Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.
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"content": "\u003cp>Students love snacks, bite sized ones in particular, and as everyone knows, that usually means cookies.\u003c/p>\n\u003cp>But if you’re a teacher and opposed to putting the sweet and sugary before your kids, then what are you to do? Carrots and cauliflower?\u003c/p>\n\u003cp>Perhaps, but you can do even better. There is, in fact, a truly delicious, healthy, bite-sized snack that you can not only put before your students, but that your students are sure to like.\u003c/p>\n\u003cp>That snack goes by the name of the \u003ca href=\"http://ed.ted.com/lessons\">TED-Ed Lesson\u003c/a>.\u003c/p>\n\u003cp>And what is a TED-Ed Lesson? At its core, it’s a 3-5 minute animated video that focuses on topics ranging from \u003ca href=\"http://ed.ted.com/lessons/under-the-hood-the-chemistry-of-cars-cynthia-chubbuck\">chemistry\u003c/a> to \u003ca href=\"http://ed.ted.com/lessons/shakespearean-dating-tips-anthony-john-peters\">Shakespeare\u003c/a> to \u003ca href=\"http://ed.ted.com/lessons/the-pangaea-pop-up-michael-molina\">origami\u003c/a>. Each animation is created by TED-Ed in collaboration with an educator, an insanely talented scriptwriter and an equally talented animator.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A typical TED-Ed video looks like this one I authored with the TED-Ed team entitled “Why is the U.S. Constitution so Hard to Amend?”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=FwREAW4SlVY\u003c/p>\n\u003cp>However, TED-Ed Lessons are way more than just a video.\u003c/p>\n\u003cp>The “Think” section that accompanies a TED-ED Lesson provides the opportunity for students to answer important questions related to the video. In addition, the “Dig Deeper” section provides access to relevant supplemental resources that support deeper engagement with the lesson subject. Finally, the “Discuss” section provides a space for students to talk about the issues raised in the lesson. Some lessons have guided discussions created by the lesson creator, but all have the opportunity for viewers to start and engage on their own.\u003c/p>\n\u003cp>In my classroom, I use TED-Ed lessons whenever I find a place for them in my world history, US history, and US government curricula. Generally, this means my students see one every three-to-four weeks.\u003c/p>\n\u003caside class=\"alignright\">Here are samples of some of the better TED-Ed Lessons that I have shared with my U.S. History, World History and U.S. Government students.\u003cbr>\n\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/Paccone_aside.png\">\n\u003cul>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=3NXC4Q_4JVg\">The Atlantic Slave Trade\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=jFICRFKtAc4\">How did Hitler Rise to Power?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=23oHqNEqRyo\">China’s Great Wall\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=mP5p4QbvPtc\">The Terracotta Warriors\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=W9H3gvnN468\">The Electoral College\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When introducing a TED-Ed lesson I provide a brief introduction and then show the video. The whole class then works together to answer the “Think” questions. I then employ Twitter to have students tweet a well-crafted question to friends and family. The question appears in the Discuss section of the lesson. My Discuss section question provided students with a chance to tweet, “Do you think that millennials and those who follow will be more inclined than previous generations to amend the Constitution?” We use the responses they receive to continue the discussion the next day with many more perspectives added to the conversation.\u003c/p>\n\u003cp>Additionally, TED-Ed lessons provide an opportunity for flipped learning with students doing the lesson as homework and arriving in class armed and ready for digging deeper. And, of course, the videos are excellent resources for students to review before exams.\u003c/p>\n\u003cp>Given all this, you can imagine the extent to which my students have enjoyed and otherwise devoured all of the TED-Ed Lessons that I have put before them.\u003c/p>\n\u003cp>Finally, while I teach social studies, TED-Ed lessons contain equally great content for teachers and students in the areas of science and technology, literature, language, mathematics, psychology, business, economics, and more. \u003ca href=\"http://ed.ted.com/\">Check them out!\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I am looking forward to hearing, in the comment section located at the end of this article, about the extent to which your students have gobbled up the delicious, healthy, bite-sized snacks of knowledge found at\u003ca href=\"http://ed.ted.com\"> ed.ted.com\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students love snacks, bite sized ones in particular, and as everyone knows, that usually means cookies.\u003c/p>\n\u003cp>But if you’re a teacher and opposed to putting the sweet and sugary before your kids, then what are you to do? Carrots and cauliflower?\u003c/p>\n\u003cp>Perhaps, but you can do even better. There is, in fact, a truly delicious, healthy, bite-sized snack that you can not only put before your students, but that your students are sure to like.\u003c/p>\n\u003cp>That snack goes by the name of the \u003ca href=\"http://ed.ted.com/lessons\">TED-Ed Lesson\u003c/a>.\u003c/p>\n\u003cp>And what is a TED-Ed Lesson? At its core, it’s a 3-5 minute animated video that focuses on topics ranging from \u003ca href=\"http://ed.ted.com/lessons/under-the-hood-the-chemistry-of-cars-cynthia-chubbuck\">chemistry\u003c/a> to \u003ca href=\"http://ed.ted.com/lessons/shakespearean-dating-tips-anthony-john-peters\">Shakespeare\u003c/a> to \u003ca href=\"http://ed.ted.com/lessons/the-pangaea-pop-up-michael-molina\">origami\u003c/a>. Each animation is created by TED-Ed in collaboration with an educator, an insanely talented scriptwriter and an equally talented animator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A typical TED-Ed video looks like this one I authored with the TED-Ed team entitled “Why is the U.S. Constitution so Hard to Amend?”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/FwREAW4SlVY'\n title='//www.youtube.com/embed/FwREAW4SlVY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>However, TED-Ed Lessons are way more than just a video.\u003c/p>\n\u003cp>The “Think” section that accompanies a TED-ED Lesson provides the opportunity for students to answer important questions related to the video. In addition, the “Dig Deeper” section provides access to relevant supplemental resources that support deeper engagement with the lesson subject. Finally, the “Discuss” section provides a space for students to talk about the issues raised in the lesson. Some lessons have guided discussions created by the lesson creator, but all have the opportunity for viewers to start and engage on their own.\u003c/p>\n\u003cp>In my classroom, I use TED-Ed lessons whenever I find a place for them in my world history, US history, and US government curricula. Generally, this means my students see one every three-to-four weeks.\u003c/p>\n\u003caside class=\"alignright\">Here are samples of some of the better TED-Ed Lessons that I have shared with my U.S. History, World History and U.S. Government students.\u003cbr>\n\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/Paccone_aside.png\">\n\u003cul>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=3NXC4Q_4JVg\">The Atlantic Slave Trade\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=jFICRFKtAc4\">How did Hitler Rise to Power?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=23oHqNEqRyo\">China’s Great Wall\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=mP5p4QbvPtc\">The Terracotta Warriors\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.youtube.com/watch?v=W9H3gvnN468\">The Electoral College\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When introducing a TED-Ed lesson I provide a brief introduction and then show the video. The whole class then works together to answer the “Think” questions. I then employ Twitter to have students tweet a well-crafted question to friends and family. The question appears in the Discuss section of the lesson. My Discuss section question provided students with a chance to tweet, “Do you think that millennials and those who follow will be more inclined than previous generations to amend the Constitution?” We use the responses they receive to continue the discussion the next day with many more perspectives added to the conversation.\u003c/p>\n\u003cp>Additionally, TED-Ed lessons provide an opportunity for flipped learning with students doing the lesson as homework and arriving in class armed and ready for digging deeper. And, of course, the videos are excellent resources for students to review before exams.\u003c/p>\n\u003cp>Given all this, you can imagine the extent to which my students have enjoyed and otherwise devoured all of the TED-Ed Lessons that I have put before them.\u003c/p>\n\u003cp>Finally, while I teach social studies, TED-Ed lessons contain equally great content for teachers and students in the areas of science and technology, literature, language, mathematics, psychology, business, economics, and more. \u003ca href=\"http://ed.ted.com/\">Check them out!\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I am looking forward to hearing, in the comment section located at the end of this article, about the extent to which your students have gobbled up the delicious, healthy, bite-sized snacks of knowledge found at\u003ca href=\"http://ed.ted.com\"> ed.ted.com\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>If you ask me what social studies, social art and social media have in common, it’s people. People communicating, making connections with one another and affecting change. So why not let students express themselves in the classroom the way they often do outside of school — on their phones? It took months for me to finally commit, but once I did, it was like a renaissance of creativity, ideas and critical thinking had overtaken our classroom (\u003ci>in a good way!)\u003c/i>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/\">Letters to the Next President 2.0\u003c/a> (L2NP 2.0), the\u003ca href=\"https://ww2.kqed.org/education/2016/04/05/introducing-media-makes-giving-students-a-voice-in-the-election/\"> Media Makes\u003c/a> series, hosted by the \u003ca href=\"http://www.nwp.org\">National Writing Project\u003c/a> and KQED, is an amazing resource for involving students in the civic process. It inspired me to delve further into the world of student self-expression and using social media as a tool in the classroom. The Media Make projects encourage students to identify what matters to them, instructs them on how to conduct research on the issues, and empowers them to make their voices heard online.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Integrating social media into the learning landscape of middle school history proved to be a huge success, albeit a semi nerve-racking journey. Below are my five dos and don’ts for using social media to help students spread awareness and start a dialogue about their values and concerns.\u003c/span>\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272357,272334,272358\"]\u003c/p>\n\u003ch3>1. Set the Stage\u003c/h3>\n\u003cp>Help students formulate an opinion and take a stance by exposing them to current election issues. L2NP 2.0 curriculum creates instant student engagement! A class favorite that is certain to pique student interest in current events and election issues is the \u003ca href=\"http://goo.gl/p9kNIM\">Media Make: Make Your Own Political Art\u003c/a> activity. I was thrilled by the excitement this project stirred up in my own classroom, and can say with absolute confidence that EVERY single learner was tuned in. How often does a middle school teacher get to say that!?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Get your students ready for this creative project by brainstorming social and political issues in America, using resources like \u003ca href=\"http://goo.gl/Y9Fon4\">\u003ci>The Lowdown\u003c/i>\u003c/a> and \u003ca href=\"http://2016election.procon.org/\">ProCon.org\u003c/a>. Once learners have identified a slew of controversies and concerns, they’ll naturally start to align with topics that are relevant to them. To hook students and get them excited about developing their own art, present a variety of different images, and ask students to identify the message, symbols, techniques and topics highlighted by the artists. (Tip: street art, especially works by Banksy were most appealing to students.) Once learners get a taste for how powerful and evocative art can be, they’ll be inspired to make social and political art of their own.\u003c/p>\n\u003cp>The article entitled \u003ca href=\"https://goo.gl/Z6BJyK\">“How to Make Political Art,”\u003c/a> as well as the embedded video, are immensely helpful in preparing students to create their own work. This \u003ca href=\"https://goo.gl/vchXDI\">modified rubric/instruction sheet\u003c/a> has been adapted from the site above, and sets project expectations without stifling student ingenuity. Once you go over the requirements for the project (of which there were few), it’s time to take your hands off the wheel and let students compose their own masterpieces.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272348,272347,272356\"]\u003c/p>\n\u003ch3>2. Stand Back\u003c/h3>\n\u003cp>Set the stage, then step aside. Apart from frontloading useful vocabulary and providing examples of symbols and the power of text and color, your students will take to this project pretty intuitively. While it does require learners to conceptualize, reflect and call on a variety of other high level thinking skills, you’ll find that all students will have access to this assignment. There is \u003ci>something\u003c/i> that every child in your classroom would like to see addressed and potentially solved, whether it be in their community, country or worldwide.\u003c/p>\n\u003cp>Once students have chosen their issue and medium, there’s little left for you to do besides field student questions and provide direction as needed. You’ll most likely find that you need to remind students to keep it simple. For example, many learners will attempt to explain their art, so remind them that their work should speak for itself. Their perspective should be clear, and the art approachable. There is power in this simplicity.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272359,272341,272352\"]\u003c/p>\n\u003ch3>3. Encourage Risks\u003c/h3>\n\u003cp>It’s OK for student work to push the envelope, and even make the viewer uncomfortable — isn’t that the point of social and political art?! This project empowers students to explore their own thinking and values. We’re asking our students to bring an issue to the forefront of our mind’s eye, forcing us to question why things are they way they are, and why they should change.\u003c/p>\n\u003cp>Student choice is vital to the success of this project. When students have the autonomy to advocate for something \u003ci>they\u003c/i> see as a problem, and display their stance in a way \u003ci>they \u003c/i>think will resonate with viewers, it is extraordinarily more impactful.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272336,272339,272342\"]\u003c/p>\n\u003ch3>4. Pick a Platform\u003c/h3>\n\u003cp>When I told students the final step was to post their artwork on social media, the response was resounding disbelief and eagerness. Students who were interested in this sort of civic participation via social media turned to Instagram or Snapchat.\u003c/p>\n\u003cp>For students who aren’t interested in or don’t have access to social media at school or at home, encourage them to share their point of view by posting hard copies of their artwork around town (local library, shop windows with permission, bus stops, etc.) While this alternative means they’ll reach a potentially smaller audience, it still enables students to showcase their pieces in a public forum.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272343,272355,272350\"]\u003c/p>\n\u003ch3>5. Be Safe, Not Sorry\u003c/h3>\n\u003cp>Whatever you do, do not create a class Instagram account with a shared username and login (\u003ci>believe me, I made that mistake!\u003c/i>) If you do, you’ll end up with an inappropriate post that one of your 8th graders thinks is hilarious. Instead, streamline your process by either encouraging students to take ownership of their posts and stand proudly behind them on their personal accounts, or upload student work yourself, no matter how cumbersome it feels to deal with all the uploads, airdrops, emails and screenshots.\u003c/p>\n\u003cp>Determine whether a private or public account best suits your classroom needs. In my case, I found having a private Instagram account felt futile. Why encourage online activism among an audience of 35 students who were already sitting in a classroom together face-to-face? A private account wasn’t going to get student work the kind of exposure I was looking for, but a public account made me nervous. I didn’t want parents feeling like their child’s stance on some contentious issue was just floating around out there without their permission (remember, I’m teaching 13 year olds).\u003c/p>\n\u003cp>For those grappling with privacy and permission concerns, the unveiling of the L2NP 2.0 \u003ca href=\"https://letters2president.org/register\">youth publishing platform\u003c/a> is very exciting! The site promotes a safe, academic pulpit from which students can share their thoughts and opinions on current political, social and economic issues. I’ve just launched my own teacher page on their site (all teachers/school sites can do the same), and am ready to get started on other compelling \u003ca href=\"https://ww2.kqed.org/education/2016/04/05/introducing-media-makes-giving-students-a-voice-in-the-election/\">Media Make\u003c/a> activities. Hopefully this will quell some of the fears we have as teachers, parents and administrators over what’s being posted online and who has access.\u003c/p>\n\u003cp>[gallery type=\"circle\" ids=\"272346,272354,272353\"]\u003c/p>\n\u003cp>I imagine most middle school teachers understand the difficulty of gleaning total engagement and enthusiasm in the classroom, even when opportunities for multimodal learning are provided and lessons have been differentiated. Yet this Media Make project defied the norm, and culminated in the production of incredible artwork that held powerful messages.