Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Climate change is one of the most serious crises of our time. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=rVjp3TO_juI\">\u003cspan style=\"font-weight: 400\">IPCC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> states that in order to prevent catastrophic climate change, nations must reduce CO\u003c/span>\u003cspan style=\"font-weight: 400\">2\u003c/span>\u003cspan style=\"font-weight: 400\"> emissions in half by 2030 in order to keep global temperature rise at or below 1.5 ℃. If we rise above 1.5 ℃, we face extreme risks to our ecosystems, food and water security, health, development and economic growth. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school science teacher, I often wonder how I can best address this crisis with my students. This year, I tried out something new: a podcast for our project “Quest to Save the Earth.” (See the \u003ca href=\"https://docs.google.com/document/d/1GVMCgOE5qXkCBgSGWxKtfwuYzIZmY91WO3tg5NQPD1Y/edit?usp=sharing\">lesson plan here\u003c/a>.) In this month-long project, students researched the science behind climate change, conducted laboratory experiments and developed a podcast to present their findings. The goal of this project was to create an informed citizenry that would be able to understand the science behind climate change and that would hopefully help support, develop and implement solutions to this crisis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason I chose the digital media presentation method of a podcast for my students to present their findings was so that they could submit their podcast to the \u003c/span>\u003ca href=\"https://www.npr.org/\">\u003cspan style=\"font-weight: 400\">National Public Radio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cspan style=\"font-weight: 400\">Student Podcast Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a new contest for students in grades 5 through 12. Giving my students the option to submit their podcasts to the contest was a great opportunity to elevate student voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students created their podcasts in teams. As the teams’ conversations bounced back and forth while they created their podcasts, I could see that they were deeply engaged and enjoying the project. And the students that submitted their podcasts to the contest were excited by the opportunity to have their voices heard on National Public Radio. Additionally, all of the teams had to submit their podcasts to the \u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Learn\u003c/a> discussion: \u003c/span>\u003ca href=\"https://learn.kqed.org/topics/19?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Is a Carbon Tax the Best Way to Slow Climate Change?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This upped their game knowing that students from other schools would be listening to their work.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/fUGYW9xTFas\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editor’s Note: \u003c/span>\u003c/i>\u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003ci>\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> is a free, flexible platform for inquiry-based learning, a hub for student-voice, a launching pad for exploration and a showcase for student-made media that inspires students to research, reflect and respond to timely issues.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I am always looking at new technologies to see how they can be used to present science content. This requires me to be constantly learning, but I love to learn—it keeps me young! How can I grade the quality of my students’ podcasts unless I know how to make one myself? In order to gain the skills to help my students create a successful podcast, I first took the \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a> course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Podcasting with Youth Radio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In this free online course, I learned:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the basics of podcasting, including how to create a brief pitch for a podcast of my own,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">new techniques for interviewing different types of people, and conducted a brief interview with an expert for my podcast,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">how to find and record great sounds,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">how to turn raw audio into a story through editing,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">and created my own edited audio story.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students started this project by first learning the science behind climate change through peer reviewed articles and websites such as \u003c/span>\u003ca href=\"https://www.ipcc.ch/sr15/\">\u003cspan style=\"font-weight: 400\">IPCC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.who.int/en/news-room/fact-sheets/detail/climate-change-and-health\">\u003cspan style=\"font-weight: 400\">WHO\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.noaa.gov/education/resource-collections/climate-education-resources/climate-change-impacts\">\u003cspan style=\"font-weight: 400\">NOAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://climate.nasa.gov/resources/education/pbs_modules/\">\u003cspan style=\"font-weight: 400\">NASA/ PBS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.climatechange.ca.gov/\">\u003cspan style=\"font-weight: 400\">climatechange.ca.gov\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://350bayarea.org/\">\u003cspan style=\"font-weight: 400\">BayArea350\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, in \u003c/span>\u003cspan style=\"font-weight: 400\">teams of four, they conducted a series of \u003c/span>\u003ca href=\"https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/Climate%20Change%20Inquiry%20TG.pdf\">\u003cspan style=\"font-weight: 400\">NASA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> inquiry-based laboratories in order to see for themselves the science of climate change. The NASA labs gave them greater insights into the processes that cause climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They then studied the politics and possible solutions of climate change by researching the International Paris Agreement, and how California specifically has been responding to climate change by reducing greenhouse gases back to \u003c/span>\u003ca href=\"https://www.kqed.org/science/1927229/california-meets-key-climate-change-goal-early?utm_medium=Email&utm_source=ExactTarget&utm_campaign=20180719Science&mc_key=00Qi000001Uh8XNEAZ\">\u003cspan style=\"font-weight: 400\">1990 levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also looked at how climate change has been affecting California, such as the drought and the devastating fires. Finally, they researched the viability of possible global solutions such as carbon tax and carbon sequestration, and solutions tied to California’s \u003c/span>\u003ca href=\"https://www.climatechange.ca.gov/\">\u003cspan style=\"font-weight: 400\">2030 climate goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the research stage of the project, they learned how to make a podcast. They used their research to create a script for their podcast, conducted an \u003c/span>\u003ca href=\"https://s3.amazonaws.com/media.youthradio.org/wp-content/uploads/2014/08/Youth-Radio-Tips-For-Interviewing-Experts.pdf\">\u003cspan style=\"font-weight: 400\">expert-style interview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with one of them posing as a climate change expert and the other the interviewer, and recorded the interview using their smartphones. They learned how to use the free editing software \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to clean up and splice their recording. Once their podcast was finished, they created an account on \u003c/span>\u003ca href=\"https://soundcloud.com\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to upload their podcasts so everyone could listen to them. Some of them also uploaded their podcast to the \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cspan style=\"font-weight: 400\">Student Podcast Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Below are a couple samples of student work submitted to NPR.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aditya and Patrick share the world view of climate change: \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" allow=\"autoplay\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/597058950&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Samantha and Michelle present a California-centric view: \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" allow=\"autoplay\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/597921921&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the project was a great success. My students conducted meaningful research and embraced using podcasts as a way to communicate their conclusions and get their voices heard. I was stressed learning a new technology during the middle of the school year, but KQED had all the resources I needed to succeed. I felt that the NPR contest was a perfect vehicle for my students to get the word out about climate change and reach a wider audience than just our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re looking forward to hearing the results of the contest!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note: \u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dan has been a KQED Media Literacy Innovator since 2017. Learn more about the program and how to get involved \u003c/span>\u003c/i>\u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/?utm_source=ITC&utm_medium=blog\">\u003ci>\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cem>If you want to learn more about how to make podcasts in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">Podcasting with Youth Radio\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Climate change is one of the most serious crises of our time. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=rVjp3TO_juI\">\u003cspan style=\"font-weight: 400\">IPCC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> states that in order to prevent catastrophic climate change, nations must reduce CO\u003c/span>\u003cspan style=\"font-weight: 400\">2\u003c/span>\u003cspan style=\"font-weight: 400\"> emissions in half by 2030 in order to keep global temperature rise at or below 1.5 ℃. If we rise above 1.5 ℃, we face extreme risks to our ecosystems, food and water security, health, development and economic growth. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school science teacher, I often wonder how I can best address this crisis with my students. This year, I tried out something new: a podcast for our project “Quest to Save the Earth.” (See the \u003ca href=\"https://docs.google.com/document/d/1GVMCgOE5qXkCBgSGWxKtfwuYzIZmY91WO3tg5NQPD1Y/edit?usp=sharing\">lesson plan here\u003c/a>.) In this month-long project, students researched the science behind climate change, conducted laboratory experiments and developed a podcast to present their findings. The goal of this project was to create an informed citizenry that would be able to understand the science behind climate change and that would hopefully help support, develop and implement solutions to this crisis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason I chose the digital media presentation method of a podcast for my students to present their findings was so that they could submit their podcast to the \u003c/span>\u003ca href=\"https://www.npr.org/\">\u003cspan style=\"font-weight: 400\">National Public Radio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cspan style=\"font-weight: 400\">Student Podcast Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a new contest for students in grades 5 through 12. Giving my students the option to submit their podcasts to the contest was a great opportunity to elevate student voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students created their podcasts in teams. As the teams’ conversations bounced back and forth while they created their podcasts, I could see that they were deeply engaged and enjoying the project. And the students that submitted their podcasts to the contest were excited by the opportunity to have their voices heard on National Public Radio. Additionally, all of the teams had to submit their podcasts to the \u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Learn\u003c/a> discussion: \u003c/span>\u003ca href=\"https://learn.kqed.org/topics/19?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Is a Carbon Tax the Best Way to Slow Climate Change?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This upped their game knowing that students from other schools would be listening to their work.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/fUGYW9xTFas\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editor’s Note: \u003c/span>\u003c/i>\u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003ci>\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> is a free, flexible platform for inquiry-based learning, a hub for student-voice, a launching pad for exploration and a showcase for student-made media that inspires students to research, reflect and respond to timely issues.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I am always looking at new technologies to see how they can be used to present science content. This requires me to be constantly learning, but I love to learn—it keeps me young! How can I grade the quality of my students’ podcasts unless I know how to make one myself? In order to gain the skills to help my students create a successful podcast, I first took the \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a> course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Podcasting with Youth Radio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In this free online course, I learned:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the basics of podcasting, including how to create a brief pitch for a podcast of my own,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">new techniques for interviewing different types of people, and conducted a brief interview with an expert for my podcast,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">how to find and record great sounds,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">how to turn raw audio into a story through editing,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">and created my own edited audio story.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students started this project by first learning the science behind climate change through peer reviewed articles and websites such as \u003c/span>\u003ca href=\"https://www.ipcc.ch/sr15/\">\u003cspan style=\"font-weight: 400\">IPCC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.who.int/en/news-room/fact-sheets/detail/climate-change-and-health\">\u003cspan style=\"font-weight: 400\">WHO\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.noaa.gov/education/resource-collections/climate-education-resources/climate-change-impacts\">\u003cspan style=\"font-weight: 400\">NOAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://climate.nasa.gov/resources/education/pbs_modules/\">\u003cspan style=\"font-weight: 400\">NASA/ PBS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.climatechange.ca.gov/\">\u003cspan style=\"font-weight: 400\">climatechange.ca.gov\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://350bayarea.org/\">\u003cspan style=\"font-weight: 400\">BayArea350\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, in \u003c/span>\u003cspan style=\"font-weight: 400\">teams of four, they conducted a series of \u003c/span>\u003ca href=\"https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/Climate%20Change%20Inquiry%20TG.pdf\">\u003cspan style=\"font-weight: 400\">NASA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> inquiry-based laboratories in order to see for themselves the science of climate change. The NASA labs gave them greater insights into the processes that cause climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They then studied the politics and possible solutions of climate change by researching the International Paris Agreement, and how California specifically has been responding to climate change by reducing greenhouse gases back to \u003c/span>\u003ca href=\"https://www.kqed.org/science/1927229/california-meets-key-climate-change-goal-early?utm_medium=Email&utm_source=ExactTarget&utm_campaign=20180719Science&mc_key=00Qi000001Uh8XNEAZ\">\u003cspan style=\"font-weight: 400\">1990 levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also looked at how climate change has been affecting California, such as the drought and the devastating fires. Finally, they researched the viability of possible global solutions such as carbon tax and carbon sequestration, and solutions tied to California’s \u003c/span>\u003ca href=\"https://www.climatechange.ca.gov/\">\u003cspan style=\"font-weight: 400\">2030 climate goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the research stage of the project, they learned how to make a podcast. They used their research to create a script for their podcast, conducted an \u003c/span>\u003ca href=\"https://s3.amazonaws.com/media.youthradio.org/wp-content/uploads/2014/08/Youth-Radio-Tips-For-Interviewing-Experts.pdf\">\u003cspan style=\"font-weight: 400\">expert-style interview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with one of them posing as a climate change expert and the other the interviewer, and recorded the interview using their smartphones. They learned how to use the free editing software \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to clean up and splice their recording. Once their podcast was finished, they created an account on \u003c/span>\u003ca href=\"https://soundcloud.com\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to upload their podcasts so everyone could listen to them. Some of them also uploaded their podcast to the \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cspan style=\"font-weight: 400\">Student Podcast Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Below are a couple samples of student work submitted to NPR.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aditya and Patrick share the world view of climate change: \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" allow=\"autoplay\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/597058950&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Samantha and Michelle present a California-centric view: \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" allow=\"autoplay\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/597921921&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the project was a great success. My students conducted meaningful research and embraced using podcasts as a way to communicate their conclusions and get their voices heard. I was stressed learning a new technology during the middle of the school year, but KQED had all the resources I needed to succeed. I felt that the NPR contest was a perfect vehicle for my students to get the word out about climate change and reach a wider audience than just our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re looking forward to hearing the results of the contest!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note: \u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dan has been a KQED Media Literacy Innovator since 2017. Learn more about the program and how to get involved \u003c/span>\u003c/i>\u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/?utm_source=ITC&utm_medium=blog\">\u003ci>\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cem>If you want to learn more about how to make podcasts in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">Podcasting with Youth Radio\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Best Way to Teach Current Events? Let Students Lead.",
