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\">“Wait a minute…” All heads turned as a student, who only moments before was silently typing away at her computer, slowly rose from her seat, eyes locked on the screen in front of her. After what seemed like an entire minute of silence, she looked straight at her teacher and said, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“…this is all a lie!”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> 28 pairs of eyes slowly moved from her to her teacher, who sat smirking at the front of the room. “You are absolutely right,” the teacher replied, “\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">but can you prove it?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students should not only be expected to find information online but, perhaps even more importantly, they also need to be taught how to be critical of the information they find there, and how to corroborate, analyze and judge it’s validity. Most teachers would identify this as an important 21st-century skill, but how do you teach it?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hill-Murray School outside of St. Paul, Minnesota, we decided that this skill was important enough to include into the digital literacy lessons our students complete every year as a way of helping them develop the skills they need to survive and thrive in a technology-rich learning environment. I was lucky enough to lead a collaborative team of teachers and counselors that planned and delivered lessons focused on topics like cyber safety, cyber bullying and effective digital communication, along with a particularly engaging lesson that focuses on information literacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early on in the year, students learn about evaluating information with a fun and engaging lesson as part of our school’s digital citizenship curriculum. The lesson begins with some “invisible theater” where the teacher tells her students that they are going to be learning about online advocacy and provides them \u003c/span>\u003ca href=\"https://zapatopi.net/treeoctopus/\">\u003cspan style=\"font-weight: 400\">the link to a website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as an example. As students open the link in their browsers, the teacher explains how websites can be used to advocate for a cause they believe in, even one that isn’t well known. The website discusses the plight of the Pacific Tree Octopus, an endangered species that most people have never heard of because corporate lumber interests have suppressed knowledge of its existence so they can continue to log in its habitat. This made the students upset, connecting with them emotionally and pulling them into the lesson. On the surface, the website looks very legitimate with all sorts of sources, updated news feeds and lots of illustrations and professional-looking artwork. The teacher tells the students to spend some time evaluating how a website like this one can help create concern for the tree octopus and what kinds of methods it uses to try to get the public to take action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the website may pass a cursory examination, it doesn’t generally take long for one inquisitive or detail-oriented student to begin to see the multitude of problems with the site. Clicking on links results in 404 errors. There is a suspicious absence of scientific attributions on the site. And many of the pictures of the endangered tree octopus are actually stuffed animals or plastic toys stuck in trees. After a few minutes, students begin to share their findings with each other and their curiosity quickly turns into skepticism, which is exactly the process we want our students to engage in when they approach any unknown or suspect source of online information. On the day I was helping to facilitate the lesson, it was at this point that our previously-mentioned rabblerouser stood up and decried the authenticity of the site in front of the entire class.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The introduction to the lesson couldn’t have gone better. With most of the students realizing that the site was a fake, it was time to tell them the truth. The lesson for the day wasn’t about online advocacy, it was about identifying fake information. But they hadn’t won yet. The students were told that while knowing the information isn’t accurate is a good start, being able to prove your position by backing it up with real facts and reliable evidence was what effective researchers do, and it’s what makes argument and positions strong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given approximately ten minutes to try to come up with a list of reasons proving they knew that the Tree Octopus site was indeed fake. The students got to work together, sharing different ideas regarding ways that the site could be proven fake. Before long, they had created a giant class list of different approaches that could be used to debunk the fake site and that could be relied on in the future to argue against suspect information. The students came up with strategies like corroborating with trusted sources, looking for authenticity markers such as authors and external links, and \u003c/span>\u003ca href=\"https://www.teachingchannel.org/video/reading-like-a-historian-corroboration\">\u003cspan style=\"font-weight: 400\">cross-referencing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the information that they find with classmates\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">strategies that are also recommended by academic experts. After the lesson, the class list was hung up on the wall and used as an Anchor Chart (a poster-sized visual reference tool) for the next research project they begin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if students didn’t remember every strategy that was listed, the fact that they had experienced and participated in the debunking process themselves helped drive home the point that they needed to be more skeptical of the first thing they read online, and be more selective with the information they include in their research. After the lesson, teachers noticed that many of their students wouldn’t just immediately go with the first search result, but would look to others or try to run their research by fellow students to see if their findings lined up with what their partners also found. This use of higher-order critical thinking skills is not just important for success in school, but is also becoming more and more important in the ever-changing online environment of our information age. The skills that they learn from the Tree Octopus will serve them well in their future roles as college students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">citizens, which is the definition of a truly authentic 21st-century education.