\u003c/p>\n\u003cp>I \u003ci>highly\u003c/i> encourage those of you who are reticent to incorporate social media into your curriculum, to give Media Makes a try and help your students amplify their voices. Students are studying history and making history when they start a dialogue about the world around them. Social media and platforms like L2NP 2.0 offer opportunities for learners to share their opinions with a larger audience, beyond family, friends and classmates. All of a sudden there’s this relatively anonymous, virtual platform of self expression where students can be honest about their sentiments, without fear of criticism.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As I look toward our next project, I’m eager for students to take on a solution-based approach. I want learners to shift their thinking and begin generating ideas on how to actually fix the critical problems they see. Through L2NP’s youth publishing platform, my students-turned-artists will soon become authors, directors and producers focused on connecting their worlds and their ideas to the problems we collectively face.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you ask me what social studies, social art and social media have in common, it’s people. People communicating, making connections with one another and affecting change. So why not let students express themselves in the classroom the way they often do outside of school — on their phones? It took months for me to finally commit, but once I did, it was like a renaissance of creativity, ideas and critical thinking had overtaken our classroom (\u003ci>in a good way!)\u003c/i>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/\">Letters to the Next President 2.0\u003c/a> (L2NP 2.0), the\u003ca href=\"https://ww2.kqed.org/education/2016/04/05/introducing-media-makes-giving-students-a-voice-in-the-election/\"> Media Makes\u003c/a> series, hosted by the \u003ca href=\"http://www.nwp.org\">National Writing Project\u003c/a> and KQED, is an amazing resource for involving students in the civic process. It inspired me to delve further into the world of student self-expression and using social media as a tool in the classroom. The Media Make projects encourage students to identify what matters to them, instructs them on how to conduct research on the issues, and empowers them to make their voices heard online.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Integrating social media into the learning landscape of middle school history proved to be a huge success, albeit a semi nerve-racking journey. Below are my five dos and don’ts for using social media to help students spread awareness and start a dialogue about their values and concerns.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Get your students ready for this creative project by brainstorming social and political issues in America, using resources like \u003ca href=\"http://goo.gl/Y9Fon4\">\u003ci>The Lowdown\u003c/i>\u003c/a> and \u003ca href=\"http://2016election.procon.org/\">ProCon.org\u003c/a>. Once learners have identified a slew of controversies and concerns, they’ll naturally start to align with topics that are relevant to them. To hook students and get them excited about developing their own art, present a variety of different images, and ask students to identify the message, symbols, techniques and topics highlighted by the artists. (Tip: street art, especially works by Banksy were most appealing to students.) Once learners get a taste for how powerful and evocative art can be, they’ll be inspired to make social and political art of their own.\u003c/p>\n\u003cp>The article entitled \u003ca href=\"https://goo.gl/Z6BJyK\">“How to Make Political Art,”\u003c/a> as well as the embedded video, are immensely helpful in preparing students to create their own work. This \u003ca href=\"https://goo.gl/vchXDI\">modified rubric/instruction sheet\u003c/a> has been adapted from the site above, and sets project expectations without stifling student ingenuity. Once you go over the requirements for the project (of which there were few), it’s time to take your hands off the wheel and let students compose their own masterpieces.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>3. Encourage Risks\u003c/h3>\n\u003cp>It’s OK for student work to push the envelope, and even make the viewer uncomfortable — isn’t that the point of social and political art?! This project empowers students to explore their own thinking and values. We’re asking our students to bring an issue to the forefront of our mind’s eye, forcing us to question why things are they way they are, and why they should change.\u003c/p>\n\u003cp>Student choice is vital to the success of this project. When students have the autonomy to advocate for something \u003ci>they\u003c/i> see as a problem, and display their stance in a way \u003ci>they \u003c/i>think will resonate with viewers, it is extraordinarily more impactful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>5. Be Safe, Not Sorry\u003c/h3>\n\u003cp>Whatever you do, do not create a class Instagram account with a shared username and login (\u003ci>believe me, I made that mistake!\u003c/i>) If you do, you’ll end up with an inappropriate post that one of your 8th graders thinks is hilarious. Instead, streamline your process by either encouraging students to take ownership of their posts and stand proudly behind them on their personal accounts, or upload student work yourself, no matter how cumbersome it feels to deal with all the uploads, airdrops, emails and screenshots.\u003c/p>\n\u003cp>Determine whether a private or public account best suits your classroom needs. In my case, I found having a private Instagram account felt futile. Why encourage online activism among an audience of 35 students who were already sitting in a classroom together face-to-face? A private account wasn’t going to get student work the kind of exposure I was looking for, but a public account made me nervous. I didn’t want parents feeling like their child’s stance on some contentious issue was just floating around out there without their permission (remember, I’m teaching 13 year olds).\u003c/p>\n\u003cp>For those grappling with privacy and permission concerns, the unveiling of the L2NP 2.0 \u003ca href=\"https://letters2president.org/register\">youth publishing platform\u003c/a> is very exciting! The site promotes a safe, academic pulpit from which students can share their thoughts and opinions on current political, social and economic issues. I’ve just launched my own teacher page on their site (all teachers/school sites can do the same), and am ready to get started on other compelling \u003ca href=\"https://ww2.kqed.org/education/2016/04/05/introducing-media-makes-giving-students-a-voice-in-the-election/\">Media Make\u003c/a> activities. Hopefully this will quell some of the fears we have as teachers, parents and administrators over what’s being posted online and who has access.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I imagine most middle school teachers understand the difficulty of gleaning total engagement and enthusiasm in the classroom, even when opportunities for multimodal learning are provided and lessons have been differentiated. Yet this Media Make project defied the norm, and culminated in the production of incredible artwork that held powerful messages.\u003c/p>\n\u003cp>I \u003ci>highly\u003c/i> encourage those of you who are reticent to incorporate social media into your curriculum, to give Media Makes a try and help your students amplify their voices. Students are studying history and making history when they start a dialogue about the world around them. Social media and platforms like L2NP 2.0 offer opportunities for learners to share their opinions with a larger audience, beyond family, friends and classmates. All of a sudden there’s this relatively anonymous, virtual platform of self expression where students can be honest about their sentiments, without fear of criticism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As I look toward our next project, I’m eager for students to take on a solution-based approach. I want learners to shift their thinking and begin generating ideas on how to actually fix the critical problems they see. Through L2NP’s youth publishing platform, my students-turned-artists will soon become authors, directors and producers focused on connecting their worlds and their ideas to the problems we collectively face.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>I finally found time to listen to the first season of the acclaimed podcast\u003cem> \u003ca href=\"https://serialpodcast.org/\">Serial\u003c/a>\u003c/em>. Like millions worldwide, I found myself captivated and couldn’t stop listening. When I reached the final episode, however, I couldn’t keep myself from being an educator. I knew I had to find a way to incorporate this unique form of storytelling into my classes.\u003c/p>\n\u003cp>Thankfully, others in the profession also saw the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">educational value of the podcast\u003c/a>. I connected with \u003ca href=\"https://twitter.com/themrgodsey\">Michael Godsey\u003c/a>, an English teacher who opted to teach\u003cem> Serial\u003c/em> in place of Shakespeare and, building on his experience, I utilized\u003cem> Serial\u003c/em> as a case study of the reporting process and effective storytelling in my 21st Century Journalism class.\u003c/p>\n\u003cp>Using \u003cem>Serial\u003c/em> as a case study was particularly effective for several reasons.\u003c/p>\n\u003ch4>Student Engagement\u003c/h4>\n\u003cp>From the first episode, my high school students were enthralled by \u003cem>Serial’s\u003c/em> dynamic tale of real-world characters caught in a murky story of love and murder. And because they were the same age as the central figures in the investigation, it was extremely relatable. They were dealing with many of the same issues: relationships, parental expectations, and school work.\u003c/p>\n\u003cp>With each episode of \u003cem>Serial\u003c/em> advancing the investigation, students could listen to the chapters in easily digestible episodes that offered multiple points of view with rapid transitions between characters. This encouraged attentive listening skills in students without being prompted. They were simply engaged with the story.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While the investigation unfolded over multiple episodes, several students were so engaged that they binge-listened to the podcast, much like they would their favorite series on Netflix. Essentially these students were working ahead and engaging in classwork because they wanted to, not because they were asked to.\u003c/p>\n\u003ch4>Common Core State Standards\u003c/h4>\n\u003cp>In the world of \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> (CCSS), using podcasts as a primary text is a great way to incorporate multiple 21st-century skills.\u003cem> Serial\u003c/em> is a content-rich nonfiction piece of narrative digital media, which is one of the major shifts in CCSS for English Language Arts and Literacy.\u003c/p>\n\u003cp>After each episode, my class had productive discussions that addressed the CCSS Anchor Standards for Reading. We were able to “read” the text closely to determine the central ideas surrounding the case and the multiple perspectives offered in various episodes. We constantly examined the craft and structure of the podcast by evaluating the various points of view as well as the credibility and bias of the narrator and central figures.\u003c/p>\n\u003cp>Because very few of the students were familiar with podcasts before we started listening to \u003cem>Serial\u003c/em>, we were also able to specifically evaluate how podcasts differ from traditional media. How is listening to a podcast different from reading an article or watching a video on the same topic? What makes this type of media unique? What hinders this type of storytelling?\u003c/p>\n\u003cp>Additionally, students started to independently research the case featured in \u003cem>Serial\u003c/em>, which exposed them to new texts with various levels of complexity, and many are still following recent developments related to the central character.\u003c/p>\n\u003ch4>Media Production\u003c/h4>\n\u003cp>The CCSS helped define our summative project at the end of the series. As a journalism teacher who focuses on digital media and technology integration, I was interested in moving beyond the typical paper to see if we could produce a podcast. Having zero experience with podcasting, we went with the most direct route. Students recorded their podcasts using the built-in microphone on their headphones. They saved the recorded the audio in a voice-memo app or directly into \u003ca href=\"https://soundcloud.com/\">Soundcloud\u003c/a>.\u003c/p>\n\u003cp>Before recording, students were first required to draft an outline of talking points that they would discuss. They would have to take a position on \u003cem>Serial\u003c/em>, whether they believed the central character to be innocent or guilty, and support their claims by citing specific pieces of evidence from the podcast. Additionally, they would have to script an introduction that mimicked \u003cem>Serial’s\u003c/em> narrative style. Then we moved to the production piece of the project.\u003c/p>\n\u003cp>https://soundcloud.com/john-walter-505818009/sets/conflicting-viewpoints-a\u003c/p>\n\u003cp>Many of the students were more comfortable expressing their opinions and citing evidence in their podcasts than in a group discussion or a written paper because they could record multiple drafts before submission and engage with their partner’s ideas and opinions. What resulted were content-rich discussions that included engaging dialogue and debate between students and continually referenced the text.\u003c/p>\n\u003ch4>Changes for Next Time\u003c/h4>\n\u003cp>While I found this classroom experiment successful, I am going to make several changes when I teach \u003cem>Serial\u003c/em> again this year.\u003c/p>\n\u003cp>First, listening to each episode of Serial in class was time-consuming and took up a significant portion of the semester that I usually devote to other areas of my curriculum. This year I plan to introduce the first episode in class and then assign listening to one episode each week outside class, which will give students ample time to respond to the prompts. At the end of the week we will have a discussion based on that week’s episode.\u003c/p>\n\u003cp>Additionally, I’m going to place greater emphasis on the technical aspect of production. We were able to acquire several microphones over the summer, which should increase the quality of our audio. I will also attempt to use \u003ca href=\"https://sourceforge.net/projects/audacity/\">Audacity\u003c/a>, a free audio-editing software so that students can clip pieces of their audio together and delete awkward pauses, rather than record their conversation straight through into Soundcloud.\u003c/p>\n\u003ch4>Ideas for Other Educators\u003c/h4>\n\u003cp>If \u003cem>Serial\u003c/em> doesn’t fit the needs of your content there are still multiple ways you can incorporate podcasts into your classroom.\u003c/p>\n\u003cp>Instead of articles, find current events or a podcast related to your specific content to share with students.\u003ca href=\"https://listenwise.com/\"> Listenwise\u003c/a>, which can help you bring compelling nonfiction to the classroom, offers curated public radio podcasts and lessons for ELA, Science, and Social Studies, as well as current events and graphic organizers. The service is free to teachers and integrates with Google Classroom.\u003c/p>\n\u003cp>Other resources include\u003cem>\u003ca href=\"http://www.npr.org/podcasts/510311/embedded\"> Embedded\u003c/a>\u003c/em>, an NPR podcast that takes an in-depth look at current events and issues, and the public radio program \u003cem>\u003ca href=\"http://www.thisamericanlife.org/\">This American Life\u003c/a>\u003c/em>, which features compelling stories on a specific theme each episode.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Incorporating podcasts into your lessons and daily content can yield some interesting results. Try it for yourself and see how your students react. You might find that simply listening is an effective tool to engage your class. If you have advice, ideas, or thoughts please leave a comment or connect with me to continue the discussion.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the investigation unfolded over multiple episodes, several students were so engaged that they binge-listened to the podcast, much like they would their favorite series on Netflix. Essentially these students were working ahead and engaging in classwork because they wanted to, not because they were asked to.\u003c/p>\n\u003ch4>Common Core State Standards\u003c/h4>\n\u003cp>In the world of \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> (CCSS), using podcasts as a primary text is a great way to incorporate multiple 21st-century skills.\u003cem> Serial\u003c/em> is a content-rich nonfiction piece of narrative digital media, which is one of the major shifts in CCSS for English Language Arts and Literacy.\u003c/p>\n\u003cp>After each episode, my class had productive discussions that addressed the CCSS Anchor Standards for Reading. We were able to “read” the text closely to determine the central ideas surrounding the case and the multiple perspectives offered in various episodes. We constantly examined the craft and structure of the podcast by evaluating the various points of view as well as the credibility and bias of the narrator and central figures.\u003c/p>\n\u003cp>Because very few of the students were familiar with podcasts before we started listening to \u003cem>Serial\u003c/em>, we were also able to specifically evaluate how podcasts differ from traditional media. How is listening to a podcast different from reading an article or watching a video on the same topic? What makes this type of media unique? What hinders this type of storytelling?\u003c/p>\n\u003cp>Additionally, students started to independently research the case featured in \u003cem>Serial\u003c/em>, which exposed them to new texts with various levels of complexity, and many are still following recent developments related to the central character.\u003c/p>\n\u003ch4>Media Production\u003c/h4>\n\u003cp>The CCSS helped define our summative project at the end of the series. As a journalism teacher who focuses on digital media and technology integration, I was interested in moving beyond the typical paper to see if we could produce a podcast. Having zero experience with podcasting, we went with the most direct route. Students recorded their podcasts using the built-in microphone on their headphones. They saved the recorded the audio in a voice-memo app or directly into \u003ca href=\"https://soundcloud.com/\">Soundcloud\u003c/a>.