"headTitle": "The Best Way to Teach Current Events? Let Students Lead. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">We’ve all been there. Students presenting current events, reciting the “news” but not having any idea what it actually means. The problem is that students’ lack of background knowledge, which is often required to understand the news event, ends up making it meaningless to them, or requires so much teacher intervention that the activity isn’t practical. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one day I was trying to address news about U.S. involvement in Syria with my students. Although I used a source that was supposed to consolidate the history of ISIS for students, it took us a full day to analyze the background information before we were ready to discuss the current issue of U.S. involvement in Syria. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I asked my seniors in my U.S. Government classes what would make current issues more meaningful to them. They said it wasn’t that they weren’t interested in current issues, but they needed time to learn about them. Homework, jobs, sports and familial duties left no time in the five to six hours after school to learn about current issues. Then a lightbulb went off. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that a better way to teach current events would be for students to follow the same issue throughout an entire year in order to deepen their understanding of the topic. After coming up with the initial idea, I then wondered—what kind of structure and supports would such an ambitious year-long assignment need in order to be successful? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could I give students class time to discuss current issues? Could I allow students to choose their topic to make it more meaningful to them? How would I track student participation and assess their learning? And the ultimate question: How would I know students were gaining enough background information to understand current events? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Solution: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To give students choice and hopefully generate more interest in current events, students determined their top two topics of interest from a list I provided: Crime & Punishment, Energy & Environment, Economy, Public Services & Infrastructure, Individual Rights & Liberties, and National Security & War. I then created Current Issues Groups of three to five students based on their interests. To track the current issues and student participation, I created a website for each class on Google Sites where students posted relevant news stories bi-weekly on a blog with accompanying questions. To address students’ request to have time to read current events, groups met in class every other week to read the articles and then discuss the news events posted for their topic with their peers. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531662 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\" width=\"1418\" height=\"694\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-160x78.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-800x392.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-768x376.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1020x499.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1200x587.jpg 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>The Details: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure credible sources and expand students’ skills in media analysis, each group needed to find news stories from various levels of media—local, national and international—and from different types of media—print, web and broadcast. For example, students in the Environment Issues Group posted news stories from a national print news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), a local news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Seattle Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), and a broadcast or international media source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KPTV\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure the assignment was meeting the ultimate goal of students having enough background information to understand current events, students were required to create “Inquiry” or comprehension questions for the news story. As shown in the blog post below, the student asked the basic who, what and why of the article to make sure their peers understood the main point of the news story. To deepen student understanding of the event, students were also asked to create “Discussion” questions for their group which required them to use higher level questioning skills involving application and evaluation. The “Discussion” questions below ask students what they think government action should be, moving from the basics of the news story to evaluating and making a judgement based on the evidence presented.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531654 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\" width=\"1273\" height=\"711\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1.png 1273w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1200x670.png 1200w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Current Issues day in class, we began with individual work time. Each student chose a different news story from their group to read and then posted answers to the inquiry questions in the comments section of the post. Each student verbally summarized their news story and led a discussion on the current status of the issue using the pre-prepared discussion questions. I moved from group to group to listen and join in on their discussion and marked off student participation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Result: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After trying out many iterations of current events in the classroom, students really took to this. Groups were always on task, both when reading the news stories and when discussing them. One year, students in the Individual Rights & Liberties group were especially engaged with news stories on the NSA and an individual’s right to privacy. During one of our Current Issues days, the group was discussing Edward Snowden and the National Security Issues group jumped in. I didn’t have to try and make the current issues have meaning or relevance to one another, it just happened naturally.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked that they had class time to read current issues, access to computers to search for things they didn’t understand, and the chance to learn from the peers in their group. For a discussion on how the United States should deal with countries engaging in cyber attacks on the U.S., several students looked up the word “sanctions.” Through conversation with peers, they learned what international courts were and how they would work in this scenario. I didn’t have to fill in the background knowledge for them—my students were self-driven, finding the information themselves or working with their peers to figure it out\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the semester, students developed an expertise on the topic that allowed them to have meaningful discussions in their group and share with their friends, both in and outside of the classroom. By the end of this assignment one year, the Energy & Environment group had a solid understanding of what fracking was, its advantages and disadvantages, and how public policy addressed the issue. These students ended up discussing the issue in their science and environment classes, too. They were able to bring their public policy knowledge to their science classes, and offer science insights to our class. And I ended up learning more about fracking from my students because of their engagement with the issue both inside and outside of our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I enjoyed going from group to group, listening and offering my own comments and questions to push students’ critical thinking. The informal, small groups resulted in more students participating than in a large class discussion. I knew that students were engaged and learning. Not only did the students understand current issues better as a result of this assignment, they developed invaluable skills in media analysis, researching, close reading, questioning, discussion and deliberation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Future: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">No lesson is ever perfect. And while feedback from students was positive and learning about current events was apparent in discussion, the assignment needed modifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students wanted class time to find news stories, as well as to read and discuss them. However, I still haven’t figured out how to allocate more than one day to current issues, which was already taken up by reading, posting answers to questions and discussion. Students also wanted to switch their topics for the second semester, which was an easy fix.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the teacher perspective, the website and blog posts posed challenges with assessment: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Grading student posts took an immense amount of time, especially because during class time I was going around from group to group listening to current events discussion. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Not every student was talking during discussion participation check-off, so I decided to grade their discussion participation based on their written answer to their peers’ questions on the website.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531653 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\" width=\"957\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2.jpg 957w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-800x360.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-768x346.jpg 768w\" sizes=\"(max-width: 957px) 100vw, 957px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, students struggled with posting reliable information and sources so I ended up requiring students only use “hard news,” not news commentary, opinion or blogs. This eliminated at least some potential for inaccurate facts. To help them with this requirement, I began the year with a unit on how to evaluate news sources for credibility and bias. This proved invaluable as “fake news” has grown over the years. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology changes at a rapid pace, and the website could probably be replaced with some other tool or platform. But the essential component of the lesson—to track a current issue throughout the year to enable students to gain enough background knowledge to truly understand the event—was ultimately a success.\u003c/span>\u003c/p>\n\n",
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"description": "We’ve all been there. Students presenting current events, reciting the “news” but not having any idea what it actually means. The problem is that students’ lack of background knowledge, which is often required to understand the news event, ends up making it meaningless to them, or requires so much teacher intervention that the activity isn’t",
"title": "The Best Way to Teach Current Events? Let Students Lead. | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">We’ve all been there. Students presenting current events, reciting the “news” but not having any idea what it actually means. The problem is that students’ lack of background knowledge, which is often required to understand the news event, ends up making it meaningless to them, or requires so much teacher intervention that the activity isn’t practical. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one day I was trying to address news about U.S. involvement in Syria with my students. Although I used a source that was supposed to consolidate the history of ISIS for students, it took us a full day to analyze the background information before we were ready to discuss the current issue of U.S. involvement in Syria. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I asked my seniors in my U.S. Government classes what would make current issues more meaningful to them. They said it wasn’t that they weren’t interested in current issues, but they needed time to learn about them. Homework, jobs, sports and familial duties left no time in the five to six hours after school to learn about current issues. Then a lightbulb went off. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that a better way to teach current events would be for students to follow the same issue throughout an entire year in order to deepen their understanding of the topic. After coming up with the initial idea, I then wondered—what kind of structure and supports would such an ambitious year-long assignment need in order to be successful? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could I give students class time to discuss current issues? Could I allow students to choose their topic to make it more meaningful to them? How would I track student participation and assess their learning? And the ultimate question: How would I know students were gaining enough background information to understand current events? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Solution: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To give students choice and hopefully generate more interest in current events, students determined their top two topics of interest from a list I provided: Crime & Punishment, Energy & Environment, Economy, Public Services & Infrastructure, Individual Rights & Liberties, and National Security & War. I then created Current Issues Groups of three to five students based on their interests. To track the current issues and student participation, I created a website for each class on Google Sites where students posted relevant news stories bi-weekly on a blog with accompanying questions. To address students’ request to have time to read current events, groups met in class every other week to read the articles and then discuss the news events posted for their topic with their peers. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531662 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\" width=\"1418\" height=\"694\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-160x78.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-800x392.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-768x376.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1020x499.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1200x587.jpg 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>The Details: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure credible sources and expand students’ skills in media analysis, each group needed to find news stories from various levels of media—local, national and international—and from different types of media—print, web and broadcast. For example, students in the Environment Issues Group posted news stories from a national print news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), a local news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Seattle Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), and a broadcast or international media source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KPTV\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure the assignment was meeting the ultimate goal of students having enough background information to understand current events, students were required to create “Inquiry” or comprehension questions for the news story. As shown in the blog post below, the student asked the basic who, what and why of the article to make sure their peers understood the main point of the news story. To deepen student understanding of the event, students were also asked to create “Discussion” questions for their group which required them to use higher level questioning skills involving application and evaluation. The “Discussion” questions below ask students what they think government action should be, moving from the basics of the news story to evaluating and making a judgement based on the evidence presented.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531654 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\" width=\"1273\" height=\"711\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1.png 1273w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1200x670.png 1200w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Current Issues day in class, we began with individual work time. Each student chose a different news story from their group to read and then posted answers to the inquiry questions in the comments section of the post. Each student verbally summarized their news story and led a discussion on the current status of the issue using the pre-prepared discussion questions. I moved from group to group to listen and join in on their discussion and marked off student participation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Result: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After trying out many iterations of current events in the classroom, students really took to this. Groups were always on task, both when reading the news stories and when discussing them. One year, students in the Individual Rights & Liberties group were especially engaged with news stories on the NSA and an individual’s right to privacy. During one of our Current Issues days, the group was discussing Edward Snowden and the National Security Issues group jumped in. I didn’t have to try and make the current issues have meaning or relevance to one another, it just happened naturally.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked that they had class time to read current issues, access to computers to search for things they didn’t understand, and the chance to learn from the peers in their group. For a discussion on how the United States should deal with countries engaging in cyber attacks on the U.S., several students looked up the word “sanctions.” Through conversation with peers, they learned what international courts were and how they would work in this scenario. I didn’t have to fill in the background knowledge for them—my students were self-driven, finding the information themselves or working with their peers to figure it out\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the semester, students developed an expertise on the topic that allowed them to have meaningful discussions in their group and share with their friends, both in and outside of the classroom. By the end of this assignment one year, the Energy & Environment group had a solid understanding of what fracking was, its advantages and disadvantages, and how public policy addressed the issue. These students ended up discussing the issue in their science and environment classes, too. They were able to bring their public policy knowledge to their science classes, and offer science insights to our class. And I ended up learning more about fracking from my students because of their engagement with the issue both inside and outside of our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I enjoyed going from group to group, listening and offering my own comments and questions to push students’ critical thinking. The informal, small groups resulted in more students participating than in a large class discussion. I knew that students were engaged and learning. Not only did the students understand current issues better as a result of this assignment, they developed invaluable skills in media analysis, researching, close reading, questioning, discussion and deliberation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Future: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">No lesson is ever perfect. And while feedback from students was positive and learning about current events was apparent in discussion, the assignment needed modifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students wanted class time to find news stories, as well as to read and discuss them. However, I still haven’t figured out how to allocate more than one day to current issues, which was already taken up by reading, posting answers to questions and discussion. Students also wanted to switch their topics for the second semester, which was an easy fix.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the teacher perspective, the website and blog posts posed challenges with assessment: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Grading student posts took an immense amount of time, especially because during class time I was going around from group to group listening to current events discussion. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Not every student was talking during discussion participation check-off, so I decided to grade their discussion participation based on their written answer to their peers’ questions on the website.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531653 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\" width=\"957\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2.jpg 957w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-800x360.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-768x346.jpg 768w\" sizes=\"(max-width: 957px) 100vw, 957px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, students struggled with posting reliable information and sources so I ended up requiring students only use “hard news,” not news commentary, opinion or blogs. This eliminated at least some potential for inaccurate facts. To help them with this requirement, I began the year with a unit on how to evaluate news sources for credibility and bias. This proved invaluable as “fake news” has grown over the years. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology changes at a rapid pace, and the website could probably be replaced with some other tool or platform. But the essential component of the lesson—to track a current issue throughout the year to enable students to gain enough background knowledge to truly understand the event—was ultimately a success.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Analyzing Data Through Memes",