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Wait a minute…” All heads turned as a student, who only moments before was silently typing away at her computer, slowly rose from her seat, eyes locked on the screen in front of her. After what seemed like an entire minute of silence, she looked straight at her teacher and said, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“…this is all a lie!”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> 28 pairs of eyes slowly moved from her to her teacher, who sat smirking at the front of the room. “You are absolutely right,” the teacher replied, “\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">but can you prove it?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students should not only be expected to find information online but, perhaps even more importantly, they also need to be taught how to be critical of the information they find there, and how to corroborate, analyze and judge it’s validity. Most teachers would identify this as an important 21st-century skill, but how do you teach it?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hill-Murray School outside of St. Paul, Minnesota, we decided that this skill was important enough to include into the digital literacy lessons our students complete every year as a way of helping them develop the skills they need to survive and thrive in a technology-rich learning environment. I was lucky enough to lead a collaborative team of teachers and counselors that planned and delivered lessons focused on topics like cyber safety, cyber bullying and effective digital communication, along with a particularly engaging lesson that focuses on information literacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early on in the year, students learn about evaluating information with a fun and engaging lesson as part of our school’s digital citizenship curriculum. The lesson begins with some “invisible theater” where the teacher tells her students that they are going to be learning about online advocacy and provides them \u003c/span>\u003ca href=\"https://zapatopi.net/treeoctopus/\">\u003cspan style=\"font-weight: 400\">the link to a website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as an example. As students open the link in their browsers, the teacher explains how websites can be used to advocate for a cause they believe in, even one that isn’t well known. The website discusses the plight of the Pacific Tree Octopus, an endangered species that most people have never heard of because corporate lumber interests have suppressed knowledge of its existence so they can continue to log in its habitat. This made the students upset, connecting with them emotionally and pulling them into the lesson. On the surface, the website looks very legitimate with all sorts of sources, updated news feeds and lots of illustrations and professional-looking artwork. The teacher tells the students to spend some time evaluating how a website like this one can help create concern for the tree octopus and what kinds of methods it uses to try to get the public to take action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the website may pass a cursory examination, it doesn’t generally take long for one inquisitive or detail-oriented student to begin to see the multitude of problems with the site. Clicking on links results in 404 errors. There is a suspicious absence of scientific attributions on the site. And many of the pictures of the endangered tree octopus are actually stuffed animals or plastic toys stuck in trees. After a few minutes, students begin to share their findings with each other and their curiosity quickly turns into skepticism, which is exactly the process we want our students to engage in when they approach any unknown or suspect source of online information. On the day I was helping to facilitate the lesson, it was at this point that our previously-mentioned rabblerouser stood up and decried the authenticity of the site in front of the entire class.\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 introduction to the lesson couldn’t have gone better. With most of the students realizing that the site was a fake, it was time to tell them the truth. The lesson for the day wasn’t about online advocacy, it was about identifying fake information. But they hadn’t won yet. The students were told that while knowing the information isn’t accurate is a good start, being able to prove your position by backing it up with real facts and reliable evidence was what effective researchers do, and it’s what makes argument and positions strong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given approximately ten minutes to try to come up with a list of reasons proving they knew that the Tree Octopus site was indeed fake. The students got to work together, sharing different ideas regarding ways that the site could be proven fake. Before long, they had created a giant class list of different approaches that could be used to debunk the fake site and that could be relied on in the future to argue against suspect information. The students came up with strategies like corroborating with trusted sources, looking for authenticity markers such as authors and external links, and \u003c/span>\u003ca href=\"https://www.teachingchannel.org/video/reading-like-a-historian-corroboration\">\u003cspan style=\"font-weight: 400\">cross-referencing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the information that they find with classmates\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">strategies that are also recommended by academic experts. After the lesson, the class list was hung up on the wall and used as an Anchor Chart (a poster-sized visual reference tool) for the next research project they begin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if students didn’t remember every strategy that was listed, the fact that they had experienced and participated in the debunking process themselves helped drive home the point that they needed to be more skeptical of the first thing they read online, and be more selective with the information they include in their research. After the lesson, teachers noticed that many of their students wouldn’t just immediately go with the first search result, but would look to others or try to run their research by fellow students to see if their findings lined up with what their partners also found. This use of higher-order critical thinking skills is not just important for success in school, but is also becoming more and more important in the ever-changing online environment of our information age. The skills that they learn from the Tree Octopus will serve them well in their future roles as college students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">citizens, which is the definition of a truly authentic 21st-century education.