\u003c/p>\n\u003cp>Before recording, students were first required to draft an outline of talking points that they would discuss. They would have to take a position on \u003cem>Serial\u003c/em>, whether they believed the central character to be innocent or guilty, and support their claims by citing specific pieces of evidence from the podcast. Additionally, they would have to script an introduction that mimicked \u003cem>Serial’s\u003c/em> narrative style. Then we moved to the production piece of the project.\u003c/p>\n\u003cp>https://soundcloud.com/john-walter-505818009/sets/conflicting-viewpoints-a\u003c/p>\n\u003cp>Many of the students were more comfortable expressing their opinions and citing evidence in their podcasts than in a group discussion or a written paper because they could record multiple drafts before submission and engage with their partner’s ideas and opinions. What resulted were content-rich discussions that included engaging dialogue and debate between students and continually referenced the text.\u003c/p>\n\u003ch4>Changes for Next Time\u003c/h4>\n\u003cp>While I found this classroom experiment successful, I am going to make several changes when I teach \u003cem>Serial\u003c/em> again this year.\u003c/p>\n\u003cp>First, listening to each episode of Serial in class was time-consuming and took up a significant portion of the semester that I usually devote to other areas of my curriculum. This year I plan to introduce the first episode in class and then assign listening to one episode each week outside class, which will give students ample time to respond to the prompts. At the end of the week we will have a discussion based on that week’s episode.\u003c/p>\n\u003cp>Additionally, I’m going to place greater emphasis on the technical aspect of production. We were able to acquire several microphones over the summer, which should increase the quality of our audio. I will also attempt to use \u003ca href=\"https://sourceforge.net/projects/audacity/\">Audacity\u003c/a>, a free audio-editing software so that students can clip pieces of their audio together and delete awkward pauses, rather than record their conversation straight through into Soundcloud.\u003c/p>\n\u003ch4>Ideas for Other Educators\u003c/h4>\n\u003cp>If \u003cem>Serial\u003c/em> doesn’t fit the needs of your content there are still multiple ways you can incorporate podcasts into your classroom.\u003c/p>\n\u003cp>Instead of articles, find current events or a podcast related to your specific content to share with students.\u003ca href=\"https://listenwise.com/\"> Listenwise\u003c/a>, which can help you bring compelling nonfiction to the classroom, offers curated public radio podcasts and lessons for ELA, Science, and Social Studies, as well as current events and graphic organizers. 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"title": "A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs",
"headTitle": "A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs | KQED",
"content": "\u003cp>I teach creative writing to transitional English students at the college level, as well as to English language learners in the upper elementary grades. Regardless of which age group I’m working with, my biggest challenge is teaching revision. I know how\u003ci> I \u003c/i>would revise a student’s draft, but simply communicating my own ideas about next steps for a piece in progress is not the same as teaching students to synthesize and implement revision strategies independently. For some students, feedback and suggestions in the margins are enough to get them on track (i.e., “Add sensory details here.”), but others need more visual graphic organizers to guide them. For these students, Google Docs tables can function as quick and sturdy — but removable — scaffolds that bring structure and focus to their writing as they sculpt and fine-tune their work.\u003c/p>\n\u003ch4>Sensory Maps\u003c/h4>\n\u003cp>Although “show, don’t tell” is the writing teacher’s mantra, sensory details are often absent from students’ early drafts where the goal is “getting it down” — the plot, gist, idea — in broad brush strokes. At this early stage, I encourage students to follow the draft wherever it leads them. When they get to a stopping place or an “I’m stuck” or “I’m done” moment, I ask them to break their piece up into chunks, moments or scenes by hitting enter a few times in between sections. In each new space, they add a table to serve as sensory map to the section beneath it where they will zoom in on details that “show.” For students who struggle getting even a first draft down, I keep a link to an empty sensory map on a Google doc, like \u003ca href=\"https://docs.google.com/document/d/1m6kViV7vwy0iU5HVu2_RGgZRr98w-ldje7B7GioU1Pw/edit?usp=sharing\">this one\u003c/a>, in the About section of my Google Classroom. Students can open this document, go to File>Make a copy then add details to their copy of the table.\u003c/p>\n\u003cp>\u003cb>Student Example: Fiction\u003c/b>\u003c/p>\n\u003cp>Below is an early draft of the opening of a superhero story by a fourth grade student writer named Daniel. This excerpt, like many early student drafts, is all “telling” about a pivotal moment the author must “show” in scene.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-267557 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/FictionDraft1.png\" alt=\"FictionDraft1\" width=\"581\" height=\"98\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft1.png 581w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft1-400x67.png 400w\" sizes=\"(max-width: 581px) 100vw, 581px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After a writing conference with me about his opening, Daniel added the table below to map out the moment where his hero first acquires his superpowers. He began with boxes for each of the five senses, then zoomed in further on the sense of touch, adding a smaller table inside the sense of touch box where he wrote about how four of his hero’s individual body parts felt or reacted.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-267524\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1.png\" alt=\"SensoryMaps-Table1\" width=\"552\" height=\"362\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1.png 552w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1-400x262.png 400w\" sizes=\"(max-width: 552px) 100vw, 552px\">\u003c/p>\n\u003cp>After adding details to his sensory map, Daniel then copied and pasted key sentences from his table into a unified paragraph. The final revision of his opening looks like this:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-267556 size-full aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/FictionDraft2.png\" alt=\"FictionDraft2\" width=\"571\" height=\"79\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft2.png 571w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft2-400x55.png 400w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/p>\n\u003cp>This student writer accomplished so much of the heavy lifting that substantive revision demands right there in the cells of his sensory map. Although he began his draft in third person, with tense shifts between past and present, narration in his sensory map is in second person and consistently in present tense. Carrying that shift over into his revision resulted in a beautiful illustration of the role point of view and narrative distance play in developing character and tone, something I spotlighted when Daniel workshopped his revision with the class. The “you” brings a certain urgency and intimacy to the tone here, which, after some discussion, the class agreed was right for this piece and is especially fresh and unique in superhero genre writing. We also discussed sentence length, another feature that emerged as Daniel completed his sensory map. The short lines and repetition of “your (body part)” reflect the shock and suddenness of the protagonist’s transformative experience.\u003c/p>\n\u003cp>\u003cb>Student Example: Poetry \u003c/b>\u003c/p>\n\u003cp>As part of \u003ca href=\"https://docs.google.com/document/d/1TybXMi_YUVY4zK4QAITuTNd_AcKr4YAI66vTRADGicg/edit?usp=sharing\">this mentor text unit on the poetry of place\u003c/a>, two fifth grade student writers, Binh and Ali, wrote the following first draft of a poem about their neighborhood:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-268025 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/PoetryDraft.png\" alt=\"PoetryDraft\" width=\"577\" height=\"50\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/PoetryDraft.png 577w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/PoetryDraft-400x35.png 400w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Like many beginning writers, these two relied on a “telling” adjective (cool) that doesn’t give readers much of a sense of the place they described — none of its sights, smells or sounds. After they wrote these first two lines, Binh and Ali inserted the sensory map below into their draft. Like the map in the fiction example above, it includes headings for the five senses, but this one also includes a place column to help the writers organize their descriptions of a couple of individual smaller spaces (their school and a sandwich shop) within the larger one they chose to write about (their neighborhood).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-267523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2.png\" alt=\"SensoryMaps-Table2\" width=\"609\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2.png 609w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2-400x140.png 400w\" sizes=\"(max-width: 609px) 100vw, 609px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With their map as a guide, Binh and Ali wrote a second draft that they workshopped with the class, allowing other students to suggest further reworkings and approaches to achieving more precision. Below is their final draft. Not only is it so much more vivid and dynamic than their first draft, but it documents the extent to which writing is truly about finding and making meaning. Here, the famous Joan Didion quote comes to mind: “\u003c/span>\u003cspan style=\"font-weight: 400\">I write entirely to find out what I’m thinking, what I’m looking at, what I see and what it means. What I want and what I fear.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://room2ruminations.blogspot.com/2015/09/when-you-ask-her-where-shes-from-by.html\">\u003cspan style=\"font-weight: 400\">WHEN YOU ASK HER WHERE SHE’S FROM\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-267554\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-800x1128.jpg\" alt=\"WhenYouAskHerWhereShesFrom\" width=\"800\" height=\"1128\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-800x1128.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-400x564.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-768x1083.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-960x1353.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom.jpg 1135w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>After sensory mapping a draft whose initial description relied solely on a generic catch-all of an adjective, Binh and Ali developed a nuanced and multilayered reflection that lays bare shifts and calibrations in their thinking that “cool” can’t begin to convey. In the process of revising and refining this piece, these poets’ perspectives on the world around them deepened and changed: The Tenderloin is not cool or uncool; it’s not bad or good. As the final draft of their poem shows us, it’s both, and neither, and the things in between.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "I teach creative writing to transitional English students at the college level, as well as to English language learners in the upper elementary grades. Regardless of which age group I’m working with, my biggest challenge is teaching revision. I know how I would revise a student’s draft, but simply communicating my own ideas about next",
"title": "A Concrete Approach to Teaching Revision: “Sensory Mapping” with Google Docs | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I teach creative writing to transitional English students at the college level, as well as to English language learners in the upper elementary grades. Regardless of which age group I’m working with, my biggest challenge is teaching revision. I know how\u003ci> I \u003c/i>would revise a student’s draft, but simply communicating my own ideas about next steps for a piece in progress is not the same as teaching students to synthesize and implement revision strategies independently. For some students, feedback and suggestions in the margins are enough to get them on track (i.e., “Add sensory details here.”), but others need more visual graphic organizers to guide them. For these students, Google Docs tables can function as quick and sturdy — but removable — scaffolds that bring structure and focus to their writing as they sculpt and fine-tune their work.\u003c/p>\n\u003ch4>Sensory Maps\u003c/h4>\n\u003cp>Although “show, don’t tell” is the writing teacher’s mantra, sensory details are often absent from students’ early drafts where the goal is “getting it down” — the plot, gist, idea — in broad brush strokes. At this early stage, I encourage students to follow the draft wherever it leads them. When they get to a stopping place or an “I’m stuck” or “I’m done” moment, I ask them to break their piece up into chunks, moments or scenes by hitting enter a few times in between sections. In each new space, they add a table to serve as sensory map to the section beneath it where they will zoom in on details that “show.” For students who struggle getting even a first draft down, I keep a link to an empty sensory map on a Google doc, like \u003ca href=\"https://docs.google.com/document/d/1m6kViV7vwy0iU5HVu2_RGgZRr98w-ldje7B7GioU1Pw/edit?usp=sharing\">this one\u003c/a>, in the About section of my Google Classroom. Students can open this document, go to File>Make a copy then add details to their copy of the table.\u003c/p>\n\u003cp>\u003cb>Student Example: Fiction\u003c/b>\u003c/p>\n\u003cp>Below is an early draft of the opening of a superhero story by a fourth grade student writer named Daniel. This excerpt, like many early student drafts, is all “telling” about a pivotal moment the author must “show” in scene.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-267557 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/FictionDraft1.png\" alt=\"FictionDraft1\" width=\"581\" height=\"98\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft1.png 581w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft1-400x67.png 400w\" sizes=\"(max-width: 581px) 100vw, 581px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After a writing conference with me about his opening, Daniel added the table below to map out the moment where his hero first acquires his superpowers. He began with boxes for each of the five senses, then zoomed in further on the sense of touch, adding a smaller table inside the sense of touch box where he wrote about how four of his hero’s individual body parts felt or reacted.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-267524\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1.png\" alt=\"SensoryMaps-Table1\" width=\"552\" height=\"362\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1.png 552w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table1-400x262.png 400w\" sizes=\"(max-width: 552px) 100vw, 552px\">\u003c/p>\n\u003cp>After adding details to his sensory map, Daniel then copied and pasted key sentences from his table into a unified paragraph. The final revision of his opening looks like this:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-267556 size-full aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/FictionDraft2.png\" alt=\"FictionDraft2\" width=\"571\" height=\"79\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft2.png 571w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/FictionDraft2-400x55.png 400w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/p>\n\u003cp>This student writer accomplished so much of the heavy lifting that substantive revision demands right there in the cells of his sensory map. Although he began his draft in third person, with tense shifts between past and present, narration in his sensory map is in second person and consistently in present tense. Carrying that shift over into his revision resulted in a beautiful illustration of the role point of view and narrative distance play in developing character and tone, something I spotlighted when Daniel workshopped his revision with the class. The “you” brings a certain urgency and intimacy to the tone here, which, after some discussion, the class agreed was right for this piece and is especially fresh and unique in superhero genre writing. We also discussed sentence length, another feature that emerged as Daniel completed his sensory map. The short lines and repetition of “your (body part)” reflect the shock and suddenness of the protagonist’s transformative experience.\u003c/p>\n\u003cp>\u003cb>Student Example: Poetry \u003c/b>\u003c/p>\n\u003cp>As part of \u003ca href=\"https://docs.google.com/document/d/1TybXMi_YUVY4zK4QAITuTNd_AcKr4YAI66vTRADGicg/edit?usp=sharing\">this mentor text unit on the poetry of place\u003c/a>, two fifth grade student writers, Binh and Ali, wrote the following first draft of a poem about their neighborhood:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-268025 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/PoetryDraft.png\" alt=\"PoetryDraft\" width=\"577\" height=\"50\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/PoetryDraft.png 577w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/PoetryDraft-400x35.png 400w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Like many beginning writers, these two relied on a “telling” adjective (cool) that doesn’t give readers much of a sense of the place they described — none of its sights, smells or sounds. After they wrote these first two lines, Binh and Ali inserted the sensory map below into their draft. Like the map in the fiction example above, it includes headings for the five senses, but this one also includes a place column to help the writers organize their descriptions of a couple of individual smaller spaces (their school and a sandwich shop) within the larger one they chose to write about (their neighborhood).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-267523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2.png\" alt=\"SensoryMaps-Table2\" width=\"609\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2.png 609w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/SensoryMaps-Table2-400x140.png 400w\" sizes=\"(max-width: 609px) 100vw, 609px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With their map as a guide, Binh and Ali wrote a second draft that they workshopped with the class, allowing other students to suggest further reworkings and approaches to achieving more precision. Below is their final draft. Not only is it so much more vivid and dynamic than their first draft, but it documents the extent to which writing is truly about finding and making meaning. Here, the famous Joan Didion quote comes to mind: “\u003c/span>\u003cspan style=\"font-weight: 400\">I write entirely to find out what I’m thinking, what I’m looking at, what I see and what it means. What I want and what I fear.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://room2ruminations.blogspot.com/2015/09/when-you-ask-her-where-shes-from-by.html\">\u003cspan style=\"font-weight: 400\">WHEN YOU ASK HER WHERE SHE’S FROM\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-267554\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-800x1128.jpg\" alt=\"WhenYouAskHerWhereShesFrom\" width=\"800\" height=\"1128\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-800x1128.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-400x564.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-768x1083.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom-960x1353.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/08/WhenYouAskHerWhereShesFrom.jpg 1135w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>After sensory mapping a draft whose initial description relied solely on a generic catch-all of an adjective, Binh and Ali developed a nuanced and multilayered reflection that lays bare shifts and calibrations in their thinking that “cool” can’t begin to convey. In the process of revising and refining this piece, these poets’ perspectives on the world around them deepened and changed: The Tenderloin is not cool or uncool; it’s not bad or good. As the final draft of their poem shows us, it’s both, and neither, and the things in between.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "'Watch-Think-Write' and Other Proven Strategies for Using Video in the Classroom",