"headTitle": "Analyzing Data Through Memes | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Lately, I have been thinking a lot about the digital world that my middle school students live in. I grew up in a world where charts, graphs and maps were mainly used in academic publications. Although I was taught in my statistics class in college that you can make a graph say pretty much anything, it was not until much later that I understood the implications of that. In the past few years, I’ve watched data flying around the internet that has no citations for where it came from, and have seen mainstream media both support and refute a particular point in an argument using the same visual representation of data. In an era where visual representations of data have become so widespread, it became imperative to me that my students learn and understand how to read, interpret, and most of all \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">question \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the data they see in graphs, maps, and charts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It started small, with a statement made off-hand to my students: “The axis means something.” I was teaching my students about climate change and per our usual weekly assignment, they had to write a blog post, which includes a summary of what was learned and an image related to the topic. Imagine my surprise when I encountered this little nugget:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/carbon1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531640 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/carbon1.jpg\" width=\"610\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/carbon1.jpg 610w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/carbon1-160x132.jpg 160w\" sizes=\"(max-width: 610px) 100vw, 610px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Did the post have an image and summary? Yes. But the graph is used completely inappropriately to illustrate the concept. Now, you may think that this was a one-off, but the reality is that most of our students do not question the “first hit” of their search results. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group was tasked to create maps for the incidence of natural disasters by state, and several students mistakenly identified states simply because they failed to look closely at the map legend, which used different colors to communicate low or high incidence of disasters. Instead of interpreting this legend, my students simply checked off states based on whether they were “highlighted.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With these problems in mind, I started asking what I could do to provide my students with the tools to read and understand graphs, as well as how to question them. I knew this needed to be more than a one-time deal. In order to really help them become better consumers of information, they would need lots and lots of practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While looking for resources, I came across \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">New York Times \u003c/span>\u003c/i>\u003ca href=\"https://www.nytimes.com/column/whats-going-on-in-this-graph\">\u003cspan style=\"font-weight: 400\">“What’s Going On in This Graph?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” series. In this weekly publication, I found not only a collection of graphs, maps and charts that are recent and relevant, but also a discussion framework (“\u003c/span>\u003ca href=\"https://www.nctm.org/mathforum/\">\u003cspan style=\"font-weight: 400\">Notice and Wonder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”), an invitation for students to write a title for the graphs featured (more critical thinking practice), and even an invitation for students to discuss them live. It was almost as if \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">had read my mind! \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> activity offers two ways to participate:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For students 13 and older, through the comment section on the weekly activity (where comments are moderated for civility).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For younger students, commenting through Desmos, a “closed classroom” environment.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my students, neither of these options were “just right” at the time. On one hand, I relished the thought of the public commentary, but worried about privacy. On the other, the closed classroom environment of Desmos seemed too restrictive and would be new to us–I wanted to roll the activity out without introducing another login and platform. So, I decided to simply publish the activity using \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a tool where I could post the graph with links, ask students the “Notice and Wonder” questions, and follow them with the “propose a catchy title” prompt. I liked the idea of using this tool since I could use it to share students’ answers with the whole class without displaying their names, and we could then have a class discussion about their noticings, wonderings and titles.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531639\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/form1.jpg\" alt=\"\" width=\"1352\" height=\"568\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1.jpg 1352w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-160x67.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-800x336.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-768x323.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-1020x429.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-1200x504.jpg 1200w\" sizes=\"(max-width: 1352px) 100vw, 1352px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This process worked the first few times, and while their noticings and wonderings started to strengthen with each discussion, their titles quickly became uninspiring, a simple restatement of what the graph was saying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one of those moments of inspiration-while-driving, I remembered the “\u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Making Memes and GIFs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” course I had taken on \u003c/span>\u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a few months back. I wondered if using memes instead of titles would be more engaging, while still hitting the learning objective of providing a critical summary and analysis of the graph’s message. When I arrived at school that day, I quickly substituted the “Write a catchy title” prompt with “Create a meme, using Google draw or any meme creation platform of your choice, that is supported by the evidence presented in the graph.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, this class already had some experience with creating memes since we had done that as part of a different assignment (\u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs/lesson/lesson-plan-making-memes-gifs\">\u003cspan style=\"font-weight: 400\">Organelle Wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). We discussed the idea that while their memes could be funny, satirical or ironic, for this assignment they needed to also be based specifically on the evidence provided in the graph. Through their meme, they needed to call attention to the information in such a way that would make people want to share their meme. The rule of thumb was the question, “Would this go viral?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As they started creating their memes for that first assignment, they asked an obvious question: “How can this go viral if no one sees it but us?” The point was valid. I needed three things: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way to share their posts with a wider audience, other than my own social media accounts. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way for my students who were not comfortable with posting publicly to opt out of sharing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way for my students who don’t have social media accounts to provide votes or likes.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer to these three needs came from \u003c/span>\u003ca href=\"https://padlet.com\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online bulletin board that can be set with different privacy options and that can easily be shared on a myriad of platforms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I created our “What’s Going on in This Graph?” meme \u003c/span>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, showed it to students and invited them to share their memes there without making it mandatory. For the last few weeks, our in-class assignment has morphed into a discussion of whether or not the memes shared are really supported by the data in the graph being analyzed. This adds yet another level of depth to the original intent of providing students with the skills and practice necessary to read, interpret and question graphs, maps and charts. Little by little, our collection of evidence-based memes has grown, and I am very proud of what my students have decided to share. I invite you to take a look at our \u003c/span>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and vote on your favorites. These are mine. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531637 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Kermit-1.png\" width=\"960\" height=\"720\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-768x576.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531636 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Global-warming.png\" width=\"960\" height=\"720\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-768x576.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make memes in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">Making Memes & GIFs\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Lately, I have been thinking a lot about the digital world that my middle school students live in. I grew up in a world where charts, graphs and maps were mainly used in academic publications. Although I was taught in my statistics class in college that you can make a graph say pretty much anything, it was not until much later that I understood the implications of that. In the past few years, I’ve watched data flying around the internet that has no citations for where it came from, and have seen mainstream media both support and refute a particular point in an argument using the same visual representation of data. In an era where visual representations of data have become so widespread, it became imperative to me that my students learn and understand how to read, interpret, and most of all \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">question \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the data they see in graphs, maps, and charts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It started small, with a statement made off-hand to my students: “The axis means something.” I was teaching my students about climate change and per our usual weekly assignment, they had to write a blog post, which includes a summary of what was learned and an image related to the topic. Imagine my surprise when I encountered this little nugget:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/carbon1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531640 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/carbon1.jpg\" width=\"610\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/carbon1.jpg 610w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/carbon1-160x132.jpg 160w\" sizes=\"(max-width: 610px) 100vw, 610px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Did the post have an image and summary? Yes. But the graph is used completely inappropriately to illustrate the concept. Now, you may think that this was a one-off, but the reality is that most of our students do not question the “first hit” of their search results. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group was tasked to create maps for the incidence of natural disasters by state, and several students mistakenly identified states simply because they failed to look closely at the map legend, which used different colors to communicate low or high incidence of disasters. Instead of interpreting this legend, my students simply checked off states based on whether they were “highlighted.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With these problems in mind, I started asking what I could do to provide my students with the tools to read and understand graphs, as well as how to question them. I knew this needed to be more than a one-time deal. In order to really help them become better consumers of information, they would need lots and lots of practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While looking for resources, I came across \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">New York Times \u003c/span>\u003c/i>\u003ca href=\"https://www.nytimes.com/column/whats-going-on-in-this-graph\">\u003cspan style=\"font-weight: 400\">“What’s Going On in This Graph?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” series. In this weekly publication, I found not only a collection of graphs, maps and charts that are recent and relevant, but also a discussion framework (“\u003c/span>\u003ca href=\"https://www.nctm.org/mathforum/\">\u003cspan style=\"font-weight: 400\">Notice and Wonder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”), an invitation for students to write a title for the graphs featured (more critical thinking practice), and even an invitation for students to discuss them live. It was almost as if \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">had read my mind! \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> activity offers two ways to participate:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For students 13 and older, through the comment section on the weekly activity (where comments are moderated for civility).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For younger students, commenting through Desmos, a “closed classroom” environment.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my students, neither of these options were “just right” at the time. On one hand, I relished the thought of the public commentary, but worried about privacy. On the other, the closed classroom environment of Desmos seemed too restrictive and would be new to us–I wanted to roll the activity out without introducing another login and platform. So, I decided to simply publish the activity using \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a tool where I could post the graph with links, ask students the “Notice and Wonder” questions, and follow them with the “propose a catchy title” prompt. I liked the idea of using this tool since I could use it to share students’ answers with the whole class without displaying their names, and we could then have a class discussion about their noticings, wonderings and titles.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531639\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/form1.jpg\" alt=\"\" width=\"1352\" height=\"568\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1.jpg 1352w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-160x67.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-800x336.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-768x323.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-1020x429.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-1200x504.jpg 1200w\" sizes=\"(max-width: 1352px) 100vw, 1352px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This process worked the first few times, and while their noticings and wonderings started to strengthen with each discussion, their titles quickly became uninspiring, a simple restatement of what the graph was saying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one of those moments of inspiration-while-driving, I remembered the “\u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Making Memes and GIFs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” course I had taken on \u003c/span>\u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a few months back. I wondered if using memes instead of titles would be more engaging, while still hitting the learning objective of providing a critical summary and analysis of the graph’s message. When I arrived at school that day, I quickly substituted the “Write a catchy title” prompt with “Create a meme, using Google draw or any meme creation platform of your choice, that is supported by the evidence presented in the graph.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, this class already had some experience with creating memes since we had done that as part of a different assignment (\u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs/lesson/lesson-plan-making-memes-gifs\">\u003cspan style=\"font-weight: 400\">Organelle Wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). We discussed the idea that while their memes could be funny, satirical or ironic, for this assignment they needed to also be based specifically on the evidence provided in the graph. Through their meme, they needed to call attention to the information in such a way that would make people want to share their meme. The rule of thumb was the question, “Would this go viral?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As they started creating their memes for that first assignment, they asked an obvious question: “How can this go viral if no one sees it but us?” The point was valid. I needed three things: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way to share their posts with a wider audience, other than my own social media accounts. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way for my students who were not comfortable with posting publicly to opt out of sharing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way for my students who don’t have social media accounts to provide votes or likes.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer to these three needs came from \u003c/span>\u003ca href=\"https://padlet.com\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online bulletin board that can be set with different privacy options and that can easily be shared on a myriad of platforms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I created our “What’s Going on in This Graph?” meme \u003c/span>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, showed it to students and invited them to share their memes there without making it mandatory. For the last few weeks, our in-class assignment has morphed into a discussion of whether or not the memes shared are really supported by the data in the graph being analyzed. This adds yet another level of depth to the original intent of providing students with the skills and practice necessary to read, interpret and question graphs, maps and charts. Little by little, our collection of evidence-based memes has grown, and I am very proud of what my students have decided to share. I invite you to take a look at our \u003c/span>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and vote on your favorites. These are mine. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531637 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Kermit-1.png\" width=\"960\" height=\"720\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-768x576.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531636 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Global-warming.png\" width=\"960\" height=\"720\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-768x576.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make memes in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">Making Memes & GIFs\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": "Microscope Photo Contest Extends Wonder Beyond the Science Classroom",