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\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 evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Teaching Media Literacy Through Social Media | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, Wes signed up for my Mass Media course, hoping to learn about journalism, broadcasting, graphic design and film. He discovered a passion for film and graphic design and he quickly rebuilt his \u003c/span>\u003ca href=\"https://twitter.com/wesleyclapp_\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to follow writers, directors, producers and filmmakers. This feed provided more films to watch, more critics to read and more directors to emulate, which in turn inspired him to start experimenting with iMovie and Photoshop, and later Premier and After Effects, in order to create and share his own \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/film-portfolio\">\u003cspan style=\"font-weight: 400\">films\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/graphic-design-portfolio\">\u003cspan style=\"font-weight: 400\">designs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the end of the course, I asked students to upload their favorite projects to a digital portfolio. To this day, Wes still updates his \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/\">\u003cspan style=\"font-weight: 400\">digital portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/view/wesleyclapp/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531188 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/wesley.png\" width=\"1053\" height=\"809\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley.png 1053w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-800x615.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-768x590.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-1020x784.png 1020w\" sizes=\"(max-width: 1053px) 100vw, 1053px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In talking to Wes recently, he mentioned how important reforming his social media feeds was in helping him realize and pursue his passions. On many of his accounts, he stopped following “friends” and began learning, critiquing, emulating and collaborating. At first, he blogged about horror films on Tumblr, then he produced his own film reviews on YouTube, and now he’s analyzing and critiquing films on \u003c/span>\u003ca href=\"https://letterboxd.com/wesclapp/\">\u003cspan style=\"font-weight: 400\">Letterboxd\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with other film buffs. Wes said he felt fulfilment when he applied for a job and the interviewer had seen his \u003c/span>\u003ca href=\"https://letterboxd.com/wesclapp/films/reviews/\">\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re like me, you get frustrated that despite our best efforts, students continue to encounter and share misinformation, use poor sources on assignments and post inappropriately on social media. Over many conversations with students, I realized I’m struggling with this because I’m trying to teach media literacy skills in a “lab” environment with artificial conditions. There’s a big difference in showing something to a student and saying \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Is this a good source?”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Should you post this?”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and actually having students regularly ask those kinds of questions in the course of their own social media networks. To address this, I decided to build instruction around student interests so that students can interact with media in a network that matters to them. I thought that if students started from a place of genuine interest, they would be more likely to consume and create media intentionally and skillfully. And this learning will have “real-world” impact for them. I’ve been experimenting with this instruction for several years in my my history classes, my media classes, and now in my social media elective. Here’s how I did it.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Consuming Quality Content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a personal learning network starts with social media. First, I work to pique students’ interest in a topic, then help them connect with professionals and organizations that are producing quality content about that topic on social media. One tool I use repeatedly is the “list” function on Twitter, which allows me to curate a collection of public figures and organizations that my students can follow. \u003c/span>\u003ca href=\"https://twitter.com/MrShakedown/lists/mass-media\">\u003cspan style=\"font-weight: 400\">Here’s an example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a list focused on journalism and current events for students in my Mass Media class, and \u003c/span>\u003ca href=\"https://twitter.com/MrShakedown/lists/cwh-16-17\">\u003cspan style=\"font-weight: 400\">here’s an example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for my Contemporary World History students to keep up with global news and developments. I built \u003c/span>\u003ca href=\"https://www.socialmediamarketplace.org/\">\u003cspan style=\"font-weight: 400\">a website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students to build their own personalized learning networks for interests that span beyond the content of my course.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MrShakedown/lists/cwh-16-17\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531187 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/twitter-list-02.png\" width=\"901\" height=\"701\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02.png 901w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-160x124.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-800x622.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-768x598.png 768w\" sizes=\"(max-width: 901px) 100vw, 901px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to following these lists, students work to build their own. One student emailed me after class to tell me that on her school account, “I only follow newsworthy feeds… about human rights, international news or politics.” Perhaps the best thing about helping students build their network is that the learning continues every time they open their social media apps. A number of my students continue to check the international news list from our class two years after the course.