"headTitle": "‘Watch-Think-Write’ and Other Proven Strategies for Using Video in the Classroom | KQED",
"content": "\u003cp>One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools that I could only dream of using. They also often had animations and visualizations that helped clarify ideas. Not only that, but by showing those documentaries, my students and I could journey to places we’d never be able to go. In those early days, my planning time was often spent finding that “perfect” video that I could simply plug in, play and be done with the lesson.\u003c/p>\n\u003cp>I soon realized, however, that there was a problem with this approach. First, my students would often see this time as simply a form of entertainment. They would enter what I started calling “TV mode,” and instead of focusing on the content that I was so excited to show them, they would focus on the expert’s accent or on the cuteness of the animals showcased. Second, the plug and play approach limited my sources of video to documentaries and educational shows. Although these are rich source of information, I also saw opportunities in YouTube videos and commercial films. I remember watching \u003ci>Spiderman\u003c/i> and thinking how great it would be to show the movie and discuss the different chase scenes in terms of Newton’s Laws of Motion. Although the idea sounded great, I also knew that I would not be able to explain to my administration and parents the use of this commercial movie as an educational experience. Never mind that it would, for sure, be seen as mere entertainment by my students. I needed ways to be able to circumvent these problems and use videos effectively.\u003c/p>\n\u003cp>As I continued on my journey, I finally understood that the key to using video effectively in the classroom is preparation. I could maximize the learning opportunities videos offer by encouraging students to become active viewers using a few simple tools and strategies.\u003c/p>\n\u003ch4>Preparing the video:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Preview the video.\u003c/b> It goes without saying, but you do have to watch the full clip that you’re interested in showing and make sure that, as you watch it, you are thinking about your specific students. Whether your selection comes from YouTube or PBS, you do not want to be surprised by inappropriate content or material that is way above the students’ maturity level. I learned this one the hard way while showing \u003ci>National Geographic’s\u003c/i> “The Human Footprint.” As I was previewing I had my “teacher hat” on and failed to recognize that the section on Cleansing and Beauty Products would get my students tittering about the girl in the shower. Nothing is actually shown or inappropriate, but just the idea was enough to derail my middle schoolers!\u003c/li>\n\u003cli>\u003cb>Edit the video.\u003c/b> Cut the video into smaller sections, showing only what you need. \u003ca href=\"https://www.vibby.com/education/\">Vibby\u003c/a> allows you to break up a video into highlighted sections. Once you click play, the “vib” will play the highlights and skip over whatever was not highlighted. You can also add comments, which makes it easy to provide students with specific focus points. (I have used Vibby to show clips of commercial action films to explain motion and forces concepts to my 8th graders, engaging them immediately because they recognize the scenes, often leading to discussions of how these films misrepresent the laws of physics.)\u003c/li>\n\u003cli>\u003cb>Insert pointed questions, comments and commentaries.\u003c/b> I often insert the questions I want to pose to the class, using either \u003ca href=\"https://edpuzzle.com/\">Edpuzzle\u003c/a> and \u003ca href=\"https://www.playposit.com/\">PlayPosIt\u003c/a>. Both tools work similarly, allowing you to add different question types (multiple choice, short answer, etc.) as well as comments and audio commentaries. The video automatically stops at question points, allowing for a more seamless discussion. \u003ca href=\"https://goo.gl/ClSxWP\">Here is an example\u003c/a> I use when discussing biogeochemical cycles in my 7th grade class.\u003c/li>\n\u003cli>\u003cb>Prepare \u003c/b>\u003ca href=\"http://www.interventioncentral.org/academic-interventions/study-organization/guided-notes-increasing-student-engagement-during-lecture-\">\u003cb>guided notes\u003c/b>\u003c/a>\u003cb>. \u003c/b>As you are previewing the video, think about the key points and concepts you want your students to learn. Create your guided notes, leaving blanks for the information you want the students to write down.\u003c/li>\n\u003c/ul>\n\u003cp>One thing I’ve discovered is that it is also relatively easy to create your own videos using tools like \u003ca href=\"https://screencast-o-matic.com/home\">screencast-o-matic\u003c/a> or \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. In fact, a couple of years ago, as I was working with \u003ca href=\"http://betterlesson.com/\">Better Lesson\u003c/a> (a lesson plan and curriculum resource site), I did just that. I started by creating a \u003ca href=\"https://youtu.be/DmwnvwbXObI\">screencast\u003c/a> of myself teaching the concept. Then I \u003ca href=\"https://edpuzzle.com/media/567ab78f21b083df1c3dca64\">Edpuzzled\u003c/a> it and prepared my \u003ca href=\"https://docs.google.com/document/d/1gelNGCLv1fj1om3K_Av2u4Oghva-sFjuo4UNoG203wU/edit?usp=sharing\">guided notes\u003c/a>. I invite you to see the lesson in action at \u003ca href=\"http://betterlesson.com/lesson/638611/cladistics\">Better Lesson – Cladistics\u003c/a>.\u003c/p>\n\u003ch4>Before viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Activate prior knowledge.\u003c/b> To do this, I usually use a simple quick write, a chain note or a turn and talk. I want my students to start thinking about what they already know about the subject, which helps them make connections between the video and the content already explored.\u003c/li>\n\u003cli>\u003cb>Give a purpose for watching.\u003c/b> State it clearly: “As you watch, pay attention to….” “You are looking for …” or “After watching you will ….” In my experience, this is the most important part of using videos effectively. Giving a purpose for watching almost guarantees that the students will not enter the “TV mode” I mentioned earlier, and, instead, will focus their attention on what you want them to learn from the video.\u003c/li>\n\u003c/ul>\n\u003ch4>During viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Pause often.\u003c/b> Even when I decide not to embed questions or comments during the preparation phase, I find that it is important to pause the video to allow processing of the information,to address questions and facilitate discussions prompted by the video. I came upon this practice quite by accident one day after presenting a two-hour documentary on DNA \u003ci>(Cracking the Code).\u003c/i> Some of the content was a little too much for my 7th graders, so I found myself pausing often to explain the finer details. Eventually, the students themselves started asking me to stop because they did not understand something. As I reflected on the day, I and chastising myself for “all the time wasted” that kept me from moving to my next plan, I realized that we had, in fact, covered what I wanted, and more! Not only that, but the kids had not even entered “TV mode.” The simple act of pausing had made the use of this video a more engaging and effective tool.\u003c/li>\n\u003cli>\u003cb>Watch-think-write\u003c/b>. In tandem with the pausing, I find that I have to keep in mind that the students are completing the guided notes while watching the video. Most of my students instinctively try to write down the answers to the guided notes word for word as they are watching, afraid that they will not remember or have time later to complete them. In the writing flurry, key points are missed. Once I started pausing, it was easy to see the need for a specific protocol to follow while watching a video. I dubbed it the “watch-think-write” strategy. By using this protocol, my students are able to focus on the video, knowing they will have time to process and discuss what they watched.\n\u003cul>\n\u003cli>Watch: Students watch the segment. No writing allowed.\u003c/li>\n\u003cli>Think: The whole class or table group discuss the segment. No writing allowed. (The time given for this is adjusted depending of the class and content.)\u003c/li>\n\u003cli>Write: Students are able to include the new information in their guided notes, and even summarize or pose new questions to address.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003ch4>After viewing:\u003c/h4>\n\u003cp>Once I had all the previous elements more or less in place, I found there were still times that “TV mode” reared its ugly head. That’s when I understood that even with all the video preparation, I still needed to provide a way for my students to go beyond the guided notes they took. Here are some of the things that have worked for me:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Turn and talk.\u003c/b> Students can discuss key points in partnerships, using their guided notes as a way to explain the content to each other.\u003c/li>\n\u003cli>\u003cb>Learning event.\u003c/b> Using a “Did you know…?” format, students can create short sound bites to share with the class or with other classes.\u003c/li>\n\u003cli>\u003cb>Concept maps.\u003c/b> Students can create concept maps based on prior knowledge and new ideas gleaned from the video segments.\u003c/li>\n\u003cli>\u003cb>Problem solvers.\u003c/b> Students use information from the video to answer a question or solve a problem.\u003c/li>\n\u003cli>\u003cb>Video curators.\u003c/b> Students find a video clip that explains a specific key point not clearly discussed in the original video presented, and share it with the class.\u003c/li>\n\u003cli>\u003cb>Video creators.\u003c/b> Using the segment presented as a model, students develop their own educational videos or documentaries.\u003c/li>\n\u003c/ul>\n\u003cp>I still believe that using videos is a great way to engage students, and I continue to find myself looking for “perfect” videos. However, now that I have understood that there is a big difference between playing a movie and using videos as a teaching tool, I am a lot more strategic when including them. It does take some work, but your students and classroom will reap the benefits. Do you have other tools or tips to share? I would love to know about them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use media effectively in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\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": "One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools that I could only dream of using. They also often had animations and visualizations that helped clarify ideas. Not only that, but by showing those documentaries, my students and I could journey to places we’d never be able to go. In those early days, my planning time was often spent finding that “perfect” video that I could simply plug in, play and be done with the lesson.\u003c/p>\n\u003cp>I soon realized, however, that there was a problem with this approach. First, my students would often see this time as simply a form of entertainment. They would enter what I started calling “TV mode,” and instead of focusing on the content that I was so excited to show them, they would focus on the expert’s accent or on the cuteness of the animals showcased. Second, the plug and play approach limited my sources of video to documentaries and educational shows. Although these are rich source of information, I also saw opportunities in YouTube videos and commercial films. I remember watching \u003ci>Spiderman\u003c/i> and thinking how great it would be to show the movie and discuss the different chase scenes in terms of Newton’s Laws of Motion. Although the idea sounded great, I also knew that I would not be able to explain to my administration and parents the use of this commercial movie as an educational experience. Never mind that it would, for sure, be seen as mere entertainment by my students. I needed ways to be able to circumvent these problems and use videos effectively.\u003c/p>\n\u003cp>As I continued on my journey, I finally understood that the key to using video effectively in the classroom is preparation. I could maximize the learning opportunities videos offer by encouraging students to become active viewers using a few simple tools and strategies.\u003c/p>\n\u003ch4>Preparing the video:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Preview the video.\u003c/b> It goes without saying, but you do have to watch the full clip that you’re interested in showing and make sure that, as you watch it, you are thinking about your specific students. Whether your selection comes from YouTube or PBS, you do not want to be surprised by inappropriate content or material that is way above the students’ maturity level. I learned this one the hard way while showing \u003ci>National Geographic’s\u003c/i> “The Human Footprint.” As I was previewing I had my “teacher hat” on and failed to recognize that the section on Cleansing and Beauty Products would get my students tittering about the girl in the shower. Nothing is actually shown or inappropriate, but just the idea was enough to derail my middle schoolers!\u003c/li>\n\u003cli>\u003cb>Edit the video.\u003c/b> Cut the video into smaller sections, showing only what you need. \u003ca href=\"https://www.vibby.com/education/\">Vibby\u003c/a> allows you to break up a video into highlighted sections. Once you click play, the “vib” will play the highlights and skip over whatever was not highlighted. You can also add comments, which makes it easy to provide students with specific focus points. (I have used Vibby to show clips of commercial action films to explain motion and forces concepts to my 8th graders, engaging them immediately because they recognize the scenes, often leading to discussions of how these films misrepresent the laws of physics.)\u003c/li>\n\u003cli>\u003cb>Insert pointed questions, comments and commentaries.\u003c/b> I often insert the questions I want to pose to the class, using either \u003ca href=\"https://edpuzzle.com/\">Edpuzzle\u003c/a> and \u003ca href=\"https://www.playposit.com/\">PlayPosIt\u003c/a>. Both tools work similarly, allowing you to add different question types (multiple choice, short answer, etc.) as well as comments and audio commentaries. The video automatically stops at question points, allowing for a more seamless discussion. \u003ca href=\"https://goo.gl/ClSxWP\">Here is an example\u003c/a> I use when discussing biogeochemical cycles in my 7th grade class.\u003c/li>\n\u003cli>\u003cb>Prepare \u003c/b>\u003ca href=\"http://www.interventioncentral.org/academic-interventions/study-organization/guided-notes-increasing-student-engagement-during-lecture-\">\u003cb>guided notes\u003c/b>\u003c/a>\u003cb>. \u003c/b>As you are previewing the video, think about the key points and concepts you want your students to learn. Create your guided notes, leaving blanks for the information you want the students to write down.\u003c/li>\n\u003c/ul>\n\u003cp>One thing I’ve discovered is that it is also relatively easy to create your own videos using tools like \u003ca href=\"https://screencast-o-matic.com/home\">screencast-o-matic\u003c/a> or \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. In fact, a couple of years ago, as I was working with \u003ca href=\"http://betterlesson.com/\">Better Lesson\u003c/a> (a lesson plan and curriculum resource site), I did just that. I started by creating a \u003ca href=\"https://youtu.be/DmwnvwbXObI\">screencast\u003c/a> of myself teaching the concept. Then I \u003ca href=\"https://edpuzzle.com/media/567ab78f21b083df1c3dca64\">Edpuzzled\u003c/a> it and prepared my \u003ca href=\"https://docs.google.com/document/d/1gelNGCLv1fj1om3K_Av2u4Oghva-sFjuo4UNoG203wU/edit?usp=sharing\">guided notes\u003c/a>. I invite you to see the lesson in action at \u003ca href=\"http://betterlesson.com/lesson/638611/cladistics\">Better Lesson – Cladistics\u003c/a>.\u003c/p>\n\u003ch4>Before viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Activate prior knowledge.\u003c/b> To do this, I usually use a simple quick write, a chain note or a turn and talk. I want my students to start thinking about what they already know about the subject, which helps them make connections between the video and the content already explored.