"headTitle": "Microscope Photo Contest Extends Wonder Beyond the Science Classroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Earlier last year, I was presented with an amazing opportunity by a colleague from another school. She was looking for schools who would be interested in partnering with Hitachi through their \u003c/span>\u003ca href=\"https://www.nature.com/articles/d42473-018-00293-9\">\u003cspan style=\"font-weight: 400\">Inspire STEM Education program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a two-week loan on a Tabletop Scanning Electron Microscope (SEM). \u003c/span>\u003cspan style=\"font-weight: 400\">An SEM is a very powerful instrument that utilizes electrons to scan a surface and reflect an image at up to 100,000 times magnification at great clarity. Our chemistry class put the SEM to use in identifying different elements based on their physical features at nano-scale. Students learned how to use the SEM and were responsible for capturing images of different elements. Students then conducted an electronic “gallery walk” of the images they captured by looking through them in class on Google Drive, identifying the images with their corresponding location on the periodic table as a metal, non metal or metalloid. Below you will see a picture of the element sulfur, a non-metal. Below that, you will see a picture of zinc, a metal. Both of these images were taken by our students!\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531527\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/SULFURx100.jpg\" alt=\"\" width=\"1280\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-1200x900.jpg 1200w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531528\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/ZINCx80.jpg\" alt=\"\" width=\"1280\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-1200x900.jpg 1200w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003ch2>\u003cb>Logistics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be wondering, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how exactly do you get an\u003c/span>\u003c/i>\u003ca href=\"https://www.hitachi-hightech.com/global/tm/products/tm4000/\">\u003ci>\u003cspan style=\"font-weight: 400\"> instrument worth over six figures\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> onto your campus?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> It turns out, the whole process was surprisingly easy! More information on how to get an SEM to your school can be \u003c/span>\u003ca href=\"https://www.inspirestemeducation.us/\">\u003cspan style=\"font-weight: 400\">found here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After receiving confirmation that the SEM was arriving, technologists from Hitachi came and set up the microscope. The user interface was easy to use and, after a couple of trials, my teaching assistants were teaching my students how to use the SEM! At the end of the two-week loan, Hitachi came to pick it up to be delivered to the next school.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A School-Wide Opportunity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While students who were currently taking chemistry were able to use the SEM in class, we struggled to find a way to provide an opportunity for other students to use the SEM as well. Then, one of my students mentioned how neat it would be to be able to take pictures of items they chose on their own, outside of the structure of the chemistry assignment. That’s when we realized how to extend use of the SEM to the entire campus. That simple conversation sparked Workman High School’s first (but hopefully not last) Scanning Electron Microscope Photo Contest! Here’s how it worked: students and teachers brought in samples to be viewed under the SEM, learned how to use it, and took their own photos. Then, participants had the option to have their pictures put into \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1uY-gARfSRkIJ6KaFEZL1CeUHyPQwc1oAIYZtJ2K-PVo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">a Google Slides presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and, during homeroom, each class voted on their favorite image collected by both a teacher and student. The results were collected via Google Forms and listed below.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531530\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Capture.png\" alt=\"\" width=\"509\" height=\"521\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture.png 509w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-160x164.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-50x50.png 50w\" sizes=\"(max-width: 509px) 100vw, 509px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, this was one of the most rewarding opportunities I have had. Science is not exactly the first thing people think of when Workman High School comes to mind, but while hosting the photo contest students came in before school and during lunch to use the microscope. Students even stopped me on campus to ask questions about the SEM. The excitement from a such a wide range of students, including those not directly involved in chemistry, made setting up a school-wide competition more than worth it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student brought in a rusted “diamond” ring he had found on the floor. When his image was completed, both he and I stood in wonder realizing that the material of the ring had the same physical structure as the “diamond” in the ring! Another student brought in some glitter to see what it looked like under the microscope. She stared at me incredulously when, after teaching her how to use the instrument, I told her that she could operate the SEM on her own. After completing her first reading and realizing how simple it was to operate the SEM, she eagerly asked me if she could sample a second item. The image from the second item, chalk, ended up being the winning student photo!\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531529\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124.jpg\" alt=\"\" width=\"2328\" height=\"3175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124.jpg 2328w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-160x218.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-800x1091.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-768x1047.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-1020x1391.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-880x1200.jpg 880w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-1920x2619.jpg 1920w\" sizes=\"(max-width: 2328px) 100vw, 2328px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having students develop an “I wonder” moment organically, and then providing them a tool that can not only answer their question but can lead to more “I wonder” moments is what science is all about. What I thought would be a neat opportunity for my chemistry students turned into a school-wide activity in which every student, regardless if they used the SEM or not, was exposed to what an SEM is and to the work their peers did using it.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use photography in your teaching, take our free, online course \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography?utm_source=ITC&utm_medium=blog\">Communicating with Photography\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Earlier last year, I was presented with an amazing opportunity by a colleague from another school. She was looking for schools who would be interested in partnering with Hitachi through their \u003c/span>\u003ca href=\"https://www.nature.com/articles/d42473-018-00293-9\">\u003cspan style=\"font-weight: 400\">Inspire STEM Education program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a two-week loan on a Tabletop Scanning Electron Microscope (SEM). \u003c/span>\u003cspan style=\"font-weight: 400\">An SEM is a very powerful instrument that utilizes electrons to scan a surface and reflect an image at up to 100,000 times magnification at great clarity. Our chemistry class put the SEM to use in identifying different elements based on their physical features at nano-scale. Students learned how to use the SEM and were responsible for capturing images of different elements. Students then conducted an electronic “gallery walk” of the images they captured by looking through them in class on Google Drive, identifying the images with their corresponding location on the periodic table as a metal, non metal or metalloid. Below you will see a picture of the element sulfur, a non-metal. Below that, you will see a picture of zinc, a metal. Both of these images were taken by our students!\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531527\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/SULFURx100.jpg\" alt=\"\" width=\"1280\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-1200x900.jpg 1200w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531528\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/ZINCx80.jpg\" alt=\"\" width=\"1280\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-1200x900.jpg 1200w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003ch2>\u003cb>Logistics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be wondering, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how exactly do you get an\u003c/span>\u003c/i>\u003ca href=\"https://www.hitachi-hightech.com/global/tm/products/tm4000/\">\u003ci>\u003cspan style=\"font-weight: 400\"> instrument worth over six figures\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> onto your campus?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> It turns out, the whole process was surprisingly easy! More information on how to get an SEM to your school can be \u003c/span>\u003ca href=\"https://www.inspirestemeducation.us/\">\u003cspan style=\"font-weight: 400\">found here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After receiving confirmation that the SEM was arriving, technologists from Hitachi came and set up the microscope. The user interface was easy to use and, after a couple of trials, my teaching assistants were teaching my students how to use the SEM! At the end of the two-week loan, Hitachi came to pick it up to be delivered to the next school.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A School-Wide Opportunity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While students who were currently taking chemistry were able to use the SEM in class, we struggled to find a way to provide an opportunity for other students to use the SEM as well. Then, one of my students mentioned how neat it would be to be able to take pictures of items they chose on their own, outside of the structure of the chemistry assignment. That’s when we realized how to extend use of the SEM to the entire campus. That simple conversation sparked Workman High School’s first (but hopefully not last) Scanning Electron Microscope Photo Contest! Here’s how it worked: students and teachers brought in samples to be viewed under the SEM, learned how to use it, and took their own photos. Then, participants had the option to have their pictures put into \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1uY-gARfSRkIJ6KaFEZL1CeUHyPQwc1oAIYZtJ2K-PVo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">a Google Slides presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and, during homeroom, each class voted on their favorite image collected by both a teacher and student. The results were collected via Google Forms and listed below.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531530\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Capture.png\" alt=\"\" width=\"509\" height=\"521\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture.png 509w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-160x164.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-50x50.png 50w\" sizes=\"(max-width: 509px) 100vw, 509px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, this was one of the most rewarding opportunities I have had. Science is not exactly the first thing people think of when Workman High School comes to mind, but while hosting the photo contest students came in before school and during lunch to use the microscope. Students even stopped me on campus to ask questions about the SEM. The excitement from a such a wide range of students, including those not directly involved in chemistry, made setting up a school-wide competition more than worth it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student brought in a rusted “diamond” ring he had found on the floor. When his image was completed, both he and I stood in wonder realizing that the material of the ring had the same physical structure as the “diamond” in the ring! Another student brought in some glitter to see what it looked like under the microscope. She stared at me incredulously when, after teaching her how to use the instrument, I told her that she could operate the SEM on her own. After completing her first reading and realizing how simple it was to operate the SEM, she eagerly asked me if she could sample a second item. The image from the second item, chalk, ended up being the winning student photo!\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531529\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124.jpg\" alt=\"\" width=\"2328\" height=\"3175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124.jpg 2328w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-160x218.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-800x1091.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-768x1047.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-1020x1391.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-880x1200.jpg 880w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-1920x2619.jpg 1920w\" sizes=\"(max-width: 2328px) 100vw, 2328px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having students develop an “I wonder” moment organically, and then providing them a tool that can not only answer their question but can lead to more “I wonder” moments is what science is all about. What I thought would be a neat opportunity for my chemistry students turned into a school-wide activity in which every student, regardless if they used the SEM or not, was exposed to what an SEM is and to the work their peers did using it.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use photography in your teaching, take our free, online course \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography?utm_source=ITC&utm_medium=blog\">Communicating with Photography\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "5 Inspiring 'In the Classroom' Stories by Women for Women’s History Month",
"headTitle": "5 Inspiring ‘In the Classroom’ Stories by Women for Women’s History Month | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As the managing editor of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I am lucky to get to hear about amazing classroom media projects on a regular basis. As more of our readers join our ranks as writers, I’ve been awed by the vast diversity of projects, skills, tools and classrooms that are using digital media to elevate student voice and engage students’ creativity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over this past month, I have also been inspired by the celebration of diversity involved in Women’s History Month. As March comes to a close, I want to take a minute to celebrate some of the many innovative female educators that share their stories with \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are five of my top picks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/01/04/5-effective-strategies-for-the-inclusive-classroom/\">\u003cb>5 Effective Strategies for the Inclusive Classroom\u003c/b>\u003c/a>\u003cb>, by Kristin Vogel\u003cbr>\n\u003c/b>This is a reader favorite: our most popular blog post of all time! This post covers strategies for supporting students with special needs, including incorporating universal design for learning (UDL) principles, which are important for making any media project inclusive.\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2019/02/07/collaborating-with-kindergarteners-made-my-high-school-students-better-writers/\">\u003cb>Collaborating with Kindergarteners Made My High School Students Better Writers\u003c/b>\u003c/a>\u003cb>, by Samantha Paoletti\u003cbr>\n\u003c/b>Samantha’s personable writing style will make you laugh and will tug on your heartstrings, too. I love hearing stories about collaboration between educators and between students, especially across grade levels and school sites. Samantha’s media project engaged students who were struggling with their reading and writing skills. Like in Kristin’s post listed above, providing the right opportunity and resources allowed Samantha’s students to build their skills and shine!\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/08/23/watch-think-write-and-other-proven-strategies-for-using-video-in-the-classroom/\">\u003cb>‘Watch-Think-Write’ and Other Proven Strategies for Using Video in the Classroom\u003c/b>\u003c/a>\u003cb>, by \u003c/b>\u003cb>Mariana Garcia-Serrato\u003cbr>\n\u003c/b>This is another of our most popular posts. Mariana shares useful, practical tips for engaging students with video and strengthening students’ active viewing skills. And take it from me, Mariana really knows her stuff—Mariana is a \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator\u003c/a> and \u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\">KQED Media Literacy Innovator\u003c/a> with years of experience incorporating all kinds of media projects in her classroom.\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2019/03/07/using-multimedia-profiles-to-tell-immigrant-stories/\">\u003cb>Using Multimedia Profiles to Tell Immigrant Stories\u003c/b>\u003c/a>\u003cb>, by Jolivette Mecenas\u003cbr>\n\u003c/b>Jolivette used \u003ca href=\"https://www.kqed.org/news/11299596/three-refugees-three-journeys-to-california\">a story\u003c/a> from KQED’s \u003ca href=\"https://www.kqed.org/news/program/the-california-report\">California Report\u003c/a> as a model for her students to practice listening skills, strengthen their narrative storytelling, learn about interviewing and connect with their community. The student work included in this post is top notch!\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2018/11/29/how-blog-writing-leads-to-better-essay-writing/\">\u003cb>How Blog Writing Leads to Better Essay Writing\u003c/b>\u003c/a>\u003cb>, by Stacey Cler\u003cbr>\n\u003c/b>One of the great things about teaching media literacy skills is how they can connect with and extend traditional literacy skills. Like Samantha’s post above, Stacey focuses on how writing using a digital media format helped strengthen her students’ overall writing skills. Stacey is another \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator\u003c/a>, and a frequent superstar in \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a> courses and bootcamps. Look out for a new post from her coming soon about using audio storytelling to improve students’ narrative writing and speaking skills!