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Producing Quality Content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Locating and consuming quality content is just the beginning of creating and joining a personal learning network. We also need to empower our students to produce quality content to inform these networks. For example, I hosted a class\u003c/span>\u003ca href=\"https://aspmassmedia.wordpress.com/\">\u003cspan style=\"font-weight: 400\"> blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.youtube.com/user/ASPmassmedia2010\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.instagram.com/aspmassmedia/\">\u003cspan style=\"font-weight: 400\">Instagram\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://twitter.com/aspmassmedia\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://soundcloud.com/asp-mass-media\">\u003cspan style=\"font-weight: 400\">Soundcloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> account where students share articles, podcasts and videos. Producing content for these shared accounts can be a jumping off point for contributing to students’ own personal networks. For instance, here’s an\u003c/span>\u003ca href=\"https://www.kaylasteinberg.com/\"> \u003cspan style=\"font-weight: 400\">example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a student who chose to repost her work onto her own digital portfolio. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When assigning media creation, I embrace student choice. In my social media elective, I ask students to demonstrate progression through a \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/PBLtSM-Skills-Progression.pdf\">course skills chart\u003c/a>. They can do so in any medium. A student can write (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like this \u003c/span>\u003c/i>\u003ca href=\"https://tremongo.blogspot.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">student\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wrote well-researched social justice posts\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">); record a podcast (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like these \u003c/span>\u003c/i>\u003ca href=\"https://soundcloud.com/asp-mass-media/climate-change-explained\">\u003ci>\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wanted to help their peers understand climate change\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">); or even create a model (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like this \u003c/span>\u003c/i>\u003ca href=\"https://www.tinkercad.com/things/6Ibtmj4dtJZ\">\u003ci>\u003cspan style=\"font-weight: 400\">student\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wants to be an architect\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). When evaluating, I look for argument, evidence and some fluency (and creativity!) in the medium they choose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://tremongo.blogspot.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531191 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/blog.png\" width=\"1511\" height=\"888\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog.png 1511w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-160x94.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-800x470.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-768x451.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-1020x599.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-1200x705.png 1200w\" sizes=\"(max-width: 1511px) 100vw, 1511px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same way that consuming quality content becomes self-sustaining, this effort to create also becomes self-sustaining. As a teacher, I work to help students create and share their first piece of original, informative media. Over time, I can step aside and let them develop proficiency in their mediums as they work to improve their networks, which is essential. Because it’s not enough to learn online, one has to be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">understood as such\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and the only way to do this is to contribute thoughtfully. Ideally, each student’s network will act as an authentic audience that gives feedback. At the least, the professionals and organizations in the student’s network can serve as role models to emulate when it comes learning and sharing online. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to graduate media literate students, let’s allow them to follow their interests online. That way they \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">experience\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> online spaces with the interest, critical eye and collaborative mentality of a responsible digital citizen. Savvy media consumers build large networks of professionals and organizations that deliver quality content. Skilled media producers contribute meaningfully to that network, emulating professionals and creatively including their voice. We can mentor our students through this growth and watch them as their participation in networks launch academic, civic and professional opportunities delivering fulfillment to their lives.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, Wes signed up for my Mass Media course, hoping to learn about journalism, broadcasting, graphic design and film. He discovered a passion for film and graphic design and he quickly rebuilt his \u003c/span>\u003ca href=\"https://twitter.com/wesleyclapp_\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to follow writers, directors, producers and filmmakers. This feed provided more films to watch, more critics to read and more directors to emulate, which in turn inspired him to start experimenting with iMovie and Photoshop, and later Premier and After Effects, in order to create and share his own \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/film-portfolio\">\u003cspan style=\"font-weight: 400\">films\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/graphic-design-portfolio\">\u003cspan style=\"font-weight: 400\">designs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the end of the course, I asked students to upload their favorite projects to a digital portfolio. To this day, Wes still updates his \u003c/span>\u003ca href=\"https://sites.google.com/view/wesleyclapp/\">\u003cspan style=\"font-weight: 400\">digital portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/view/wesleyclapp/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531188 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/wesley.png\" width=\"1053\" height=\"809\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley.png 1053w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-800x615.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-768x590.