\u003c/li>\n\u003cli>\u003cb>Give a purpose for watching.\u003c/b> State it clearly: “As you watch, pay attention to….” “You are looking for …” or “After watching you will ….” In my experience, this is the most important part of using videos effectively. Giving a purpose for watching almost guarantees that the students will not enter the “TV mode” I mentioned earlier, and, instead, will focus their attention on what you want them to learn from the video.\u003c/li>\n\u003c/ul>\n\u003ch4>During viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Pause often.\u003c/b> Even when I decide not to embed questions or comments during the preparation phase, I find that it is important to pause the video to allow processing of the information,to address questions and facilitate discussions prompted by the video. I came upon this practice quite by accident one day after presenting a two-hour documentary on DNA \u003ci>(Cracking the Code).\u003c/i> Some of the content was a little too much for my 7th graders, so I found myself pausing often to explain the finer details. Eventually, the students themselves started asking me to stop because they did not understand something. As I reflected on the day, I and chastising myself for “all the time wasted” that kept me from moving to my next plan, I realized that we had, in fact, covered what I wanted, and more! Not only that, but the kids had not even entered “TV mode.” The simple act of pausing had made the use of this video a more engaging and effective tool.\u003c/li>\n\u003cli>\u003cb>Watch-think-write\u003c/b>. In tandem with the pausing, I find that I have to keep in mind that the students are completing the guided notes while watching the video. Most of my students instinctively try to write down the answers to the guided notes word for word as they are watching, afraid that they will not remember or have time later to complete them. In the writing flurry, key points are missed. Once I started pausing, it was easy to see the need for a specific protocol to follow while watching a video. I dubbed it the “watch-think-write” strategy. By using this protocol, my students are able to focus on the video, knowing they will have time to process and discuss what they watched.\n\u003cul>\n\u003cli>Watch: Students watch the segment. No writing allowed.\u003c/li>\n\u003cli>Think: The whole class or table group discuss the segment. No writing allowed. (The time given for this is adjusted depending of the class and content.)\u003c/li>\n\u003cli>Write: Students are able to include the new information in their guided notes, and even summarize or pose new questions to address.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003ch4>After viewing:\u003c/h4>\n\u003cp>Once I had all the previous elements more or less in place, I found there were still times that “TV mode” reared its ugly head. That’s when I understood that even with all the video preparation, I still needed to provide a way for my students to go beyond the guided notes they took. Here are some of the things that have worked for me:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Turn and talk.\u003c/b> Students can discuss key points in partnerships, using their guided notes as a way to explain the content to each other.\u003c/li>\n\u003cli>\u003cb>Learning event.\u003c/b> Using a “Did you know…?” format, students can create short sound bites to share with the class or with other classes.\u003c/li>\n\u003cli>\u003cb>Concept maps.\u003c/b> Students can create concept maps based on prior knowledge and new ideas gleaned from the video segments.\u003c/li>\n\u003cli>\u003cb>Problem solvers.\u003c/b> Students use information from the video to answer a question or solve a problem.\u003c/li>\n\u003cli>\u003cb>Video curators.\u003c/b> Students find a video clip that explains a specific key point not clearly discussed in the original video presented, and share it with the class.\u003c/li>\n\u003cli>\u003cb>Video creators.\u003c/b> Using the segment presented as a model, students develop their own educational videos or documentaries.\u003c/li>\n\u003c/ul>\n\u003cp>I still believe that using videos is a great way to engage students, and I continue to find myself looking for “perfect” videos. However, now that I have understood that there is a big difference between playing a movie and using videos as a teaching tool, I am a lot more strategic when including them. It does take some work, but your students and classroom will reap the benefits. Do you have other tools or tips to share? I would love to know about them.\u003c/p>\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 how to use media effectively in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\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": "The Writing Process Through the Eyes of Children with Special Needs (Part 4)",
"headTitle": "The Writing Process Through the Eyes of Children with Special Needs (Part 4) | KQED",
"content": "\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This is the 4th and final installment of my thinking about the writing process for students with special needs. In my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">\u003cspan style=\"font-weight: 400\">first post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I describe how I use gallery walks to establish pre-writing strategies with my students. In \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I outline how my students will read deeply into written works for more meaning, and in my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/06/23/the-writing-process-through-the-eyes-of-children-with-special-needs-part-3/\">\u003cspan style=\"font-weight: 400\">third post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I explain the drafting process and how to use programs online to write their essays. In this final post, I will discuss how to edit, revise and finally publish my student’s final work. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>Writing for all students, and especially for students with special needs, is a process that takes time to learn. It is essential to develop student skills throughout the school year so they aren’t bombarded with a huge essay and not be sure of what to do. In doing this, my expectations build throughout the year, just as I would hope my student’s expectations of themselves would rise as they learn as well. My hope is that through training the students to write, they will be better editors of their own work and their writing will better demonstrate what they know.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the beginning of the school year, you don’t know your kids well enough to get a good grasp on how each one individually learns, and the idea is to get them to teach you how they learn. I have them do many writing assignments throughout the school year, all to train them for longer writes. Because most of my students struggle with reading or writing on some level, I find it important to access it at their level. Students love to talk about themselves, which is why I incorporate thoughtful writing tasks where they can do just that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In November, shortly into the 2nd quarter of the school year, I do a program called \u003c/span>\u003ca href=\"http://nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">National Novel Writing Month\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NaNoWriMo). This program has been around since 1999. Recently, they have developed a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">Young Writers Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which includes \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/lesson-plans\">\u003cspan style=\"font-weight: 400\">curriculum for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/workbooks\">\u003cspan style=\"font-weight: 400\">workbook version for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to access the program within the classroom. NaNoWriMo is 1-month event from November 1 to November 30 where individuals join in to commit their free time to writing a 50,000 word novel. I personally have written 9 novels in the last 9 years. As an educator, I am always looking for new ways to encourage my students to write. The Young Writers Program offers an option for students to set their own goals (which don’t have to be 50,000 – because that number can be daunting to almost anyone). And, I can create my own online classroom specifically for them to compete with each other.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-234560\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png\" alt=\"\" width=\"800\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-400x285.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-768x548.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-1180x842.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-960x685.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1.png 1231w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The purpose of using NaNoWriMo with my kids is to encourage them to write and get their voice out there. I want my students to feel comfortable with themselves and their writing. As a teenager, this is often a difficult feat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the confidence they have gained from our NaNoWriMo project during November, and continued practice reading and writing throughout the school year, my students have many of the experiences they need to begin to edit and revise their writing. The goal is to utilize each person in the classroom, at home, and in their lives to help them take the best approach to the final stages of the writing process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a peer editing format in my classroom. With students with who have an IEP, there is often a stigma that they don’t learn as well in a special education classroom or won’t access the same learning. This is entirely wrong. If you set achievable expectations, students will make progress toward these goals. By having students interact by editing each other’s work, they will access other people’s thoughts and opinions and ideally obtain some valuable insight on their own writing and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a form similar the one below, and it can also be accessed \u003c/span>\u003ca href=\"http://jimmiescollage.com/downloads/writing/peer-editing.pdf\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-234561\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/peer_edit.png\" alt=\"\" width=\"766\" height=\"900\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit.png 766w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit-400x470.png 400w\" sizes=\"(max-width: 766px) 100vw, 766px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This checklist is first explained to the students. I put it up on the Smartboard and go through each section with them, explaining the different things I am looking for them to do with their partner’s work. Of course, if students don’t know what you want them to do, they will have a harder time accomplishing it. My goal is to have the students use the Reader’s Apprenticeship ideas we have discussed in \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students are encouraged to write their ideas on this sheet about their partner’s work and identify questions, comments, thoughts, concerns. By allowing them the opportunity to write their ideas here, it eliminates any unnecessary notes on the partner’s paper. \u003c/span>\u003c/p>\n\u003cp>During peer editing, I limit the time to certain segments – taking away down time as much as possible while still allowing for students who need more time. I start by explaining the worksheet, and then allow 15-20 minutes to read their partner’s essay and write their comments on the worksheet. I then have the students come back together with their partner for 10 minutes. They trade back their papers and share out 2 things they would change on their partner’s essay, as well as 3 positive take-aways from their essay (allowing positives to outweigh things they need to fix). This whole peer editing process takes approximately 30-35 minutes and gives the students time to interact on a personal level with their partner while meaningfully discussing their essays.\u003c/p>\n\u003cp>Understandably, there are times when someone’s work will be limited. I have students whose essays are written very minimally (and I have some that go overboard with writing). To make sure the students are paired up evenly, I pair them up based on their original versions – sometimes even putting them in groups of 3 to add more quality and quantity to their efforts. By doing this, the students get more than just one opinion, which means more added benefit for their own essays.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 15-20 minutes of the period is usually allowed for the students to make the revisions their partner suggested for their essay, ask them more questions if they need to, or ask any needed questions of me before they leave my room. The idea is that if the students feel comfortable with the changes they discussed with their partner then they will be able to finish the rest of the essay revisions on their own. Because we have access to technology, I allow my students to access me through email or essay comments. Of course they can also talk to me before, during or after school.\u003c/span>\u003c/p>\n\u003cp>By getting comfortable with writing early in the school year, it grows their ambition to be successful writers and eliminates a lot of the fear of the writing process that plagues many of my students.\u003c/p>\n\u003cp>Thank you for taking the time to read about the writing process for the special needs child. I hope this has given you some insight on what writing looks like in the special education classroom, as well as the process I have successfully used to encourage them to produce their best work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "This is the 4th and final installment of my thinking about the writing process for students with special needs. In my first post, I describe how I use gallery walks to establish pre-writing strategies with my students. In my second article, I outline how my students will read deeply into written works for more meaning,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This is the 4th and final installment of my thinking about the writing process for students with special needs. In my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">\u003cspan style=\"font-weight: 400\">first post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I describe how I use gallery walks to establish pre-writing strategies with my students. In \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I outline how my students will read deeply into written works for more meaning, and in my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/06/23/the-writing-process-through-the-eyes-of-children-with-special-needs-part-3/\">\u003cspan style=\"font-weight: 400\">third post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I explain the drafting process and how to use programs online to write their essays. In this final post, I will discuss how to edit, revise and finally publish my student’s final work. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>Writing for all students, and especially for students with special needs, is a process that takes time to learn. It is essential to develop student skills throughout the school year so they aren’t bombarded with a huge essay and not be sure of what to do. In doing this, my expectations build throughout the year, just as I would hope my student’s expectations of themselves would rise as they learn as well. My hope is that through training the students to write, they will be better editors of their own work and their writing will better demonstrate what they know.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the beginning of the school year, you don’t know your kids well enough to get a good grasp on how each one individually learns, and the idea is to get them to teach you how they learn. I have them do many writing assignments throughout the school year, all to train them for longer writes. Because most of my students struggle with reading or writing on some level, I find it important to access it at their level. Students love to talk about themselves, which is why I incorporate thoughtful writing tasks where they can do just that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In November, shortly into the 2nd quarter of the school year, I do a program called \u003c/span>\u003ca href=\"http://nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">National Novel Writing Month\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NaNoWriMo). This program has been around since 1999. Recently, they have developed a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">Young Writers Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which includes \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/lesson-plans\">\u003cspan style=\"font-weight: 400\">curriculum for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/workbooks\">\u003cspan style=\"font-weight: 400\">workbook version for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to access the program within the classroom. NaNoWriMo is 1-month event from November 1 to November 30 where individuals join in to commit their free time to writing a 50,000 word novel. I personally have written 9 novels in the last 9 years. As an educator, I am always looking for new ways to encourage my students to write. The Young Writers Program offers an option for students to set their own goals (which don’t have to be 50,000 – because that number can be daunting to almost anyone). And, I can create my own online classroom specifically for them to compete with each other.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-234560\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png\" alt=\"\" width=\"800\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-400x285.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-768x548.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-1180x842.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-960x685.