\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">I hope these amazing female educators inspire you as much as they inspire me! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Looking for more inspiration?\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Check out another list of great blog posts from one of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> editors: \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/12/28/teachers-who-blog-the-20-best-of-2017/\">\u003cspan style=\"font-weight: 400\">Teachers Who Blog, The 20 Best of 2017\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Join our community of writers!\u003cbr>\n\u003c/b>Read more about how to submit a blog post idea \u003ca href=\"https://ww2.kqed.org/education/write-for-in-the-classroom/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Develop your own media-making skills.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Want to bring media projects to your classroom, but not sure how? Take one of our media literacy courses on \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As the managing editor of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I am lucky to get to hear about amazing classroom media projects on a regular basis. As more of our readers join our ranks as writers, I’ve been awed by the vast diversity of projects, skills, tools and classrooms that are using digital media to elevate student voice and engage students’ creativity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over this past month, I have also been inspired by the celebration of diversity involved in Women’s History Month. As March comes to a close, I want to take a minute to celebrate some of the many innovative female educators that share their stories with \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are five of my top picks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/01/04/5-effective-strategies-for-the-inclusive-classroom/\">\u003cb>5 Effective Strategies for the Inclusive Classroom\u003c/b>\u003c/a>\u003cb>, by Kristin Vogel\u003cbr>\n\u003c/b>This is a reader favorite: our most popular blog post of all time! This post covers strategies for supporting students with special needs, including incorporating universal design for learning (UDL) principles, which are important for making any media project inclusive.\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2019/02/07/collaborating-with-kindergarteners-made-my-high-school-students-better-writers/\">\u003cb>Collaborating with Kindergarteners Made My High School Students Better Writers\u003c/b>\u003c/a>\u003cb>, by Samantha Paoletti\u003cbr>\n\u003c/b>Samantha’s personable writing style will make you laugh and will tug on your heartstrings, too. I love hearing stories about collaboration between educators and between students, especially across grade levels and school sites. Samantha’s media project engaged students who were struggling with their reading and writing skills. Like in Kristin’s post listed above, providing the right opportunity and resources allowed Samantha’s students to build their skills and shine!\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/08/23/watch-think-write-and-other-proven-strategies-for-using-video-in-the-classroom/\">\u003cb>‘Watch-Think-Write’ and Other Proven Strategies for Using Video in the Classroom\u003c/b>\u003c/a>\u003cb>, by \u003c/b>\u003cb>Mariana Garcia-Serrato\u003cbr>\n\u003c/b>This is another of our most popular posts. Mariana shares useful, practical tips for engaging students with video and strengthening students’ active viewing skills. And take it from me, Mariana really knows her stuff—Mariana is a \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator\u003c/a> and \u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\">KQED Media Literacy Innovator\u003c/a> with years of experience incorporating all kinds of media projects in her classroom.\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2019/03/07/using-multimedia-profiles-to-tell-immigrant-stories/\">\u003cb>Using Multimedia Profiles to Tell Immigrant Stories\u003c/b>\u003c/a>\u003cb>, by Jolivette Mecenas\u003cbr>\n\u003c/b>Jolivette used \u003ca href=\"https://www.kqed.org/news/11299596/three-refugees-three-journeys-to-california\">a story\u003c/a> from KQED’s \u003ca href=\"https://www.kqed.org/news/program/the-california-report\">California Report\u003c/a> as a model for her students to practice listening skills, strengthen their narrative storytelling, learn about interviewing and connect with their community. The student work included in this post is top notch!\u003c/li>\n\u003cp>\u003c/p>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2018/11/29/how-blog-writing-leads-to-better-essay-writing/\">\u003cb>How Blog Writing Leads to Better Essay Writing\u003c/b>\u003c/a>\u003cb>, by Stacey Cler\u003cbr>\n\u003c/b>One of the great things about teaching media literacy skills is how they can connect with and extend traditional literacy skills. Like Samantha’s post above, Stacey focuses on how writing using a digital media format helped strengthen her students’ overall writing skills. Stacey is another \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator\u003c/a>, and a frequent superstar in \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a> courses and bootcamps. Look out for a new post from her coming soon about using audio storytelling to improve students’ narrative writing and speaking skills!\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">I hope these amazing female educators inspire you as much as they inspire me! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Looking for more inspiration?\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Check out another list of great blog posts from one of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> editors: \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/12/28/teachers-who-blog-the-20-best-of-2017/\">\u003cspan style=\"font-weight: 400\">Teachers Who Blog, The 20 Best of 2017\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Join our community of writers!\u003cbr>\n\u003c/b>Read more about how to submit a blog post idea \u003ca href=\"https://ww2.kqed.org/education/write-for-in-the-classroom/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Develop your own media-making skills.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Want to bring media projects to your classroom, but not sure how? Take one of our media literacy courses on \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Revolutionize How You Assess Student Learning with Video Projects",
"headTitle": "Revolutionize How You Assess Student Learning with Video Projects | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">While access to technology has not changed my core pedagogy, it has revolutionized the assessments that I am able to offer my students. Long gone are the multiple choice tests that required rote memorization and regurgitation of facts. My students are now showcasing their new knowledge with interactive maps, group projects, digital portfolios, Google Slide Decks and YouTube videos. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My advanced sophomore English students create several videos throughout the year, beginning with a short \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1ff4OVMCmrNqnnt6Durs0ZukzwNC1maqpN0NFotH56TQ\">\u003cspan style=\"font-weight: 400\">satire\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After reading \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students must showcase their understanding of satire, voicing their criticism of a societal norm, including but not limited to: \u003c/span>\u003ca href=\"https://www.youtube.com/watch?feature=youtu.be&v=gwERLF1bcFQ&app=desktop\">\u003cspan style=\"font-weight: 400\">celebrity gossip\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youtu.be/kgxZMIsyzd4\">\u003cspan style=\"font-weight: 400\">gender norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, academic expectations, \u003c/span>\u003ca href=\"https://youtu.be/vsfySVvji3A\">\u003cspan style=\"font-weight: 400\">political controversies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, violence, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=vxPL_hsANKg\">\u003cspan style=\"font-weight: 400\">self-image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and specific campus issues. Students have complete autonomy over costuming, scripts and props, and many choose to address topics that directly affect them in day-to-day life. When I first introduced this project, many students created a commercial or PSA because the majority of the examples I showed were in that format. However, since the first implementation of this assignment and the introduction of other examples, students have varied the format of their criticisms.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/kgxZMIsyzd4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To model the expectations of the video project, my colleague and I utilized our school green screen kit (consisting of an ipad, \u003ca href=\"http://www.doink.com/\">Green Screen by DoInk app\u003c/a>, green fabric and tripod) to record \u003c/span>\u003ca href=\"https://youtu.be/5segnXH81uQ\">\u003cspan style=\"font-weight: 400\">our video example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Several groups have also used the kit for their own videos with great success. My colleague and I focused our criticism on the annual controversy over Starbucks’ holiday cup design, highlighting our society’s obsession and contention over paper cup decoration while more pressing catastrophes are unfolding all over the world. We completed the video in two takes (I should not have worn a green-tinted shirt that day\u003ci>—\u003c/i>I blended in to the green screen background!) and found the ipad app easy to use when inserting our background images. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating our own video was beneficial in several ways. \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">It gave me a chance to use the app and equipment to provide technical assistance.\u003c/span>\u003c/li>\n\u003cli>It gave me hands-on experience with the process I was requiring of my students.\u003c/li>\n\u003cli>It gave students an example that is not professional grade or with famous actors, making the expectations more accessible and possible.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/5segnXH81uQ?start=9\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1pzAMY5iH6ocH4Ph0lKeB4SUkWYqHTRotVVTDNcmy_04/copy\">\u003cspan style=\"font-weight: 400\">rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consist of the necessary elements and analysis requirements, but students choose their method of filming, editing and finalizing their videos. While students can bring their own personal devices to class, my classroom is equipped with a class set of Chromebooks, and all students have access to their district Google account, but I have not found an affordable program that is universally accepted by myself and my students for video editing. The level of comfort and ability varies greatly, and forcing a student to conform to a particular program for editing and finalizing their video can be creatively restrictive, frustrating and daunting. Instead, I want them to choose the tools that allow them to effectively complete the task that I have assigned. Therefore, I put no expectations or requirements on the programs they utilize. My students who are enrolled in advanced video production are free to roam in iMovie and use their camera rig kits. But for those students just starting their video production careers, smartphones and YouTube editing get the job done. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students are using a variety of programs, my ability to assist them is limited. However, I have found that once the expectations of the video are presented, very few students are worried about the filming and editing process, as many of them are already filming and editing on their own for other academic courses or for extracurriculars. And YouTube has tutorial videos for just about any program being used, so I encourage my students to look for answers to their questions online or from their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first started assessing video projects, I had students share their videos in a variety of ways. Because I do not insist upon any particular program or process for the filming and editing of the videos, I would have several problems with compatibility and access with CDs, DVDs, thumb drives and email. I now require all videos to be published to YouTube. Posting to their district-provided YouTube channels provides the students with an authentic audience, and many of them are so proud of their work that they post to a global audience through their personal YouTube channels as well. Because all of the students are required to post to the same platform, there is consistency and equity in the publishing process, and the compatibility issues are no longer an issue.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/vsfySVvji3A\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are given time in class to plan and film, depending on the length and requirements of the project. For the 30-60 second satire video–including the storyboard and the analysis and connection to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451—\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students have a weekend and two class days. Much of the time in class is focused on collaborating and filming since the students are together, and the off-campus time is used for additional filming and editing. The two biggest issues I have found with video projects are: 1) students want to get right to filming without going through the storyboard process to ensure their criticism is strong and obvious, and 2) students drastically underestimate the time it takes to coordinate 3-4 people’s schedules, edit the video and publish to YouTube. Even with numerous reminders, I have a few students emailing me the night before stressed because they procrastinated or because they did not believe me when I told them to factor in extra time for uploading the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could easily administer a multiple choice or fill-in-the-blank test to assess whether or not my students know the definition of satire, or how satire is used in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">However, having the students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">show \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">me their understanding of satire by creating their own and explaining the connection to these novels requires synthesis and skills in communication, technology, design and teamwork. I have a much more authentic assessment of my students’ understanding of satire based on these videos than I do from a paper test—and these videos are much more entertaining to grade! I am a huge proponent of empowering my students. I want them to have autonomy and voice within the guidelines of their projects. If students showcase their understanding of satire and how it relates to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, then this project is beneficial. But if they take their education further and use this project to voice their concern or criticism about an issue that affects their own day-to-day life, then this project is a success. Regardless of their process or their personal investment, all students are able to showcase their understanding of satire, as well as voice their concerns about real-world issues.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "While access to technology has not changed my core pedagogy, it has revolutionized the assessments that I am able to offer my students. Long gone are the multiple choice tests that required rote memorization and regurgitation of facts. My students are now showcasing their new knowledge with interactive maps, group projects, digital portfolios, Google Slide",
"title": "Revolutionize How You Assess Student Learning with Video Projects | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While access to technology has not changed my core pedagogy, it has revolutionized the assessments that I am able to offer my students. Long gone are the multiple choice tests that required rote memorization and regurgitation of facts. My students are now showcasing their new knowledge with interactive maps, group projects, digital portfolios, Google Slide Decks and YouTube videos. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My advanced sophomore English students create several videos throughout the year, beginning with a short \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1ff4OVMCmrNqnnt6Durs0ZukzwNC1maqpN0NFotH56TQ\">\u003cspan style=\"font-weight: 400\">satire\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After reading \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students must showcase their understanding of satire, voicing their criticism of a societal norm, including but not limited to: \u003c/span>\u003ca href=\"https://www.youtube.com/watch?feature=youtu.be&v=gwERLF1bcFQ&app=desktop\">\u003cspan style=\"font-weight: 400\">celebrity gossip\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://youtu.be/kgxZMIsyzd4\">\u003cspan style=\"font-weight: 400\">gender norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, academic expectations, \u003c/span>\u003ca href=\"https://youtu.be/vsfySVvji3A\">\u003cspan style=\"font-weight: 400\">political controversies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, violence, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=vxPL_hsANKg\">\u003cspan style=\"font-weight: 400\">self-image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and specific campus issues. Students have complete autonomy over costuming, scripts and props, and many choose to address topics that directly affect them in day-to-day life. When I first introduced this project, many students created a commercial or PSA because the majority of the examples I showed were in that format. However, since the first implementation of this assignment and the introduction of other examples, students have varied the format of their criticisms.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/kgxZMIsyzd4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To model the expectations of the video project, my colleague and I utilized our school green screen kit (consisting of an ipad, \u003ca href=\"http://www.doink.com/\">Green Screen by DoInk app\u003c/a>, green fabric and tripod) to record \u003c/span>\u003ca href=\"https://youtu.be/5segnXH81uQ\">\u003cspan style=\"font-weight: 400\">our video example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Several groups have also used the kit for their own videos with great success. My colleague and I focused our criticism on the annual controversy over Starbucks’ holiday cup design, highlighting our society’s obsession and contention over paper cup decoration while more pressing catastrophes are unfolding all over the world. We completed the video in two takes (I should not have worn a green-tinted shirt that day\u003ci>—\u003c/i>I blended in to the green screen background!) and found the ipad app easy to use when inserting our background images. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating our own video was beneficial in several ways. \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">It gave me a chance to use the app and equipment to provide technical assistance.\u003c/span>\u003c/li>\n\u003cli>It gave me hands-on experience with the process I was requiring of my students.\u003c/li>\n\u003cli>It gave students an example that is not professional grade or with famous actors, making the expectations more accessible and possible.