure out how to integrate technology without overwhelming your students by using \u003ci>too\u003c/i> many websites?\u003c/p>\n\u003cp>I’ve been there. I regularly use several websites with students. Some focus on receiving information where students simply go to a site to read. Others focus more on creation and interaction. I use at least five sites for student composition on a regular basis. I’m often asked, “Are you sure your students can keep track of all those websites?” The answer: Yes.\u003c/p>\n\u003cp>These five simple tips help me think about which websites to use and how to manage those spaces with my students.\u003c/p>\n\u003ch3>1. Purpose\u003c/h3>\n\u003caside class=\"alignright\">\n\u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-800x781.jpeg\" alt=\"Image Credit: Connected Learning Research Network and Digital Media & Learning Research Hub\" width=\"800\" height=\"781\" class=\"size-medium wp-image-276968\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-800x781.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-400x391.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-768x750.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic-50x50.jpeg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/ConnectedLearningInfographic.jpeg 900w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a> \n\u003cp>\u003cb>Many scholars are also thinking about purposeful technology integration for learning. Frameworks to guide reflection about educational technology use with students, include the following:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://connectedlearning.tv/what-is-connected-learning\">Connected Learning\u003c/a>: Explores connections for learning in and out-of-school contexts and through use of technology, social media, peer interaction, collaborative learning spaces and shared purposes for production of content in open networks.\u003c/li>\n\u003cli>\u003ca href=\"https://www.commonsensemedia.org/videos/introduction-to-the-samr-model\">SAMR\u003c/a>: SAMR refers to Substitution, Augmentation, Modification, Redefinition. Technology use offers opportunity to enhance and transform teaching and learning.\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=FagVSQlZELY\">TPACK\u003c/a>: TPACK stands for Technological, Pedagogical, and Content Knowledge and explores the way these elements of teaching work together to support student learning with an increase in motivation and manageable learning for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.tripleeframework.com/\">Triple E\u003c/a>: Focuses on the way technology integration impacts Engagement, Enhancement and Extensions for learning that impacts student achievement.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Every website has a different function. When selecting a website to use with students, consider learning opportunities the site provides. What \u003ci>value is added \u003c/i>to student learning when using this site? What \u003ci>can learners do\u003c/i> through use of this site? What can they \u003ci>create\u003c/i>? How can \u003ci>learning objectives for students be met and exceeded\u003c/i> with use of a specific website? How can this website \u003ci>engage students and help them take ownership \u003c/i>of their learning?\u003c/p>\n\u003cp>I also think about the affordances and limitations for using this digital tool. What can students \u003ci>do in this specific space that they cannot do elsewhere\u003c/i>? What learning experiences \u003ci>are not supported \u003c/i>through use of this website? In what ways does the site support or not support \u003ci>authentic digital learning and writing\u003c/i>?\u003c/p>\n\u003ch3>2. Audience\u003c/h3>\n\u003cp>I also think carefully about audiences for student compositions. Many teachers have students publish \u003ci>only \u003c/i>final polished writing. Publishing final pieces is valuable, however, learning is also about conversation. There are other potential purposes and audiences for student composition in online spaces. Many websites have learning and audience goals focused on conversation and process. For instance, students can engage in a conversation around ideas they are researching or they could work on peer response of their writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Consider exploring websites that support different audiences and purposes, such as online discussion forums, blogs or even sites that work on refining writing ideas and quality. Using websites for conversation around ideas offers an authentic writing opportunity for students. News sources, for instance, are often a space for publication and dialogue through commenting.\u003c/p>\n\u003cp>Some spaces where I like to engage student in discussion include the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>: A space for students to engage in conversation. Students can have their own discussion page and easily find others for commenting. Collaborative curriculum options are also a part of this site through work with \u003ca href=\"http://www.youthvoices.live/playlists/\">playlists\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a>: A place for conversation around current events, sciences and the arts. Students engage in discussion on big questions related to common news topics.