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1.png 1231w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The purpose of using NaNoWriMo with my kids is to encourage them to write and get their voice out there. I want my students to feel comfortable with themselves and their writing. As a teenager, this is often a difficult feat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the confidence they have gained from our NaNoWriMo project during November, and continued practice reading and writing throughout the school year, my students have many of the experiences they need to begin to edit and revise their writing. The goal is to utilize each person in the classroom, at home, and in their lives to help them take the best approach to the final stages of the writing process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a peer editing format in my classroom. With students with who have an IEP, there is often a stigma that they don’t learn as well in a special education classroom or won’t access the same learning. This is entirely wrong. If you set achievable expectations, students will make progress toward these goals. By having students interact by editing each other’s work, they will access other people’s thoughts and opinions and ideally obtain some valuable insight on their own writing and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a form similar the one below, and it can also be accessed \u003c/span>\u003ca href=\"http://jimmiescollage.com/downloads/writing/peer-editing.pdf\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-234561\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/peer_edit.png\" alt=\"\" width=\"766\" height=\"900\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit.png 766w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit-400x470.png 400w\" sizes=\"(max-width: 766px) 100vw, 766px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This checklist is first explained to the students. I put it up on the Smartboard and go through each section with them, explaining the different things I am looking for them to do with their partner’s work. Of course, if students don’t know what you want them to do, they will have a harder time accomplishing it. My goal is to have the students use the Reader’s Apprenticeship ideas we have discussed in \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students are encouraged to write their ideas on this sheet about their partner’s work and identify questions, comments, thoughts, concerns. By allowing them the opportunity to write their ideas here, it eliminates any unnecessary notes on the partner’s paper. \u003c/span>\u003c/p>\n\u003cp>During peer editing, I limit the time to certain segments – taking away down time as much as possible while still allowing for students who need more time. I start by explaining the worksheet, and then allow 15-20 minutes to read their partner’s essay and write their comments on the worksheet. I then have the students come back together with their partner for 10 minutes. They trade back their papers and share out 2 things they would change on their partner’s essay, as well as 3 positive take-aways from their essay (allowing positives to outweigh things they need to fix). This whole peer editing process takes approximately 30-35 minutes and gives the students time to interact on a personal level with their partner while meaningfully discussing their essays.\u003c/p>\n\u003cp>Understandably, there are times when someone’s work will be limited. I have students whose essays are written very minimally (and I have some that go overboard with writing). To make sure the students are paired up evenly, I pair them up based on their original versions – sometimes even putting them in groups of 3 to add more quality and quantity to their efforts. By doing this, the students get more than just one opinion, which means more added benefit for their own essays.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 15-20 minutes of the period is usually allowed for the students to make the revisions their partner suggested for their essay, ask them more questions if they need to, or ask any needed questions of me before they leave my room. The idea is that if the students feel comfortable with the changes they discussed with their partner then they will be able to finish the rest of the essay revisions on their own. Because we have access to technology, I allow my students to access me through email or essay comments. Of course they can also talk to me before, during or after school.\u003c/span>\u003c/p>\n\u003cp>By getting comfortable with writing early in the school year, it grows their ambition to be successful writers and eliminates a lot of the fear of the writing process that plagues many of my students.\u003c/p>\n\u003cp>Thank you for taking the time to read about the writing process for the special needs child. I hope this has given you some insight on what writing looks like in the special education classroom, as well as the process I have successfully used to encourage them to produce their best work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Using Art to Promote Deeper Thinking and Understanding",
"headTitle": "Using Art to Promote Deeper Thinking and Understanding | KQED",
"content": "\u003cp>At the beginning of this now completed school year I shared my goals with students and their parents. I wanted my students to identify as artists, developing confidence and an individual style. I wanted their knowledge about art, media and visual communication to help them to become more informed creators and consumers of culture. I wanted them to grasp how art is involved and integrated with many other human pursuits throughout time. Finally, I also wanted them to develop tools to help them express their values and understandings.\u003c/p>\n\u003cp>Learning to draw and shade, apply paint, use a glue gun, carve and print from linoleum are all important artistic skills and good things to know, but what do they help learners to understand? And how can they show what’s going on in their heads to their teachers and their peers? This is where reflection and metacognition come in. Metacognition basically means thinking about and learning from how you think in order to share with others and take on challenges with tools you already have and can improve. It’s reflective, but also future-driven. A metacognitive thinker asks, now what? How can I apply this?\u003c/p>\n\u003cp>That’s where the art studio classroom provides opportunities for making thinking visible and opens pathways to real understanding:\u003c/p>\n\u003cblockquote>\u003cp>Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts. Visible Thinking also emphasizes documenting thinking for later reflection.” – \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/makingthinkingvisibleEL.pdf\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible, Ron Ritchhart and David Perkins\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The nuances of my goals may change and shift – responding to the talents, needs and curiosities and passions of my students. However, the dispositions I look to cultivate and strengthen remain. The true measure of my curriculum and their learning lies in the ability of ALL my students to articulate their learning, making it visible, and applying it to their lives.\u003c/p>\n\u003cp>Since we are artists working on and learning about art in a studio classroom it makes sense that we share our work periodically with our peers to get structured feedback.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Artists also share selections of their work as well as explain their process in a living ever-alterable body called a \u003cb>Portfolio\u003c/b>. I explain with students WHAT a Portfolio is: “a purposeful collection of work that demonstrates efforts, progress, and achievement in one or more areas over time”. And I let them know exactly WHY it’s important in our class: “You take \u003cb>\u003ci>ownership\u003c/i>\u003c/b> of your work and \u003cb>\u003ci>tell the story of your own learning \u003c/i>\u003c/b>rather than leaving that to others. It gives you a chance to \u003cb>\u003ci>reflect\u003c/i>\u003c/b> on who you are as an artist, where you came from and how you got here.”\u003c/p>\n\u003cp>Students in my class built their own portfolios in Google Slides and were instructed to choose works that show any of the following:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>\u003ci>Growth\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> (technically or conceptually over time; how does one stage compare to another)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>\u003ci>Struggle/Challenges\u003c/i>\u003c/b> (you engaged and persisted in something that was out of your comfort zone)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>\u003ci>Visual/Technical Excellence\u003c/i>\u003c/b> (It just looks awesome! How so? Refer to the Principles of Design or Menu of Compositional Qualities\u003ci>)\u003c/i>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ci>\u003ci>\u003cb>\u003ci>Breakthrough\u003c/i>\u003c/b> (achieved something that surprised you, even after many frustrations and “failures”)\u003c/i>\u003c/i>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>For each selected work they wrote a short reflection or statement explaining \u003cb>\u003ci>Forms\u003c/i>\u003c/b> (what you made, how you made it), \u003cb>\u003ci>Methods\u003c/i>\u003c/b> (how did you make it – steps, techniques, procedures), \u003cb>\u003ci>Purposes\u003c/i>\u003c/b> (why you made this piece the way you did and why you chose it to represent the criteria above).\u003c/p>\n\u003cp>It’s important to realize that the learning and reflecting on learning is ONGOING throughout the year. We don’t just wait until May to reflect in our process – struggles, successes, etc. If we do, it’s impossible to capture what was happening in September or October. Instead students respond to prompts given during and immediately after working on projects that require both technical and conceptual skills. That way, they can refer to them (and my feedback and comments) later, with perspective, as they choose which projects to highlight in their portfolios for specific reasons.\u003c/p>\n\u003cp>It’s also necessary for art students to look at the work of and listen to the thoughts of a wide range of artists, past and present in order to connect their ideas, struggles and tendencies to others. \u003ca href=\"http://kqedartschool.woop.ie/\">KQED’s Art School E-Book on the Elements of Art \u003c/a>helps students contextualize and expand their classroom learning. They can return to the interviews with artists as well as lessons to round out their portfolios.\u003c/p>\n\u003cp>What follows are excerpts of student reflections with links to their portfolios:\u003c/p>\n\u003cfigure id=\"attachment_229874\" class=\"wp-caption alignright\" style=\"max-width: 534px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-229874\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B.jpg\" alt=\"Mosaic Value Collage by Adam B\" width=\"534\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B.jpg 534w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B-400x301.jpg 400w\" sizes=\"(max-width: 534px) 100vw, 534px\">\u003cfigcaption class=\"wp-caption-text\">Mosaic Value Collage by Adam B\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“I used to think in art you continuously had to follow guidelines and work at a constant pace to complete your work. Now I realize that a part of art is being your own self and while we had to follow guidelines, art was all about yourself, your passions, and your creativity. You can do what you want, when you want at your own pace and own methods. My thinking changed when we did our first semester final when we really were in charge of what we wanted to do.” – \u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/17eboaGAQMR1_557wGyWstkjhP2ejcUOXe1u_rqD44rA/edit?usp=sharing\">Adam B.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_229876\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-229876 size-medium\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-800x429.jpg\" alt=\"Silhouette by Jordon B\" width=\"800\" height=\"429\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-800x429.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-400x215.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-768x412.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b.jpg 950w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Silhouette by Jordon B\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“This year I realized that some art isn’t just creative images, they’re statements. I found out that art is just another way to express how you feel about a certain topic. Sometimes topics are very controversial to talk about so making art about it is very powering without even saying a word and letting others interpret the art however they want” –\u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/1rc35n8ncIn16eR8BRLJ_b_z2vyJLS7eg9SEHTplq2xk/edit?usp=sharing\"> Jordon B.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_229875\" class=\"wp-caption alignright\" style=\"max-width: 368px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-229875\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/silhouette_rija-r.jpg\" alt=\"Silhouette by Rija R\" width=\"368\" height=\"551\">\u003cfigcaption class=\"wp-caption-text\">Silhouette by Rija R\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“I feel like art can change the world through the message it portrays and as artists, we have the power to change and evolve the way others think through the works we produce Art can hold various meanings to other people whether it may be in the form of music, dance, poetry, drawing or other ways but in the end, good art should always leave the viewer with an emotional change and impression. I Used to Think that all good art just needed to be physically appealing ; Now I Think that all good art should be defined by whether it makes you feel a certain way; my thinking changed when I saw the impact of art pieces created by other people.” – \u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/1ZMSuoW1T80URaRE8oYFSmK0GiESo3POVO9EL5nTQw1o/edit?usp=sharing\">Rija R\u003c/a>\u003c/p>\n\u003cp>Ultimately to learn what someone knows and understands involves a conversation, or dialogue, as my colleague, \u003ca href=\"http://www.accordionbookproject.com/the-artist-book/notes-strategies-addenda/chapter-2-exchange-as-art/\">Todd Elkin\u003c/a>, has put it. I can think of few better ways to dialogue with my art students than to hear from them in their own voices what their year in art class has meant to them.\u003c/p>\n\u003cp>I owe so much to my fellow educators who have shared their ideas and learnings with me. We do not succeed alone – as many of my students also noted in their reflections – I did not invent all the ideas I implement. I am but one of the experts in the room…\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And to all my students past and present: thanks for keeping me on my toes and excited everyday!\u003c/p>\n\n",
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"description": "At the beginning of this now completed school year I shared my goals with students and their parents. I wanted my students to identify as artists, developing confidence and an individual style. I wanted their knowledge about art, media and visual communication to help them to become more informed creators and consumers of culture. I",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At the beginning of this now completed school year I shared my goals with students and their parents. I wanted my students to identify as artists, developing confidence and an individual style. I wanted their knowledge about art, media and visual communication to help them to become more informed creators and consumers of culture. I wanted them to grasp how art is involved and integrated with many other human pursuits throughout time. Finally, I also wanted them to develop tools to help them express their values and understandings.\u003c/p>\n\u003cp>Learning to draw and shade, apply paint, use a glue gun, carve and print from linoleum are all important artistic skills and good things to know, but what do they help learners to understand? And how can they show what’s going on in their heads to their teachers and their peers? This is where reflection and metacognition come in. Metacognition basically means thinking about and learning from how you think in order to share with others and take on challenges with tools you already have and can improve. It’s reflective, but also future-driven. A metacognitive thinker asks, now what? How can I apply this?\u003c/p>\n\u003cp>That’s where the art studio classroom provides opportunities for making thinking visible and opens pathways to real understanding:\u003c/p>\n\u003cblockquote>\u003cp>Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts. Visible Thinking also emphasizes documenting thinking for later reflection.” – \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/makingthinkingvisibleEL.pdf\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible, Ron Ritchhart and David Perkins\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The nuances of my goals may change and shift – responding to the talents, needs and curiosities and passions of my students. However, the dispositions I look to cultivate and strengthen remain. The true measure of my curriculum and their learning lies in the ability of ALL my students to articulate their learning, making it visible, and applying it to their lives.\u003c/p>\n\u003cp>Since we are artists working on and learning about art in a studio classroom it makes sense that we share our work periodically with our peers to get structured feedback.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Artists also share selections of their work as well as explain their process in a living ever-alterable body called a \u003cb>Portfolio\u003c/b>. I explain with students WHAT a Portfolio is: “a purposeful collection of work that demonstrates efforts, progress, and achievement in one or more areas over time”. And I let them know exactly WHY it’s important in our class: “You take \u003cb>\u003ci>ownership\u003c/i>\u003c/b> of your work and \u003cb>\u003ci>tell the story of your own learning \u003c/i>\u003c/b>rather than leaving that to others. It gives you a chance to \u003cb>\u003ci>reflect\u003c/i>\u003c/b> on who you are as an artist, where you came from and how you got here.”