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/5segnXH81uQ?start=9\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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\">My \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1pzAMY5iH6ocH4Ph0lKeB4SUkWYqHTRotVVTDNcmy_04/copy\">\u003cspan style=\"font-weight: 400\">rubrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consist of the necessary elements and analysis requirements, but students choose their method of filming, editing and finalizing their videos. While students can bring their own personal devices to class, my classroom is equipped with a class set of Chromebooks, and all students have access to their district Google account, but I have not found an affordable program that is universally accepted by myself and my students for video editing. The level of comfort and ability varies greatly, and forcing a student to conform to a particular program for editing and finalizing their video can be creatively restrictive, frustrating and daunting. Instead, I want them to choose the tools that allow them to effectively complete the task that I have assigned. Therefore, I put no expectations or requirements on the programs they utilize. My students who are enrolled in advanced video production are free to roam in iMovie and use their camera rig kits. But for those students just starting their video production careers, smartphones and YouTube editing get the job done. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students are using a variety of programs, my ability to assist them is limited. However, I have found that once the expectations of the video are presented, very few students are worried about the filming and editing process, as many of them are already filming and editing on their own for other academic courses or for extracurriculars. And YouTube has tutorial videos for just about any program being used, so I encourage my students to look for answers to their questions online or from their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first started assessing video projects, I had students share their videos in a variety of ways. Because I do not insist upon any particular program or process for the filming and editing of the videos, I would have several problems with compatibility and access with CDs, DVDs, thumb drives and email. I now require all videos to be published to YouTube. Posting to their district-provided YouTube channels provides the students with an authentic audience, and many of them are so proud of their work that they post to a global audience through their personal YouTube channels as well. Because all of the students are required to post to the same platform, there is consistency and equity in the publishing process, and the compatibility issues are no longer an issue.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/vsfySVvji3A\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are given time in class to plan and film, depending on the length and requirements of the project. For the 30-60 second satire video–including the storyboard and the analysis and connection to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451—\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students have a weekend and two class days. Much of the time in class is focused on collaborating and filming since the students are together, and the off-campus time is used for additional filming and editing. The two biggest issues I have found with video projects are: 1) students want to get right to filming without going through the storyboard process to ensure their criticism is strong and obvious, and 2) students drastically underestimate the time it takes to coordinate 3-4 people’s schedules, edit the video and publish to YouTube. Even with numerous reminders, I have a few students emailing me the night before stressed because they procrastinated or because they did not believe me when I told them to factor in extra time for uploading the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could easily administer a multiple choice or fill-in-the-blank test to assess whether or not my students know the definition of satire, or how satire is used in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">However, having the students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">show \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">me their understanding of satire by creating their own and explaining the connection to these novels requires synthesis and skills in communication, technology, design and teamwork. I have a much more authentic assessment of my students’ understanding of satire based on these videos than I do from a paper test—and these videos are much more entertaining to grade! I am a huge proponent of empowering my students. I want them to have autonomy and voice within the guidelines of their projects. If students showcase their understanding of satire and how it relates to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Brave New World \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Fahrenheit 451\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, then this project is beneficial. But if they take their education further and use this project to voice their concern or criticism about an issue that affects their own day-to-day life, then this project is a success. Regardless of their process or their personal investment, all students are able to showcase their understanding of satire, as well as voice their concerns about real-world issues.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How My Newcomer Students Used Multimedia Presentations to Share Their Culture",
"headTitle": "How My Newcomer Students Used Multimedia Presentations to Share Their Culture | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As I read the final sentences of their project-based essays, I realized why I became a teacher. This moment erased all of the stress I had experienced from trying to provide my 13 to 17-year-old students with meaningful and effective classroom experiences while resources were cut year after year from an already bankrupt district. Instead, this moment replaced that stress with an infinite amount of hope and endurance. We were doing our final presentations, which were a culmination of the previous six weeks of studying indigenous forms of healing. Over the course of the unit, we had listened to three guest lecturers. A colleague came and talked with us about the Dakota Access Pipeline, showing us a slideshow with video footage of their experience in South Dakota. We welcomed a Ph.D. student from UC Berkeley, who shared audio of her work in gathering oral testimonials from Peru’s Amazonian medicine doctors. We also engaged with a local advocate for land and cultural reclamation, who shared pictures about the history of land colonization in the Americas before we planted our own non-GMO seeds and made indigenous foods in the campus garden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students I work with are all Newcomer students, meaning they are recently arrived refugee students who came to the U.S. within the last three years. Many of our students arrived less than a year ago and have little to no English language skills. They are below grade level in literacy and have never seen, let alone used, a computer before. While the multimedia formats of our guest lectures may seem basic as someone who grew up with access to computers since childhood, over the course of the visits I realized just how impactful the video, audio and visual imagery was for my students. They were able to see and hear from places as distant as the Amazon, from centuries past and from various perspectives. Many of our students of Mayan descent shared about the confidence they gained in doing this project. They appreciated the technology, which gave them witness to the effect of indigenous healing through plant-based medicine, strengthened their ties to the land and cultural practices, and gave them comfort in being seen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final project included an in-class, 30-minute group presentation along with a final essay that described the unit and how it affected them. Students had a choice to present on the themes of indigenous food, oral testimonies or visual representations, all by integrating either a google slides or poster presentation and including photos. After a full week of supporting the technological aspects of students’ presentations, I began to wonder if I was asking too much of them. Some of the students were also in my elective computer class, so I expected them to be able to integrate the use of cameras and other audiovisual equipment to finalize their projects. However, for students in other classes (including some of my most recent students who may have arrived in the last few weeks), I began to wonder if I was creating a system of disadvantage and inequity. How could I require their presentations use technology if some students had never even seen a computer before?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531449 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png\" width=\"1440\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-1020x765.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-1200x900.png 1200w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531448 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png\" width=\"1440\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-1020x765.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-1200x900.png 1200w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the final presentations commenced, I knew that students had not only understood what I was asking, but that they understood \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. As group by group presented, I was blown away by the level of ease in which they maneuvered the technology, and by how they used it to express what these last six weeks meant to them. Students reported how their grandmothers described the traditional Guatemalan \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">huipil\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and its importance to continuing the Mayan legacy. Groups engaged in food presentations and shared with the community delicious snacks like baleadas or cauliflower ceviche. Through photo collages, others showed quinoa bowls and other indigenous food and described how they felt connected to their ancestors when preparing meals like these together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same way our guest presenters had made their experiences come alive, students were giving our class community a glimpse into their lives through the integration of digital media. I got to see the face of my student’s uncle, who I learned was a master farmer in their home country. I learned that one of my students was apprenticing to be a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">curandera\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, or medicinal doctor, before she came to the U.S. I heard the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">testimonio\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of another student’s aunt, and got to see a typical example of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">traje\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, or traditional clothing from the student’s village. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531447 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg\" width=\"2972\" height=\"1586\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg 2972w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-160x85.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-800x427.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-768x410.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1020x544.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1200x640.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1920x1025.jpg 1920w\" sizes=\"(max-width: 2972px) 100vw, 2972px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through the use of technology, not only did we experience learning in a different way, we actually began to create a trusting community with each other. For once, we saw each other as not just members of a thriving school environment, but also as descendants of strong and diverse communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I read the final essay of a group whose presentation used the format of a \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk\">Gallery Walk\u003c/a>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">a set of photographic depictions of our previous activities\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I began to tear up. Reading about the effect of the project shifted my attention from the arduous work of final grades and end of the year anxiety to instead loving my students and my work more than I ever had. When I saw student responses that included deep reflection and acceptance for who they are, I knew that I had served my students well and that we would always remember our time as a community together. At this moment I realized that regardless of the beginner level technology skills students had, they are the experts of their own experiences, and technology had simply been a tool to acknowledge, express and enhance their infinite abilities.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital photography in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography?utm_source=ITC&utm_medium=blog\">Communicating with Photography\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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"title": "How My Newcomer Students Used Multimedia Presentations to Share Their Culture | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As I read the final sentences of their project-based essays, I realized why I became a teacher. This moment erased all of the stress I had experienced from trying to provide my 13 to 17-year-old students with meaningful and effective classroom experiences while resources were cut year after year from an already bankrupt district. Instead, this moment replaced that stress with an infinite amount of hope and endurance. We were doing our final presentations, which were a culmination of the previous six weeks of studying indigenous forms of healing. Over the course of the unit, we had listened to three guest lecturers. A colleague came and talked with us about the Dakota Access Pipeline, showing us a slideshow with video footage of their experience in South Dakota. We welcomed a Ph.D. student from UC Berkeley, who shared audio of her work in gathering oral testimonials from Peru’s Amazonian medicine doctors. We also engaged with a local advocate for land and cultural reclamation, who shared pictures about the history of land colonization in the Americas before we planted our own non-GMO seeds and made indigenous foods in the campus garden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students I work with are all Newcomer students, meaning they are recently arrived refugee students who came to the U.S. within the last three years. Many of our students arrived less than a year ago and have little to no English language skills. They are below grade level in literacy and have never seen, let alone used, a computer before. While the multimedia formats of our guest lectures may seem basic as someone who grew up with access to computers since childhood, over the course of the visits I realized just how impactful the video, audio and visual imagery was for my students. They were able to see and hear from places as distant as the Amazon, from centuries past and from various perspectives. Many of our students of Mayan descent shared about the confidence they gained in doing this project. They appreciated the technology, which gave them witness to the effect of indigenous healing through plant-based medicine, strengthened their ties to the land and cultural practices, and gave them comfort in being seen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final project included an in-class, 30-minute group presentation along with a final essay that described the unit and how it affected them. Students had a choice to present on the themes of indigenous food, oral testimonies or visual representations, all by integrating either a google slides or poster presentation and including photos. After a full week of supporting the technological aspects of students’ presentations, I began to wonder if I was asking too much of them. Some of the students were also in my elective computer class, so I expected them to be able to integrate the use of cameras and other audiovisual equipment to finalize their projects. However, for students in other classes (including some of my most recent students who may have arrived in the last few weeks), I began to wonder if I was creating a system of disadvantage and inequity. How could I require their presentations use technology if some students had never even seen a computer before?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531449 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png\" width=\"1440\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-1020x765.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h50m55s661-1200x900.png 1200w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531448 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png\" width=\"1440\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-1020x765.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/vlcsnap-2019-03-14-09h54m22s973-1200x900.png 1200w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\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\">When the final presentations commenced, I knew that students had not only understood what I was asking, but that they understood \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. As group by group presented, I was blown away by the level of ease in which they maneuvered the technology, and by how they used it to express what these last six weeks meant to them. Students reported how their grandmothers described the traditional Guatemalan \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">huipil\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and its importance to continuing the Mayan legacy. Groups engaged in food presentations and shared with the community delicious snacks like baleadas or cauliflower ceviche. Through photo collages, others showed quinoa bowls and other indigenous food and described how they felt connected to their ancestors when preparing meals like these together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same way our guest presenters had made their experiences come alive, students were giving our class community a glimpse into their lives through the integration of digital media. I got to see the face of my student’s uncle, who I learned was a master farmer in their home country. I learned that one of my students was apprenticing to be a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">curandera\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, or medicinal doctor, before she came to the U.S. I heard the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">testimonio\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of another student’s aunt, and got to see a typical example of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">traje\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, or traditional clothing from the student’s village. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531447 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg\" width=\"2972\" height=\"1586\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped.jpg 2972w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-160x85.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-800x427.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-768x410.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1020x544.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1200x640.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/IMG_3313_cropped-1920x1025.jpg 1920w\" sizes=\"(max-width: 2972px) 100vw, 2972px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through the use of technology, not only did we experience learning in a different way, we actually began to create a trusting community with each other. For once, we saw each other as not just members of a thriving school environment, but also as descendants of strong and diverse communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I read the final essay of a group whose presentation used the format of a \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk\">Gallery Walk\u003c/a>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">a set of photographic depictions of our previous activities\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I began to tear up. Reading about the effect of the project shifted my attention from the arduous work of final grades and end of the year anxiety to instead loving my students and my work more than I ever had. When I saw student responses that included deep reflection and acceptance for who they are, I knew that I had served my students well and that we would always remember our time as a community together. At this moment I realized that regardless of the beginner level technology skills students had, they are the experts of their own experiences, and technology had simply been a tool to acknowledge, express and enhance their infinite abilities.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital photography in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography?utm_source=ITC&utm_medium=blog\">Communicating with Photography\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": "To Meme or Not to Meme? Using Memes to Teach Media Literacy Skills",