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/wesley-1020x784.png 1020w\" sizes=\"(max-width: 1053px) 100vw, 1053px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In talking to Wes recently, he mentioned how important reforming his social media feeds was in helping him realize and pursue his passions. On many of his accounts, he stopped following “friends” and began learning, critiquing, emulating and collaborating. At first, he blogged about horror films on Tumblr, then he produced his own film reviews on YouTube, and now he’s analyzing and critiquing films on \u003c/span>\u003ca href=\"https://letterboxd.com/wesclapp/\">\u003cspan style=\"font-weight: 400\">Letterboxd\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with other film buffs. Wes said he felt fulfilment when he applied for a job and the interviewer had seen his \u003c/span>\u003ca href=\"https://letterboxd.com/wesclapp/films/reviews/\">\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re like me, you get frustrated that despite our best efforts, students continue to encounter and share misinformation, use poor sources on assignments and post inappropriately on social media. Over many conversations with students, I realized I’m struggling with this because I’m trying to teach media literacy skills in a “lab” environment with artificial conditions. There’s a big difference in showing something to a student and saying \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Is this a good source?”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Should you post this?”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and actually having students regularly ask those kinds of questions in the course of their own social media networks. To address this, I decided to build instruction around student interests so that students can interact with media in a network that matters to them. I thought that if students started from a place of genuine interest, they would be more likely to consume and create media intentionally and skillfully. And this learning will have “real-world” impact for them. I’ve been experimenting with this instruction for several years in my my history classes, my media classes, and now in my social media elective. Here’s how I did it.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Consuming Quality Content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a personal learning network starts with social media. First, I work to pique students’ interest in a topic, then help them connect with professionals and organizations that are producing quality content about that topic on social media. One tool I use repeatedly is the “list” function on Twitter, which allows me to curate a collection of public figures and organizations that my students can follow. \u003c/span>\u003ca href=\"https://twitter.com/MrShakedown/lists/mass-media\">\u003cspan style=\"font-weight: 400\">Here’s an example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a list focused on journalism and current events for students in my Mass Media class, and \u003c/span>\u003ca href=\"https://twitter.com/MrShakedown/lists/cwh-16-17\">\u003cspan style=\"font-weight: 400\">here’s an example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for my Contemporary World History students to keep up with global news and developments. I built \u003c/span>\u003ca href=\"https://www.socialmediamarketplace.org/\">\u003cspan style=\"font-weight: 400\">a website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students to build their own personalized learning networks for interests that span beyond the content of my course.\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://twitter.com/MrShakedown/lists/cwh-16-17\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531187 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/twitter-list-02.png\" width=\"901\" height=\"701\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02.png 901w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-160x124.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-800x622.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/twitter-list-02-768x598.png 768w\" sizes=\"(max-width: 901px) 100vw, 901px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to following these lists, students work to build their own. One student emailed me after class to tell me that on her school account, “I only follow newsworthy feeds… about human rights, international news or politics.” Perhaps the best thing about helping students build their network is that the learning continues every time they open their social media apps. A number of my students continue to check the international news list from our class two years after the course.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Producing Quality Content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Locating and consuming quality content is just the beginning of creating and joining a personal learning network. We also need to empower our students to produce quality content to inform these networks. For example, I hosted a class\u003c/span>\u003ca href=\"https://aspmassmedia.wordpress.com/\">\u003cspan style=\"font-weight: 400\"> blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.youtube.com/user/ASPmassmedia2010\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.instagram.com/aspmassmedia/\">\u003cspan style=\"font-weight: 400\">Instagram\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://twitter.com/aspmassmedia\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://soundcloud.com/asp-mass-media\">\u003cspan style=\"font-weight: 400\">Soundcloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> account where students share articles, podcasts and videos. Producing content for these shared accounts can be a jumping off point for contributing to students’ own personal networks. For instance, here’s an\u003c/span>\u003ca href=\"https://www.kaylasteinberg.com/\"> \u003cspan style=\"font-weight: 400\">example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a student who chose to repost her work onto her own digital portfolio. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When assigning media creation, I embrace student choice. In my social media elective, I ask students to demonstrate progression through a \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/PBLtSM-Skills-Progression.pdf\">course skills chart\u003c/a>. They can do so in any medium. A student can write (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like this \u003c/span>\u003c/i>\u003ca href=\"https://tremongo.blogspot.