\u003c/p>\n\u003cp>Students in my class built their own portfolios in Google Slides and were instructed to choose works that show any of the following:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>\u003ci>Growth\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> (technically or conceptually over time; how does one stage compare to another)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>\u003ci>Struggle/Challenges\u003c/i>\u003c/b> (you engaged and persisted in something that was out of your comfort zone)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>\u003ci>Visual/Technical Excellence\u003c/i>\u003c/b> (It just looks awesome! How so? Refer to the Principles of Design or Menu of Compositional Qualities\u003ci>)\u003c/i>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ci>\u003ci>\u003cb>\u003ci>Breakthrough\u003c/i>\u003c/b> (achieved something that surprised you, even after many frustrations and “failures”)\u003c/i>\u003c/i>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>For each selected work they wrote a short reflection or statement explaining \u003cb>\u003ci>Forms\u003c/i>\u003c/b> (what you made, how you made it), \u003cb>\u003ci>Methods\u003c/i>\u003c/b> (how did you make it – steps, techniques, procedures), \u003cb>\u003ci>Purposes\u003c/i>\u003c/b> (why you made this piece the way you did and why you chose it to represent the criteria above).\u003c/p>\n\u003cp>It’s important to realize that the learning and reflecting on learning is ONGOING throughout the year. We don’t just wait until May to reflect in our process – struggles, successes, etc. If we do, it’s impossible to capture what was happening in September or October. Instead students respond to prompts given during and immediately after working on projects that require both technical and conceptual skills. That way, they can refer to them (and my feedback and comments) later, with perspective, as they choose which projects to highlight in their portfolios for specific reasons.\u003c/p>\n\u003cp>It’s also necessary for art students to look at the work of and listen to the thoughts of a wide range of artists, past and present in order to connect their ideas, struggles and tendencies to others. \u003ca href=\"http://kqedartschool.woop.ie/\">KQED’s Art School E-Book on the Elements of Art \u003c/a>helps students contextualize and expand their classroom learning. They can return to the interviews with artists as well as lessons to round out their portfolios.\u003c/p>\n\u003cp>What follows are excerpts of student reflections with links to their portfolios:\u003c/p>\n\u003cfigure id=\"attachment_229874\" class=\"wp-caption alignright\" style=\"max-width: 534px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-229874\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B.jpg\" alt=\"Mosaic Value Collage by Adam B\" width=\"534\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B.jpg 534w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/mosaic_valuecollage_Adam_B-400x301.jpg 400w\" sizes=\"(max-width: 534px) 100vw, 534px\">\u003cfigcaption class=\"wp-caption-text\">Mosaic Value Collage by Adam B\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“I used to think in art you continuously had to follow guidelines and work at a constant pace to complete your work. Now I realize that a part of art is being your own self and while we had to follow guidelines, art was all about yourself, your passions, and your creativity. You can do what you want, when you want at your own pace and own methods. My thinking changed when we did our first semester final when we really were in charge of what we wanted to do.” – \u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/17eboaGAQMR1_557wGyWstkjhP2ejcUOXe1u_rqD44rA/edit?usp=sharing\">Adam B.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_229876\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-229876 size-medium\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-800x429.jpg\" alt=\"Silhouette by Jordon B\" width=\"800\" height=\"429\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-800x429.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-400x215.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b-768x412.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/silhouette_jordon_b.jpg 950w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Silhouette by Jordon B\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“This year I realized that some art isn’t just creative images, they’re statements. I found out that art is just another way to express how you feel about a certain topic. Sometimes topics are very controversial to talk about so making art about it is very powering without even saying a word and letting others interpret the art however they want” –\u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/1rc35n8ncIn16eR8BRLJ_b_z2vyJLS7eg9SEHTplq2xk/edit?usp=sharing\"> Jordon B.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_229875\" class=\"wp-caption alignright\" style=\"max-width: 368px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-229875\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/silhouette_rija-r.jpg\" alt=\"Silhouette by Rija R\" width=\"368\" height=\"551\">\u003cfigcaption class=\"wp-caption-text\">Silhouette by Rija R\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>“I feel like art can change the world through the message it portrays and as artists, we have the power to change and evolve the way others think through the works we produce Art can hold various meanings to other people whether it may be in the form of music, dance, poetry, drawing or other ways but in the end, good art should always leave the viewer with an emotional change and impression. I Used to Think that all good art just needed to be physically appealing ; Now I Think that all good art should be defined by whether it makes you feel a certain way; my thinking changed when I saw the impact of art pieces created by other people.” – \u003c/i>\u003ca href=\"https://docs.google.com/presentation/d/1ZMSuoW1T80URaRE8oYFSmK0GiESo3POVO9EL5nTQw1o/edit?usp=sharing\">Rija R\u003c/a>\u003c/p>\n\u003cp>Ultimately to learn what someone knows and understands involves a conversation, or dialogue, as my colleague, \u003ca href=\"http://www.accordionbookproject.com/the-artist-book/notes-strategies-addenda/chapter-2-exchange-as-art/\">Todd Elkin\u003c/a>, has put it. I can think of few better ways to dialogue with my art students than to hear from them in their own voices what their year in art class has meant to them.\u003c/p>\n\u003cp>I owe so much to my fellow educators who have shared their ideas and learnings with me. We do not succeed alone – as many of my students also noted in their reflections – I did not invent all the ideas I implement. I am but one of the experts in the room…\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And to all my students past and present: thanks for keeping me on my toes and excited everyday!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Writing Process Through the Eyes of Children with Special Needs (Part 3)",
"headTitle": "The Writing Process Through the Eyes of Children with Special Needs (Part 3) | KQED",
"content": "\u003cp>\u003ci>There is a process to writing that doesn’t come easily to everyone. For students with special needs, the constant struggle to observe rubrics, understand expectations, and develop formulas for writing an essay can be a really tough ordeal. This is the third in a four part series following my steps toward teaching writing to students with special needs in this technologically advancing world.\u003c/i>\u003c/p>\n\u003cp>In \u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">part one\u003c/a>, I detailed how to use gallery walks in the classroom to develop pre-writing strategies with my students. In \u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">part two\u003c/a>, I tell how to do in depth readings – working with teams to read for meaning. In this post, I will discuss using outlines to write a rough draft and the different programs we use in my classroom to draft the student’s essays.\u003c/p>\n\u003cp>In high school, students have a higher expectation than ever before when it comes to earning credits. This is a critical problem for special education students, who \u003ca href=\"http://www.edweek.org/ew/articles/2015/06/04/graduation-rates-vary-for-students-with-disabilities.html\">graduate as a much lower rate nationally than the general student population\u003c/a>. Thus, with students who have an IEP, it is important that we provide them with specific rubrics so they have the clearest understanding of what it is that teachers expect of them.\u003c/p>\n\u003cfigure id=\"attachment_218910\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-218910\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Miller3_rubric-800x544.png\" alt=\"An example rubric my students would receive before they begin writing\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-800x544.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-400x272.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-768x522.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-1440x979.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-1180x803.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-960x653.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric.png 1532w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An example rubric my students would receive before they begin writing\u003c/figcaption>\u003c/figure>\n\u003cp>Coming up with the perfect thesis can seem daunting. A clearly defined position is an important starting point for developing arguments in an essay. To simplify this process in my classes, I usually give them two options for their thesis – for or against a specific idea. The above rubric is an example of what my students might get before they begin writing.\u003c/p>\n\u003cp>During the group readings, I coach my students to define their position and begin to make predictions about the arguments for or against their position that they will see. In my \u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">previous article\u003c/a>, I discuss how I often ask my students to highlight or pinpoint specific evidence that they feel strongly about in the text(s).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I often task my students with coming up with a plan for their writing that involves writing a title last. They are usually so excited about writing a title, that they often get sidetracked. Instead, I begin by asking my students to think about their audience. We discuss who will be reading the essay – Will it be another student? Will it be another teacher? Will it be their parent? All of these questions are important for the student to determine how their write to a specific point of view. Since writing to a specific audience requires thinking in terms of that recipient, we have done activities all year that teach students to look at things from different perspectives.\u003c/p>\n\u003cp>For example, one assignment had students writing a letter to their best friend about a particularly juicy event that happened to them recently. Then, I had them write a second letter about the same topic to a grandparent who they haven’t seen in awhile. We review the ideas in the letters and how they are (probably) very different. We discuss why they are different and plan our future writing in class based on this idea of choosing a specific audience.\u003c/p>\n\u003cp>Now that my students have defined an audience, the next step is to utilize an outline to prepare my students for their draft. Since evidence is vital to supporting an argument, I have my students first decide the topic of each individual paragraph, so they can hone in on the specific evidence they want to use that supports their thesis.\u003c/p>\n\u003cp>In a recent assignment, we worked on a Great Gatsby unit. The students read the novel, and watched the Leonardo Di Caprio version of the film. We then identified the big ideas together as a class – parties, money, social class, alcohol, fate. Students chose specific ideas to relate to each paragraph of their essay. The students really liked this book because it gave them a viewpoint of the 1920s and the students were really excited to see the ‘20’s’ coming back and see what was different 100 years later. I asked several of them to include this idea into their essays.\u003c/p>\n\u003cp>To support my students with their IEP accommodations, I put the main details on the board. Some students feel more confident with choosing their own evidence, and some require support to boost their confidence in their writing of their own ideas. With respect to this, I put several key ideas on the board to identify specific paragraphs and include 3-4 quotes from each passage on the board with who said it so they can quote it easily.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-218912\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-800x435.png\" alt=\"\" width=\"800\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-800x435.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-400x217.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-768x417.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-1440x782.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-1180x641.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-960x522.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs.png 1734w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Each student then takes the pre-filled outline out and uses this, along with the quotes they have found to write a rough draft out on a Google Classroom document I have attached for them to access during their designated writing time. Students can access this anytime, as it’s connected through Google – through their specific designated student account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I also have access to each of their documents. I can then go ahead and make comments on their essay through the comment bar of the Google Doc. Stay tuned for part 4 when I discuss the revision, editing and publishing phase of student work.\u003c/p>\n\n",
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"description": "There is a process to writing that doesn’t come easily to everyone. For students with special needs, the constant struggle to observe rubrics, understand expectations, and develop formulas for writing an essay can be a really tough ordeal. This is the third in a four part series following my steps toward teaching writing to students",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>There is a process to writing that doesn’t come easily to everyone. For students with special needs, the constant struggle to observe rubrics, understand expectations, and develop formulas for writing an essay can be a really tough ordeal. This is the third in a four part series following my steps toward teaching writing to students with special needs in this technologically advancing world.\u003c/i>\u003c/p>\n\u003cp>In \u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">part one\u003c/a>, I detailed how to use gallery walks in the classroom to develop pre-writing strategies with my students. In \u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">part two\u003c/a>, I tell how to do in depth readings – working with teams to read for meaning. In this post, I will discuss using outlines to write a rough draft and the different programs we use in my classroom to draft the student’s essays.\u003c/p>\n\u003cp>In high school, students have a higher expectation than ever before when it comes to earning credits. This is a critical problem for special education students, who \u003ca href=\"http://www.edweek.org/ew/articles/2015/06/04/graduation-rates-vary-for-students-with-disabilities.html\">graduate as a much lower rate nationally than the general student population\u003c/a>. Thus, with students who have an IEP, it is important that we provide them with specific rubrics so they have the clearest understanding of what it is that teachers expect of them.\u003c/p>\n\u003cfigure id=\"attachment_218910\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-218910\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Miller3_rubric-800x544.png\" alt=\"An example rubric my students would receive before they begin writing\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-800x544.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-400x272.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-768x522.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-1440x979.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-1180x803.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric-960x653.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_rubric.png 1532w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An example rubric my students would receive before they begin writing\u003c/figcaption>\u003c/figure>\n\u003cp>Coming up with the perfect thesis can seem daunting. A clearly defined position is an important starting point for developing arguments in an essay. To simplify this process in my classes, I usually give them two options for their thesis – for or against a specific idea. The above rubric is an example of what my students might get before they begin writing.\u003c/p>\n\u003cp>During the group readings, I coach my students to define their position and begin to make predictions about the arguments for or against their position that they will see. In my \u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">previous article\u003c/a>, I discuss how I often ask my students to highlight or pinpoint specific evidence that they feel strongly about in the text(s).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I often task my students with coming up with a plan for their writing that involves writing a title last. They are usually so excited about writing a title, that they often get sidetracked. Instead, I begin by asking my students to think about their audience. We discuss who will be reading the essay – Will it be another student? Will it be another teacher? Will it be their parent? All of these questions are important for the student to determine how their write to a specific point of view. Since writing to a specific audience requires thinking in terms of that recipient, we have done activities all year that teach students to look at things from different perspectives.\u003c/p>\n\u003cp>For example, one assignment had students writing a letter to their best friend about a particularly juicy event that happened to them recently. Then, I had them write a second letter about the same topic to a grandparent who they haven’t seen in awhile. We review the ideas in the letters and how they are (probably) very different. We discuss why they are different and plan our future writing in class based on this idea of choosing a specific audience.\u003c/p>\n\u003cp>Now that my students have defined an audience, the next step is to utilize an outline to prepare my students for their draft. Since evidence is vital to supporting an argument, I have my students first decide the topic of each individual paragraph, so they can hone in on the specific evidence they want to use that supports their thesis.