"headTitle": "To Meme or Not to Meme? Using Memes to Teach Media Literacy Skills | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a Social Studies teacher, I struggle with the current political climate and the power and limits of the Internet and modern media. Students show up to class and eagerly show me the latest political meme. I appreciate their enthusiasm for the subject, but I always ask them where the meme got the information. Cite me a source, please. Next period, the situation repeats itself. At times I feel a little bit guilty as I puncture a student’s earnest attempt to connect with me through a medium they understand, but teaching them the fundamental literacy skill of citing sources takes precedence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to fundamental literacy, I mean fundamental: citing sources (even in memes) is just one component of the broader literacy skills that I emphasize with my students of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">finding \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">identifying \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">information. When it comes to text, we start with the information hierarchy: headings, subheadings, captions and visual aids. They learn how to locate information in textbooks and encyclopedias, as well as in primary historical sources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These skills transfer over to other forms of media, too, such as maps: find the title, the legend, the compass rose and the scale. More importantly, they learn confidence. My next step is to transfer these fundamental literacy skills to the Internet. I treat websites, applications and memes just like any other text. We look at how the text or information is organized, pay attention to clues that indicate whether some piece of information is sponsored content or clickbait and play “find the author.” Nobody is allowed to respond to a question about where some information came from with the brainkiller phrase “the Internet.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have struggled with how to teach students media literacy skills, especially during and after the 2016 election. Friends of mine on both sides of the spectrum spouted off talking points that I had just seen on social media—often without double-checking or citing their sources. The lesson I learned out of these experiences was that we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">need to go back to fundamentals. I felt stressed out from being bombarded with memes all day, and I saw the same stress affecting my students, so I decided to try and fight fire with fire and harness memes for educational purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To further help my students explore literacy fundamentals when it comes to media, I decided to have my students approach memes, but this time as creators. In Civics students had to utilize their political knowledge to make the best political point. They used widely recognizable meme pictures such as \u003c/span>\u003ca href=\"https://knowyourmeme.com/memes/bad-luck-brian\">\u003cspan style=\"font-weight: 400\">Bad Luck Brian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://knowyourmeme.com/memes/minor-mistake-marvin\">\u003cspan style=\"font-weight: 400\">Minor Mistake Marvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and came up with their own captions. When I first ran this project in 2016, I used \u003c/span>\u003ca href=\"https://memeful.com/\">\u003cspan style=\"font-weight: 400\">memeful.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but since then there has been an explosion of new tools. The rules: be school appropriate and be creative, and make a serious political point in a humorous way. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results were amazing. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531442\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/meme1.png\" alt=\"\" width=\"600\" height=\"338\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme1.png 600w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme1-160x90.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531441\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/meme2.png\" alt=\"\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme2.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme2-160x90.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with differing political views traded their memes, and even laughed with each other. It was an oasis of personal connection and honest discussion made possible through humor. Paradoxically, memes can unite online communities and bring people together, but they can also lead to misinformation and polarization. Experiencing how easy it was to make a political meme helped reinforce those fundamental literacy lessons around rhetorical persuasion, identifying authorship and implicit agendas, and citing sources that apply across media formats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In U.S. History, I coupled this activity with some primary sources of \u003c/span>\u003ca href=\"https://www.pbs.org/crucible/cartoons.html\">\u003cspan style=\"font-weight: 400\">yellow journalism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, using the materials provided by the \u003c/span>\u003ca href=\"http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/cag.html\">\u003cspan style=\"font-weight: 400\">Library of Congress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students look for different techniques that cartoonists use in their art, such as irony, exaggeration and symbolism. One example is “\u003c/span>\u003ca href=\"https://www.pbs.org/crucible/cartoon6.html\">\u003cspan style=\"font-weight: 400\">Let Go of Him, M’Kinley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which shows a small caricature of President McKinley holding Uncle Sam by the coattails, keeping him from going to rescue Cuba from a vicious Spanish eagle. It’s not a perfect comparison to modern memes, but having students write about those differences is a powerful learning experience.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/crucible/cartoon6.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531440 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/historicalmeme.png\" width=\"550\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/historicalmeme.png 550w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/historicalmeme-160x104.png 160w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I want my students to have confidence in their literacy skills, both online and in print. I want them to have the courage to be critical. We share our creations, and I even post them on the wall in my classroom. My only rule about posting a meme in my classroom is simple: explain why it makes sense and provide credible sources to back it up. Sometimes the class has competitions to identify sources that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">aren’t \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">credible. Students scramble to find bad sources and argue with each other. They get excited with their ability to spot misinformation, unreliable sources and memes without facts backing them up. I love that moment when the lightbulb goes on and they can see the Matrix, so to speak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fundamental literacy is more important now than ever. We all need to practice interrogating sources. I have learned much since 2016 and am continually developing my curriculum to cover topics like cross-checking sources across multiple pages, finding the “about” section in a website and doing reverse image searches online. There has also been a blossoming of curriculum about online literacy. \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning\">\u003cspan style=\"font-weight: 400\">Stanford’s Civic Online Reasoning project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.icivics.org/\">\u003cspan style=\"font-weight: 400\">iCivics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are perfect examples. Memes are one of the new text types that we need to integrate into the curriculum to bring our classrooms into the twenty-first century so our students can be skillful navigators of cyberspace. It’s time to take action, and we can’t afford to wait.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make memes in your classroom, or about teaching skills in evaluating information, take our free, online courses \u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">Making Memes & GIFs\u003c/a> and \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "As a Social Studies teacher, I struggle with the current political climate and the power and limits of the Internet and modern media. Students show up to class and eagerly show me the latest political meme. I appreciate their enthusiasm for the subject, but I always ask them where the meme got the information. Cite",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a Social Studies teacher, I struggle with the current political climate and the power and limits of the Internet and modern media. Students show up to class and eagerly show me the latest political meme. I appreciate their enthusiasm for the subject, but I always ask them where the meme got the information. Cite me a source, please. Next period, the situation repeats itself. At times I feel a little bit guilty as I puncture a student’s earnest attempt to connect with me through a medium they understand, but teaching them the fundamental literacy skill of citing sources takes precedence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to fundamental literacy, I mean fundamental: citing sources (even in memes) is just one component of the broader literacy skills that I emphasize with my students of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">finding \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">identifying \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">information. When it comes to text, we start with the information hierarchy: headings, subheadings, captions and visual aids. They learn how to locate information in textbooks and encyclopedias, as well as in primary historical sources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These skills transfer over to other forms of media, too, such as maps: find the title, the legend, the compass rose and the scale. More importantly, they learn confidence. My next step is to transfer these fundamental literacy skills to the Internet. I treat websites, applications and memes just like any other text. We look at how the text or information is organized, pay attention to clues that indicate whether some piece of information is sponsored content or clickbait and play “find the author.” Nobody is allowed to respond to a question about where some information came from with the brainkiller phrase “the Internet.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have struggled with how to teach students media literacy skills, especially during and after the 2016 election. Friends of mine on both sides of the spectrum spouted off talking points that I had just seen on social media—often without double-checking or citing their sources. The lesson I learned out of these experiences was that we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">need to go back to fundamentals. I felt stressed out from being bombarded with memes all day, and I saw the same stress affecting my students, so I decided to try and fight fire with fire and harness memes for educational purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To further help my students explore literacy fundamentals when it comes to media, I decided to have my students approach memes, but this time as creators. In Civics students had to utilize their political knowledge to make the best political point. They used widely recognizable meme pictures such as \u003c/span>\u003ca href=\"https://knowyourmeme.com/memes/bad-luck-brian\">\u003cspan style=\"font-weight: 400\">Bad Luck Brian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://knowyourmeme.com/memes/minor-mistake-marvin\">\u003cspan style=\"font-weight: 400\">Minor Mistake Marvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and came up with their own captions. When I first ran this project in 2016, I used \u003c/span>\u003ca href=\"https://memeful.com/\">\u003cspan style=\"font-weight: 400\">memeful.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but since then there has been an explosion of new tools. The rules: be school appropriate and be creative, and make a serious political point in a humorous way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results were amazing. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531442\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/meme1.png\" alt=\"\" width=\"600\" height=\"338\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme1.png 600w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme1-160x90.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531441\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/meme2.png\" alt=\"\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme2.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/meme2-160x90.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students with differing political views traded their memes, and even laughed with each other. It was an oasis of personal connection and honest discussion made possible through humor. Paradoxically, memes can unite online communities and bring people together, but they can also lead to misinformation and polarization. Experiencing how easy it was to make a political meme helped reinforce those fundamental literacy lessons around rhetorical persuasion, identifying authorship and implicit agendas, and citing sources that apply across media formats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In U.S. History, I coupled this activity with some primary sources of \u003c/span>\u003ca href=\"https://www.pbs.org/crucible/cartoons.html\">\u003cspan style=\"font-weight: 400\">yellow journalism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, using the materials provided by the \u003c/span>\u003ca href=\"http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/cag.html\">\u003cspan style=\"font-weight: 400\">Library of Congress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students look for different techniques that cartoonists use in their art, such as irony, exaggeration and symbolism. One example is “\u003c/span>\u003ca href=\"https://www.pbs.org/crucible/cartoon6.html\">\u003cspan style=\"font-weight: 400\">Let Go of Him, M’Kinley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which shows a small caricature of President McKinley holding Uncle Sam by the coattails, keeping him from going to rescue Cuba from a vicious Spanish eagle. It’s not a perfect comparison to modern memes, but having students write about those differences is a powerful learning experience.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/crucible/cartoon6.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531440 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/historicalmeme.png\" width=\"550\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/historicalmeme.png 550w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/historicalmeme-160x104.png 160w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I want my students to have confidence in their literacy skills, both online and in print. I want them to have the courage to be critical. We share our creations, and I even post them on the wall in my classroom. My only rule about posting a meme in my classroom is simple: explain why it makes sense and provide credible sources to back it up. Sometimes the class has competitions to identify sources that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">aren’t \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">credible. Students scramble to find bad sources and argue with each other. They get excited with their ability to spot misinformation, unreliable sources and memes without facts backing them up. I love that moment when the lightbulb goes on and they can see the Matrix, so to speak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fundamental literacy is more important now than ever. We all need to practice interrogating sources. I have learned much since 2016 and am continually developing my curriculum to cover topics like cross-checking sources across multiple pages, finding the “about” section in a website and doing reverse image searches online. There has also been a blossoming of curriculum about online literacy. \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning\">\u003cspan style=\"font-weight: 400\">Stanford’s Civic Online Reasoning project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.icivics.org/\">\u003cspan style=\"font-weight: 400\">iCivics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are perfect examples. Memes are one of the new text types that we need to integrate into the curriculum to bring our classrooms into the twenty-first century so our students can be skillful navigators of cyberspace. It’s time to take action, and we can’t afford to wait.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make memes in your classroom, or about teaching skills in evaluating information, take our free, online courses \u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">Making Memes & GIFs\u003c/a> and \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "An Interactive, Multimedia Approach to King's “I Have a Dream” Speech",