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">student\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wrote well-researched social justice posts\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">); record a podcast (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like these \u003c/span>\u003c/i>\u003ca href=\"https://soundcloud.com/asp-mass-media/climate-change-explained\">\u003ci>\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wanted to help their peers understand climate change\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">); or even create a model (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">like this \u003c/span>\u003c/i>\u003ca href=\"https://www.tinkercad.com/things/6Ibtmj4dtJZ\">\u003ci>\u003cspan style=\"font-weight: 400\">student\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> who wants to be an architect\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). When evaluating, I look for argument, evidence and some fluency (and creativity!) in the medium they choose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://tremongo.blogspot.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531191 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/blog.png\" width=\"1511\" height=\"888\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog.png 1511w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-160x94.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-800x470.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-768x451.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-1020x599.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/blog-1200x705.png 1200w\" sizes=\"(max-width: 1511px) 100vw, 1511px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same way that consuming quality content becomes self-sustaining, this effort to create also becomes self-sustaining. As a teacher, I work to help students create and share their first piece of original, informative media. Over time, I can step aside and let them develop proficiency in their mediums as they work to improve their networks, which is essential. Because it’s not enough to learn online, one has to be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">understood as such\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and the only way to do this is to contribute thoughtfully. Ideally, each student’s network will act as an authentic audience that gives feedback. At the least, the professionals and organizations in the student’s network can serve as role models to emulate when it comes learning and sharing online. \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\">In order to graduate media literate students, let’s allow them to follow their interests online. That way they \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">experience\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> online spaces with the interest, critical eye and collaborative mentality of a responsible digital citizen. Savvy media consumers build large networks of professionals and organizations that deliver quality content. Skilled media producers contribute meaningfully to that network, emulating professionals and creatively including their voice. We can mentor our students through this growth and watch them as their participation in networks launch academic, civic and professional opportunities delivering fulfillment to their lives.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Collaborating with Kindergarteners Made My High School Students Better Writers",
"headTitle": "Collaborating with Kindergarteners Made My High School Students Better Writers | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When my school went one-to-one with iPads five years ago, I was most excited about the opportunities it could open up for my students to create for authentic audiences. At the time, I was teaching senior literature, writing courses, and a speech class. I couldn’t wait to see the possibilities this new technology held for my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience turned out to be more like navigating a wide open road that looks thrilling and inviting, but eventually fizzles out in a dead end. My students wrote and created many different products: websites, digital posters, blogs. These projects were easier with the iPad, to be sure. The authentic audience piece, however, was where I found myself hitting that dead end. Websites were viewed only by me. Blogs were viewed by other students in the class, and maybe an interested parent here or there. Often, it felt like we were creating flashier versions of papers and bulletin boards. My students were learning and creating, but they were not reaching the authentic audience I had envisioned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And so, I worked tirelessly to tackle this issue head on and solve it, devoting all my limited free time to finding a solution… yeah, right. Every teacher reading this knows I’m joking. As much as I wanted to solve the “authentic audience” puzzle, I didn’t devote all my spare time to solving it. I moved on and accepted that this was how it would be. At least my students were getting use out of this tool and the administration seemed happy with my teaching. The authentic audience piece was more of a personal goal, so, like many things in my teaching that were not mandated, it was brushed to the side. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then one day, at a baby shower, I was talking with another teacher friend about teaching, which of course thrilled all of our non-teacher friends who swiftly found other subjects to talk about. Left to our own devices, we soon found ourselves discussing our two very different, but in some ways still similar, situations. She was teaching kindergarten at a school about twenty minutes from mine. I was currently teaching sophomores who were struggling readers. It was my first year working with this population and I was struggling to motivate them. My friend was looking to introduce more positive role models into her kindergartners’ lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if we introduced our classes?” she suggested. “Wouldn’t that be cool?” We agreed that it would be very cool, but what would be the goal? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had recently finished my masters degree in reading and literacy, and had often researched, discussed and studied the benefits of writing and reading children’s books, even for high school students. Together, my friend and I decided that it would best fit our curriculum if my students wrote children’s books to her students, who were just learning to read.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531160\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_06.png\" alt=\"\" width=\"800\" height=\"425\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-768x408.