\u003c/p>\n\u003cp>In a recent assignment, we worked on a Great Gatsby unit. The students read the novel, and watched the Leonardo Di Caprio version of the film. We then identified the big ideas together as a class – parties, money, social class, alcohol, fate. Students chose specific ideas to relate to each paragraph of their essay. The students really liked this book because it gave them a viewpoint of the 1920s and the students were really excited to see the ‘20’s’ coming back and see what was different 100 years later. I asked several of them to include this idea into their essays.\u003c/p>\n\u003cp>To support my students with their IEP accommodations, I put the main details on the board. Some students feel more confident with choosing their own evidence, and some require support to boost their confidence in their writing of their own ideas. With respect to this, I put several key ideas on the board to identify specific paragraphs and include 3-4 quotes from each passage on the board with who said it so they can quote it easily.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-218912\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-800x435.png\" alt=\"\" width=\"800\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-800x435.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-400x217.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-768x417.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-1440x782.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-1180x641.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs-960x522.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Miller3_gdocs.png 1734w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Each student then takes the pre-filled outline out and uses this, along with the quotes they have found to write a rough draft out on a Google Classroom document I have attached for them to access during their designated writing time. Students can access this anytime, as it’s connected through Google – through their specific designated student account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I also have access to each of their documents. I can then go ahead and make comments on their essay through the comment bar of the Google Doc. Stay tuned for part 4 when I discuss the revision, editing and publishing phase of student work.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Earlier this year my students were teaching each other about taxes. One student was struggling to explain how a progressive tax system works. He was getting really upset with himself so I went over to him and said, “You’re doing great. It’s a hard concept to explain. Teaching is hard; be patient with yourself.” At that moment, Stephen walked over, leaned in, and said, “Teaching isn’t hard. Teaching is so damn easy.”\u003c/p>\n\u003cp>So far in this series (\u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\">How Do You Teach Thinking?\u003c/a>; \u003ca href=\"http://ww2.kqed.org/education/2016/03/28/how-emotions-can-support-critical-thinking/\">How Emotions Can Support Critical Thinking\u003c/a>) I’ve focused on student thinking. This post is about teacher thinking and how hard it is to get good at the important, but crazy challenging job of \u003cem>thinking about other people’s thinking – \u003c/em>lots of people, and often on the fly. \u003ca href=\"https://www.amazon.com/Building-Better-Teacher-Teaching-Everyone-ebook/dp/B00FPT5MSQ\">Elizabeth Green in her book “Building a Better Teacher”\u003c/a> says this is what makes teaching so complex.\u003c/p>\n\u003ch3>Magical (Thinking) Moments in the Classroom\u003c/h3>\n\u003cp>This year I worked with some colleagues to create a vision for more effective teacher learning and professional development. In our discussions, we talked about those important “magical moments” that occur during a classroom discussion or conversation that we wish we could capture on film and analyze. These are the moments when how the teacher responds shapes student thinking for better or worse.\u003c/p>\n\u003caside class=\"pullquote alignright\">It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on, these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/aside>\n\u003cp>Researchers and teachers alike have spent quite a lot of time investigating, researching and dissecting these types of moments. A classic example of this phenomenon is an incredibly cool teaching moment involving \u003ca href=\"https://deepblue.lib.umich.edu/handle/2027.42/65013\">Dr. Deborah Ball as she teaches prime numbers in her elementary classroom\u003c/a>. A student named Sean makes what appears to be a mistake when explaining what makes a prime number. Dr. Ball’s response to this student gives me chills every time I watch it (even though it’s about elementary school math and I teach secondary social studies!) She allows the student’s thinking process to \u003cem>become\u003c/em> the class lesson and presents Sean’s explanation as an idea worthy to be examined by the class. This magical teaching moment transformed how I thought about teaching. It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on; these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/p>\n\u003cp>Since my colleagues and I discussed these important moments earlier this year, I’ve become a little obsessed with creating and capturing them in my class. It’s hard to explain but I can feel the moment arrive. It’s a little like a mix of getting kicked in the stomach while simultaneously seeing a celebrity you love eating at the same restaurant as you. Sick and excited all at once, and trying to make the most of this opportunity while all eyes are on you.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Deborah Ball makes utilizing this moment and saying and doing the right thing to unlock student thinking look effortless. But my daily experiences tell me how getting it right is incredibly hard. It is also really fun. Fun to lay witness to learning in real time. I want to tell the story of one such moment in my classroom.\u003c/p>\n\u003ch3>The Anatomy of a Moment\u003c/h3>\n\u003caside class=\"pullquote alignright\">What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/aside>\n\u003cp>I had just finished teaching about market equilibrium and the role of prices in the market. Students seemed to get it but I wanted to give them one more chance to review the concept so we worked on a practice problem around setting the price for a box of girl scout cookies. The students had to graph the numbers and choose the best price for a troop to sell the cookies. Essentially, I was looking for them to choose the equilibrium point ($5) on the graph because that is the place where demand and supply are equal and everyone feels ok about the transaction. In a market, the equilibrium point is king. Everything looked good at first. Students graphed and then wrote. I felt good but want to quickly check for understanding so I called on Andrew to share out. He says confidently “4 dollars is best price.” I re-explain equilibrium and look for someone else to try and explain why $4 is not the best price (answer: $4 will cause excess demand for girl scout cookies-too many people want to buy them, but only a few will supply them at that low of a price.). Stephen, yep-“teaching is so damn easy”, quickly jumps in and complicates things further by saying “it’s $3 – people like low prices. 3 dollars is best price. You’ll sell out quick and make hella money.”\u003c/p>\n\u003cp>This is the moment where time stood still. What I say next to the 35 students in front of me matters. Inside my head so many questions and decisions about what to say next swirl around at what feels like is the exact same moment. Here they are:\u003c/p>\n\u003cp>\u003cstrong>Who else is confused in the room? \u003c/strong>One kid getting the answer wrong might be an outlier but two…who else misunderstands equilibrium in this room? Do I stop and go over the concept again even though I see a chunk of students look surprised that the answer has been given incorrectly two times? One student has already put her head down because she understood equilibrium point the first time. What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/p>\n\u003cp>\u003cstrong>The very next concept I teach is about price controls where I am going to complicate the concept of equilibrium.\u003c/strong> I can’t just say to the class “the equilibrium point is always the answer when setting prices” because I am about to teach how, in some situations, prices are intentionally set below equilibrium-\u003ci>the exact thing I am about to tell the student is wrong in the girl scout scenario!\u003c/i> I don’t want to give an absolute answer/rule about equilibrium but I don’t want to be unclear either.\u003c/p>\n\u003cp>\u003cstrong>How can I correct Stephen without making him feel dumb in front of the class? \u003c/strong>Stephen is sensitive. Sometimes, he tries to mask it but his eyes give him away. There have been a few times students have made gentle teasing remarks to him and he lashes back. I don’t want him to shut down because then it doesn’t matter what I say. But, if I don’t clearly say that his answer is incorrect then I confuse other students.\u003c/p>\n\u003cp>\u003cstrong>Oh yeah and the bell is going to ring in six minutes. \u003c/strong>Spring break is in one week and I want to give their exam before break. Every moment in the next week is planned out. So, I need to get it right and get it right quickly.\u003c/p>\n\u003cp>Ok. Ok. How did I respond to Stephen? I made up a quick simulation with real numbers. I made him a girl scout cookie supplier (he has told me countless times that he is a real businessman) and told him that it costs him $3 to make the cookies. If the girl scouts only charge $3 a box, they can only pay him $2 box for the cookies because girl scouts need to make some cash too! He loses $1 every time he sells a box to them. He said, “Ahhh-I forgot about the supplier. The price needs to account for the cost of the actual cookie maker not just the girl scout and the customer. Cookie man needs to get paid so he will make thin mints for the people!” We all laughed and I wrapped class with a question which teased the price control lesson the next day.\u003c/p>\n\u003cp>Rrriiinnnnngg.\u003c/p>\n\u003cp>Teaching is NOT easy. The pressure of this moment is real. And these moments happen many times every day, in every classroom. How teachers think matters!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Did I get it right? I don’t know. I’m still thinking about that.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this year my students were teaching each other about taxes. One student was struggling to explain how a progressive tax system works. He was getting really upset with himself so I went over to him and said, “You’re doing great. It’s a hard concept to explain. Teaching is hard; be patient with yourself.” At that moment, Stephen walked over, leaned in, and said, “Teaching isn’t hard. Teaching is so damn easy.”\u003c/p>\n\u003cp>So far in this series (\u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\">How Do You Teach Thinking?\u003c/a>; \u003ca href=\"http://ww2.kqed.org/education/2016/03/28/how-emotions-can-support-critical-thinking/\">How Emotions Can Support Critical Thinking\u003c/a>) I’ve focused on student thinking. This post is about teacher thinking and how hard it is to get good at the important, but crazy challenging job of \u003cem>thinking about other people’s thinking – \u003c/em>lots of people, and often on the fly. \u003ca href=\"https://www.amazon.com/Building-Better-Teacher-Teaching-Everyone-ebook/dp/B00FPT5MSQ\">Elizabeth Green in her book “Building a Better Teacher”\u003c/a> says this is what makes teaching so complex.\u003c/p>\n\u003ch3>Magical (Thinking) Moments in the Classroom\u003c/h3>\n\u003cp>This year I worked with some colleagues to create a vision for more effective teacher learning and professional development. In our discussions, we talked about those important “magical moments” that occur during a classroom discussion or conversation that we wish we could capture on film and analyze. These are the moments when how the teacher responds shapes student thinking for better or worse.\u003c/p>\n\u003caside class=\"pullquote alignright\">It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on, these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/aside>\n\u003cp>Researchers and teachers alike have spent quite a lot of time investigating, researching and dissecting these types of moments. A classic example of this phenomenon is an incredibly cool teaching moment involving \u003ca href=\"https://deepblue.lib.umich.edu/handle/2027.42/65013\">Dr. Deborah Ball as she teaches prime numbers in her elementary classroom\u003c/a>. A student named Sean makes what appears to be a mistake when explaining what makes a prime number. Dr. Ball’s response to this student gives me chills every time I watch it (even though it’s about elementary school math and I teach secondary social studies!) She allows the student’s thinking process to \u003cem>become\u003c/em> the class lesson and presents Sean’s explanation as an idea worthy to be examined by the class. This magical teaching moment transformed how I thought about teaching. It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on; these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/p>\n\u003cp>Since my colleagues and I discussed these important moments earlier this year, I’ve become a little obsessed with creating and capturing them in my class. It’s hard to explain but I can feel the moment arrive. It’s a little like a mix of getting kicked in the stomach while simultaneously seeing a celebrity you love eating at the same restaurant as you. Sick and excited all at once, and trying to make the most of this opportunity while all eyes are on you.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Deborah Ball makes utilizing this moment and saying and doing the right thing to unlock student thinking look effortless. But my daily experiences tell me how getting it right is incredibly hard. It is also really fun. Fun to lay witness to learning in real time. I want to tell the story of one such moment in my classroom.\u003c/p>\n\u003ch3>The Anatomy of a Moment\u003c/h3>\n\u003caside class=\"pullquote alignright\">What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/aside>\n\u003cp>I had just finished teaching about market equilibrium and the role of prices in the market. Students seemed to get it but I wanted to give them one more chance to review the concept so we worked on a practice problem around setting the price for a box of girl scout cookies. The students had to graph the numbers and choose the best price for a troop to sell the cookies. Essentially, I was looking for them to choose the equilibrium point ($5) on the graph because that is the place where demand and supply are equal and everyone feels ok about the transaction. In a market, the equilibrium point is king. Everything looked good at first. Students graphed and then wrote. I felt good but want to quickly check for understanding so I called on Andrew to share out. He says confidently “4 dollars is best price.” I re-explain equilibrium and look for someone else to try and explain why $4 is not the best price (answer: $4 will cause excess demand for girl scout cookies-too many people want to buy them, but only a few will supply them at that low of a price.). Stephen, yep-“teaching is so damn easy”, quickly jumps in and complicates things further by saying “it’s $3 – people like low prices. 3 dollars is best price. You’ll sell out quick and make hella money.”\u003c/p>\n\u003cp>This is the moment where time stood still. What I say next to the 35 students in front of me matters. Inside my head so many questions and decisions about what to say next swirl around at what feels like is the exact same moment. Here they are:\u003c/p>\n\u003cp>\u003cstrong>Who else is confused in the room? \u003c/strong>One kid getting the answer wrong might be an outlier but two…who else misunderstands equilibrium in this room? Do I stop and go over the concept again even though I see a chunk of students look surprised that the answer has been given incorrectly two times? One student has already put her head down because she understood equilibrium point the first time. What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/p>\n\u003cp>\u003cstrong>The very next concept I teach is about price controls where I am going to complicate the concept of equilibrium.\u003c/strong> I can’t just say to the class “the equilibrium point is always the answer when setting prices” because I am about to teach how, in some situations, prices are intentionally set below equilibrium-\u003ci>the exact thing I am about to tell the student is wrong in the girl scout scenario!\u003c/i> I don’t want to give an absolute answer/rule about equilibrium but I don’t want to be unclear either.\u003c/p>\n\u003cp>\u003cstrong>How can I correct Stephen without making him feel dumb in front of the class? \u003c/strong>Stephen is sensitive. Sometimes, he tries to mask it but his eyes give him away. There have been a few times students have made gentle teasing remarks to him and he lashes back. I don’t want him to shut down because then it doesn’t matter what I say. But, if I don’t clearly say that his answer is incorrect then I confuse other students.\u003c/p>\n\u003cp>\u003cstrong>Oh yeah and the bell is going to ring in six minutes. \u003c/strong>Spring break is in one week and I want to give their exam before break. Every moment in the next week is planned out. So, I need to get it right and get it right quickly.\u003c/p>\n\u003cp>Ok. Ok. How did I respond to Stephen? I made up a quick simulation with real numbers. I made him a girl scout cookie supplier (he has told me countless times that he is a real businessman) and told him that it costs him $3 to make the cookies. If the girl scouts only charge $3 a box, they can only pay him $2 box for the cookies because girl scouts need to make some cash too! He loses $1 every time he sells a box to them. He said, “Ahhh-I forgot about the supplier. The price needs to account for the cost of the actual cookie maker not just the girl scout and the customer. Cookie man needs to get paid so he will make thin mints for the people!” We all laughed and I wrapped class with a question which teased the price control lesson the next day.\u003c/p>\n\u003cp>Rrriiinnnnngg.\u003c/p>\n\u003cp>Teaching is NOT easy. The pressure of this moment is real. And these moments happen many times every day, in every classroom. How teachers think matters!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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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.