"headTitle": "An Interactive, Multimedia Approach to King’s “I Have a Dream” Speech | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For many educators, teaching Martin Luther King, Jr.’s keynote address from the 1963 “March on Washington for Jobs and Freedom,” which is widely known as his “I Have a Dream” speech, can be daunting. The speech is monumental for its impact, and it is often the main avenue teachers use to teach about it’s author. Up until this year, I have always cobbled together snippets of the speech with additional resources to teach the main points. I would use \u003c/span>\u003ca href=\"https://vimeo.com/70657416\">\u003cspan style=\"font-weight: 400\">video of John Lewis’ speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 1963 march to contrast the tone and content. I would use the story of \u003c/span>\u003ca href=\"https://www.si.com/college-basketball/2015/01/19/George-Raveling?scrlybrkr=3bcc735b\">\u003cspan style=\"font-weight: 400\">George Raveling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/history/oral-history-march-washington-180953863/\">\u003cspan style=\"font-weight: 400\">oral histories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of other key figures in the march to help my students understand King’s ideas. However, this year I came across the interactive, multimedia resource “\u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Freedom’s Ring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and I feel much more empowered to do justice to King’s famous speech. “Freedom’s Ring” is going to play a major role in every US history and government class I teach from here on out. It’s that good!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Freedom’s Ring” was supported by \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/\">\u003cspan style=\"font-weight: 400\">The Martin Luther King, Jr. Research and Education Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Stanford, which is run by \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/clayborne-carson\">\u003cspan style=\"font-weight: 400\">Dr. Clayborne Carson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Carson has been the director since 1985 and was personally chosen by King’s widow, Coretta Scott King, to run the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/king-papers/about-papers-project\">\u003cspan style=\"font-weight: 400\">Martin Luther King Papers Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Carson has curated King’s papers and expanded their accessibility. “Freedom’s Ring” is just one of many great resources the Institute has built under his direction. For teachers, The King Institute has online\u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans\">\u003cspan style=\"font-weight: 400\"> lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/liberation-curriculum\">\u003cspan style=\"font-weight: 400\">The Liberation Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/encyclopedia\">\u003cspan style=\"font-weight: 400\">Martin Luther King Encyclopedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/king-papers/about-papers-project\">\u003cspan style=\"font-weight: 400\">King Papers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which are accessible online. In other words, “Freedom’s Ring” is just the tip of a gigantic iceberg.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But “Freedom’s Ring” is an especially powerful resource because it covers the whole speech in an \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interactive \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">multimedia \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">format. It presents the complete speech via audio recording, complemented by prominent text that matches the audio. It also includes animated visuals behind the text which interpret the speech, as well as links in the text which lead to all sorts of rich resources that students can use to gain a better understanding of the speech’s context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, the opening scene of the speech is pictured below with the word “today” appearing as a blue hyperlink.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531242\" class=\"wp-caption alignnone\" style=\"max-width: 990px\">\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531242 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/today-1.png\" width=\"990\" height=\"712\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1.png 990w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-800x575.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-768x552.png 768w\" sizes=\"(max-width: 990px) 100vw, 990px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Drawing by Evan Bissell, from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">If the viewer clicks on the link, they are taken to \u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=what-did-it-feel-like-that-day\">\u003cspan style=\"font-weight: 400\">the following screen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531240\" class=\"wp-caption alignnone\" style=\"max-width: 1613px\">\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=what-did-it-feel-like-that-day\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531240 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/today-resources.png\" width=\"1613\" height=\"856\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources.png 1613w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-800x425.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-768x408.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-1020x541.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-1200x637.png 1200w\" sizes=\"(max-width: 1613px) 100vw, 1613px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Resources from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the visuals in this window are clickable resources which reveal different ideas, concepts, issues and perspectives that pertain to this section of the speech. In this case, this link covers the historical build up to the March on Washington.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another link leads us to \u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=would-you-put-your-body-on-the-line\">\u003cspan style=\"font-weight: 400\">a set of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on the Birmingham Campaign of 1963, which was a series of protests against police brutality. The resources include a reading from Coretta Scott King’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My Life with Martin Luther King, Jr.,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a linocut of King gazing out of the bars of a Birmingham jail, and a video in which King’s lawyer and friend Clarence Jones describes witnessing King composing his famous “\u003c/span>\u003ca href=\"http://okra.stanford.edu/transcription/document_images/undecided/630416-019.pdf\">\u003cspan style=\"font-weight: 400\">Letter from a Birmingham Jail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Finally, there is a link to a rich set of lesson plans where students role-play to learn about the evolution of the Birmingham Campaign.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such resources make up just one of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AO4AFYU3mSvwOLPEs4Q0saqYL7c9n2OMlufQTJVizCw/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">32 different links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the speech. That’s how deep and engaging this multimedia version of “I Have a Dream” is! The first time I discovered this source, I simply watched, read and listened to King’s words. Since then, I’ve explored all of the links and resources with my government and US history classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One simple, but effective way to use “Freedom’s Ring” is to play it on the big screen for the whole class. Have the students “take notes” by writing down ten of the “\u003ca href=\"https://docs.google.com/document/d/1AO4AFYU3mSvwOLPEs4Q0saqYL7c9n2OMlufQTJVizCw/edit?usp=sharing\">blue words\u003c/a>” from the on-screen text. That forces them to pay close attention, but also allows them to listen and see the affecting background visuals. You can stop it where you feel comfortable to interpret and discuss with the students what King was saying and how he was saying it. For example, I discuss the tone of the speech and how King was a minister who had made many, many speeches and sermons.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531248\" class=\"wp-caption alignnone\" style=\"max-width: 997px\">\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531248 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/later.png\" width=\"997\" height=\"827\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later.png 997w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-160x133.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-800x664.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-768x637.png 768w\" sizes=\"(max-width: 997px) 100vw, 997px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Image from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the speech is over, I give the students the link to “Freedom’s Ring” and ask them to follow five of the links they wrote down while watching and look through the collection of resources there. Then they answer the following questions: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> Based on the resources you looked at, what was the significance of the words highlighted in the speech? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How did the resources change the way you view Martin Luther King, Jr. and his “I Have a Dream” speech? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next class period is a great opportunity to have the kids share their answers with each other and discuss how our understanding of Martin Luther King’s “I Have a Dream” speech has changed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the clear benefits of teaching “I Have a Dream” in a multimedia format is that it becomes more accessible, for both students and teachers. The resources can be accessed in advance, and can help teachers better explain the speech and its context through a wide variety of primary materials. Students also have choice and freedom to explore the speech through its interactive format. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m really just scratching the surface of how to use “Freedom’s Ring” as a cornerstone resource for teaching the greater African American Civil Rights Movement!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, 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": "For many educators, teaching Martin Luther King, Jr.’s keynote address from the 1963 “March on Washington for Jobs and Freedom,” which is widely known as his “I Have a Dream” speech, can be daunting. The speech is monumental for its impact, and it is often the main avenue teachers use to teach about it’s author.",
"title": "An Interactive, Multimedia Approach to King's “I Have a Dream” Speech | KQED",
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"headline": "An Interactive, Multimedia Approach to King's “I Have a Dream” Speech",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For many educators, teaching Martin Luther King, Jr.’s keynote address from the 1963 “March on Washington for Jobs and Freedom,” which is widely known as his “I Have a Dream” speech, can be daunting. The speech is monumental for its impact, and it is often the main avenue teachers use to teach about it’s author. Up until this year, I have always cobbled together snippets of the speech with additional resources to teach the main points. I would use \u003c/span>\u003ca href=\"https://vimeo.com/70657416\">\u003cspan style=\"font-weight: 400\">video of John Lewis’ speech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 1963 march to contrast the tone and content. I would use the story of \u003c/span>\u003ca href=\"https://www.si.com/college-basketball/2015/01/19/George-Raveling?scrlybrkr=3bcc735b\">\u003cspan style=\"font-weight: 400\">George Raveling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/history/oral-history-march-washington-180953863/\">\u003cspan style=\"font-weight: 400\">oral histories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of other key figures in the march to help my students understand King’s ideas. However, this year I came across the interactive, multimedia resource “\u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Freedom’s Ring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and I feel much more empowered to do justice to King’s famous speech. “Freedom’s Ring” is going to play a major role in every US history and government class I teach from here on out. It’s that good!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Freedom’s Ring” was supported by \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/\">\u003cspan style=\"font-weight: 400\">The Martin Luther King, Jr. Research and Education Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Stanford, which is run by \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/clayborne-carson\">\u003cspan style=\"font-weight: 400\">Dr. Clayborne Carson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Carson has been the director since 1985 and was personally chosen by King’s widow, Coretta Scott King, to run the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/king-papers/about-papers-project\">\u003cspan style=\"font-weight: 400\">Martin Luther King Papers Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Carson has curated King’s papers and expanded their accessibility. “Freedom’s Ring” is just one of many great resources the Institute has built under his direction. For teachers, The King Institute has online\u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/liberation-curriculum/lesson-plans\">\u003cspan style=\"font-weight: 400\"> lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/liberation-curriculum\">\u003cspan style=\"font-weight: 400\">The Liberation Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/encyclopedia\">\u003cspan style=\"font-weight: 400\">Martin Luther King Encyclopedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as the \u003c/span>\u003ca href=\"https://kinginstitute.stanford.edu/king-papers/about-papers-project\">\u003cspan style=\"font-weight: 400\">King Papers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which are accessible online. In other words, “Freedom’s Ring” is just the tip of a gigantic iceberg.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But “Freedom’s Ring” is an especially powerful resource because it covers the whole speech in an \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interactive \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">multimedia \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">format. It presents the complete speech via audio recording, complemented by prominent text that matches the audio. It also includes animated visuals behind the text which interpret the speech, as well as links in the text which lead to all sorts of rich resources that students can use to gain a better understanding of the speech’s context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, the opening scene of the speech is pictured below with the word “today” appearing as a blue hyperlink.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531242\" class=\"wp-caption alignnone\" style=\"max-width: 990px\">\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531242 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/today-1.png\" width=\"990\" height=\"712\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1.png 990w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-800x575.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-1-768x552.png 768w\" sizes=\"(max-width: 990px) 100vw, 990px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Drawing by Evan Bissell, from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">If the viewer clicks on the link, they are taken to \u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=what-did-it-feel-like-that-day\">\u003cspan style=\"font-weight: 400\">the following screen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531240\" class=\"wp-caption alignnone\" style=\"max-width: 1613px\">\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=what-did-it-feel-like-that-day\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531240 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/today-resources.png\" width=\"1613\" height=\"856\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources.png 1613w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-800x425.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-768x408.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-1020x541.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/today-resources-1200x637.png 1200w\" sizes=\"(max-width: 1613px) 100vw, 1613px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Resources from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the visuals in this window are clickable resources which reveal different ideas, concepts, issues and perspectives that pertain to this section of the speech. In this case, this link covers the historical build up to the March on Washington.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another link leads us to \u003c/span>\u003ca href=\"http://freedomsring.stanford.edu/?view=Phrase&id=would-you-put-your-body-on-the-line\">\u003cspan style=\"font-weight: 400\">a set of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on the Birmingham Campaign of 1963, which was a series of protests against police brutality. The resources include a reading from Coretta Scott King’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">My Life with Martin Luther King, Jr.,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a linocut of King gazing out of the bars of a Birmingham jail, and a video in which King’s lawyer and friend Clarence Jones describes witnessing King composing his famous “\u003c/span>\u003ca href=\"http://okra.stanford.edu/transcription/document_images/undecided/630416-019.pdf\">\u003cspan style=\"font-weight: 400\">Letter from a Birmingham Jail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Finally, there is a link to a rich set of lesson plans where students role-play to learn about the evolution of the Birmingham Campaign.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such resources make up just one of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AO4AFYU3mSvwOLPEs4Q0saqYL7c9n2OMlufQTJVizCw/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">32 different links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the speech. That’s how deep and engaging this multimedia version of “I Have a Dream” is! The first time I discovered this source, I simply watched, read and listened to King’s words. Since then, I’ve explored all of the links and resources with my government and US history classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One simple, but effective way to use “Freedom’s Ring” is to play it on the big screen for the whole class. Have the students “take notes” by writing down ten of the “\u003ca href=\"https://docs.google.com/document/d/1AO4AFYU3mSvwOLPEs4Q0saqYL7c9n2OMlufQTJVizCw/edit?usp=sharing\">blue words\u003c/a>” from the on-screen text. That forces them to pay close attention, but also allows them to listen and see the affecting background visuals. You can stop it where you feel comfortable to interpret and discuss with the students what King was saying and how he was saying it. For example, I discuss the tone of the speech and how King was a minister who had made many, many speeches and sermons.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531248\" class=\"wp-caption alignnone\" style=\"max-width: 997px\">\u003ca href=\"http://freedomsring.stanford.edu/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531248 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/later.png\" width=\"997\" height=\"827\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later.png 997w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-160x133.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-800x664.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/later-768x637.png 768w\" sizes=\"(max-width: 997px) 100vw, 997px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Image from “Freedom’s Ring,” found at freedomsring.stanford.edu\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the speech is over, I give the students the link to “Freedom’s Ring” and ask them to follow five of the links they wrote down while watching and look through the collection of resources there. Then they answer the following questions: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> Based on the resources you looked at, what was the significance of the words highlighted in the speech? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How did the resources change the way you view Martin Luther King, Jr. and his “I Have a Dream” speech? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next class period is a great opportunity to have the kids share their answers with each other and discuss how our understanding of Martin Luther King’s “I Have a Dream” speech has changed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the clear benefits of teaching “I Have a Dream” in a multimedia format is that it becomes more accessible, for both students and teachers. The resources can be accessed in advance, and can help teachers better explain the speech and its context through a wide variety of primary materials. Students also have choice and freedom to explore the speech through its interactive format. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m really just scratching the surface of how to use “Freedom’s Ring” as a cornerstone resource for teaching the greater African American Civil Rights Movement!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, 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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"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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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.