\u003c/li>\n\u003c/ul>\n\u003ch3>3. Connections to various sites\u003c/h3>\n\u003cp>When selecting websites where students are engaging in \u003ca href=\"https://en.wikipedia.org/wiki/Participatory_culture\">participatory culture\u003c/a>, I often consider not only how the sites I use work together, but also how they work differently. I explore the complementary content, purposes and audiences of each website I share with my students. \u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>, for instance, is a great venue for students to share their writing and extend conversation related to any of the \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> news discussions.\u003c/p>\n\u003cp>I also have students compose in \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a> and share their work with me in \u003ca href=\"https://classroom.google.com\">Google Classroom\u003c/a>. They also sometimes share work with one another before going public through \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a>. For a focused peer response opportunity, we are fortunate to use \u003ca href=\"http://elireview.com/\">Eli Review\u003c/a>. And for keeping track of research work, we use \u003ca href=\"https://www.citelighter.com/\">Citelighter\u003c/a> which can connect to \u003ca href=\"https://www.google.com/drive/\">Google Drive\u003c/a> to keep writing in one place.\u003c/p>\n\u003cp>Additionally, some Web tools are able to offer a \u003ca href=\"https://en.wikipedia.org/wiki/Plug-in_(computing)\">plug-in\u003c/a> to connect the features of that specific website into your browser or specifically to connect with Google apps. This option eliminates one more website and integrates features into everyday use with the browser. \u003ca href=\"https://www.scrible.com/\">Scrible\u003c/a> for research notations or \u003ca href=\"https://hypothes.is/\">hypothes.is\u003c/a> for digital reading annotations are two services that compliment other learning options and use plug-ins, easily connecting to browser settings.\u003c/p>\n\u003ch3>4. Ease of Use\u003c/h3>\n\u003cp>We all know that time in the classroom is limited. Websites need to be easy for students to use with little or no instruction. I want to spend time teaching content and exploring why a website might be useful for our work. I realize that as a high school teacher, I can send my students out to explore more than teachers of younger students may feel comfortable. I believe that some play and exploration time is not only good for every learner, it helps develop self-learning skills.\u003c/p>\n\u003cp>What do I do when something doesn’t go as planned? I pause and think about the learning with my students. We discuss \u003ca href=\"http://habitsofmind.org/\">habits of mind\u003c/a> for learning as highlighted in the \u003ca href=\"http://wpacouncil.org/framework\">Framework for Success in Postsecondary Writing\u003c/a>. Being flexible and curious are skills we always use when engaging with technology and our everyday lives.\u003c/p>\n\u003cp>Easy-to-use sites that I use for content creation include the following:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.google.com/edu/products/productivity-tools/\">Google for Education\u003c/a>: A place for collaborative writing and presentations.\u003c/li>\n\u003cli>\u003ca href=\"https://classroom.google.com\">Google Classroom\u003c/a>: A space for collecting students’ work and having class discussions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.wikispaces.com/\">Wikispaces\u003c/a>: An easy way to develop a website for multiple purposes and audiences, including for parents/guardians and the community. Permissions for other users, including students, is an option with a wiki so that students can add to the site or a discussion thread. Check out \u003ca href=\"http://reed-okemos.wikispaces.com/\">my classroom website\u003c/a> using wikispaces.\u003c/li>\n\u003c/ul>\n\u003ch3>5. Transferable skills\u003c/h3>\n\u003cp>Let’s face it, technology is always changing, and any given website will not be around forever. Consider how a digital tool teaches self-learning skills, and explore skills that will apply in other places. And remember, you don’t have to know every detail of how to use each website, but you need to know the reason why you are using it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When my students manage the spaces we use in class, they know to think about their \u003cb>purpose\u003c/b>, such as writing and collaborating in \u003ca href=\"https://www.google.com/drive/\">Google Docs\u003c/a>, keeping track of research sources in \u003ca href=\"https://www.citelighter.com/\">Citelighter\u003c/a> or peer response in \u003ca href=\"http://elireview.com/\">Eli Review.\u003c/a> Students also think about \u003cb>audiences \u003c/b>for all of these composition spaces. They have to consider if their work will be a public post, such as when they join a conversation via \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> or share their own discussion posts in \u003ca href=\"http://www.youthvoices.live/\">Youth Voices\u003c/a>. Or they might be sharing their work with a closed group, such as with classmates in \u003ca href=\"https://www.google.com/drive/\">Google Docs\u003c/a>or \u003ca href=\"http://elireview.com/\">Eli Review.\u003c/a> Knowing the audience and purpose of a website allows my students to more easily navigate digital spaces (whether in my classroom or not) for authentic learning and composition.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"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.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.