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We took some time to establish the relationship between the two classes by having the students write letters to each other. Then, my students set to work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point it was March, in Chicago. It was cold. It was dreary. My sophomores had been struggling with motivation since the beginning of fall semester . This should have been the low point of the year. Only… it wasn’t. The idea of writing for a person, a real live person, had breathed new life into the writing process. Here we were, using the iPad again, but this time with a concrete audience in mind. The students were even able to customize how they created the books: some used apps like \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, others used outside websites such as \u003c/span>\u003ca href=\"https://www.mystorybook.com/\">\u003cspan style=\"font-weight: 400\">My Storybook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.storyjumper.com/\">\u003cspan style=\"font-weight: 400\">Story Jumper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://storybird.com/\">\u003cspan style=\"font-weight: 400\">Storybird\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students were using powerful apps and websites to create beautiful books, but more importantly, they were really thinking about who would read their work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do you think my student would like this picture?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Would this make sense to a kindergartner?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t wait for my student to read this part!”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531155\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_03.jpg\" alt=\"\" width=\"750\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03-160x92.jpg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite experience occurred with two students who were native Spanish speakers. My friend told me she had a student who was shy and embarrassed about her lack of fluency in English. My student, in contrast, was very proud of his ability to fluently speak Spanish and to excel in higher-level Spanish classes. However, English was definitely not his favorite subject. He didn’t love writing. But when I asked if he could write in Spanish for this little girl who was still learning English, his face lit up. He carefully crafted a beautiful book, written all in Spanish, which was a fairytale. I had never seen him work so hard on a piece of writing, and actually enjoy it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were thinking critically and carefully considering their audience. As an added bonus, I found that students who pretty much never handed in work worked hard on this assignment and completed it. As it turned out, the image of a heartbroken little kindergartner who didn’t receive a book was much more powerful than the threat of a bad grade. And watching my students act as role models to awestruck kindergartners who were so honored that a cool, older student had written a book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just for them \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">was one million times more powerful than seeing a comment on a blog.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531157\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_01.jpg\" alt=\"\" width=\"750\" height=\"416\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-672x372.jpg 672w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was one that will always stay with me as the moment when I realized that the best way to use digital tools was to remember the human element. The internet seemed to hold limitless possibilities for publication to an authentic audience, but it turned out that using digital media as a tool to connect with a real, live person was much more powerful. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When my school went one-to-one with iPads five years ago, I was most excited about the opportunities it could open up for my students to create for authentic audiences. At the time, I was teaching senior literature, writing courses, and a speech class. I couldn’t wait to see the possibilities this new technology held for my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience turned out to be more like navigating a wide open road that looks thrilling and inviting, but eventually fizzles out in a dead end. My students wrote and created many different products: websites, digital posters, blogs. These projects were easier with the iPad, to be sure. The authentic audience piece, however, was where I found myself hitting that dead end. Websites were viewed only by me. Blogs were viewed by other students in the class, and maybe an interested parent here or there. Often, it felt like we were creating flashier versions of papers and bulletin boards. My students were learning and creating, but they were not reaching the authentic audience I had envisioned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And so, I worked tirelessly to tackle this issue head on and solve it, devoting all my limited free time to finding a solution… yeah, right. Every teacher reading this knows I’m joking. As much as I wanted to solve the “authentic audience” puzzle, I didn’t devote all my spare time to solving it. I moved on and accepted that this was how it would be. At least my students were getting use out of this tool and the administration seemed happy with my teaching. The authentic audience piece was more of a personal goal, so, like many things in my teaching that were not mandated, it was brushed to the side. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then one day, at a baby shower, I was talking with another teacher friend about teaching, which of course thrilled all of our non-teacher friends who swiftly found other subjects to talk about. Left to our own devices, we soon found ourselves discussing our two very different, but in some ways still similar, situations. She was teaching kindergarten at a school about twenty minutes from mine. I was currently teaching sophomores who were struggling readers. It was my first year working with this population and I was struggling to motivate them. My friend was looking to introduce more positive role models into her kindergartners’ lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if we introduced our classes?” she suggested. “Wouldn’t that be cool?” We agreed that it would be very cool, but what would be the goal? \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\">I had recently finished my masters degree in reading and literacy, and had often researched, discussed and studied the benefits of writing and reading children’s books, even for high school students. Together, my friend and I decided that it would best fit our curriculum if my students wrote children’s books to her students, who were just learning to read.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531160\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_06.png\" alt=\"\" width=\"800\" height=\"425\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-768x408.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We took some time to establish the relationship between the two classes by having the students write letters to each other. Then, my students set to work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point it was March, in Chicago. It was cold. It was dreary. My sophomores had been struggling with motivation since the beginning of fall semester . This should have been the low point of the year. Only… it wasn’t. The idea of writing for a person, a real live person, had breathed new life into the writing process. Here we were, using the iPad again, but this time with a concrete audience in mind. The students were even able to customize how they created the books: some used apps like \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, others used outside websites such as \u003c/span>\u003ca href=\"https://www.mystorybook.com/\">\u003cspan style=\"font-weight: 400\">My Storybook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.storyjumper.com/\">\u003cspan style=\"font-weight: 400\">Story Jumper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://storybird.com/\">\u003cspan style=\"font-weight: 400\">Storybird\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students were using powerful apps and websites to create beautiful books, but more importantly, they were really thinking about who would read their work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do you think my student would like this picture?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Would this make sense to a kindergartner?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t wait for my student to read this part!”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531155\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_03.jpg\" alt=\"\" width=\"750\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03-160x92.jpg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite experience occurred with two students who were native Spanish speakers. My friend told me she had a student who was shy and embarrassed about her lack of fluency in English. My student, in contrast, was very proud of his ability to fluently speak Spanish and to excel in higher-level Spanish classes. However, English was definitely not his favorite subject. He didn’t love writing. But when I asked if he could write in Spanish for this little girl who was still learning English, his face lit up. He carefully crafted a beautiful book, written all in Spanish, which was a fairytale. I had never seen him work so hard on a piece of writing, and actually enjoy it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were thinking critically and carefully considering their audience. As an added bonus, I found that students who pretty much never handed in work worked hard on this assignment and completed it. As it turned out, the image of a heartbroken little kindergartner who didn’t receive a book was much more powerful than the threat of a bad grade. And watching my students act as role models to awestruck kindergartners who were so honored that a cool, older student had written a book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just for them \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">was one million times more powerful than seeing a comment on a blog.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531157\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_01.jpg\" alt=\"\" width=\"750\" height=\"416\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-672x372.jpg 672w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was one that will always stay with me as the moment when I realized that the best way to use digital tools was to remember the human element. The internet seemed to hold limitless possibilities for publication to an authentic audience, but it turned out that using digital media as a tool to connect with a real, live person was much more powerful. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Mr. Chang, who stole your bathroom pass?!” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under normal circumstances, when you hear a comment like that from high school students who you have not had in your class, it may be an indication of poor classroom management. However, when you deliberately misplace your classroom pass and redesign a chemistry lab so that your students can apply scientific principles to solve the mystery, and when you collaborate with the video production teacher to have the mystery broadcast to the whole school, what you have in this case is an engaged, authentic audience of high schoolers badgering you about your bathroom pass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea above started with a simple question: How do I make reaction matrices and identifying unknowns in a chemical reaction fun for my students? In my students’ terms, how do I make my assignment more “lit”? I started with a scenario that any student at Workman High School would be familiar with: a missing bathroom pass. Students had to develop a claim, design their own reaction matrix and construct an explanation of their results in the form of an \u003c/span>\u003ca href=\"http://3.bp.blogspot.com/-_742qo3JDoY/UlsKTIQYwtI/AAAAAAAABCk/KtgnfQesl1c/s1600/argument.jpg\">\u003cspan style=\"font-weight: 400\">NSTA Argumentation Chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first time I ran this lab using the “missing bathroom pass” as our example, students met the lesson objectives (that fit with the NGSS Science and Engineering Practice of \u003c/span>\u003ca href=\"https://ngss.nsta.org/Practices.aspx?id=6\">\u003cspan style=\"font-weight: 400\">constructing explanations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), completed their argumentation chart and were able to solve the mystery. However, it missed a “so what” component, a payoff that students who solved the mystery could share with their peers who hadn’t taken chemistry class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next semester, I ran the same lab again, but this time our video production instructor allowed me to collaborate with him to develop a segment for “Lobovision,” the weekly broadcast all students watch during homeroom. I selected four students who were in my chemistry class and were also in video production, gave them a loose script to follow and let them create two videos. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKWL7jqv2w&list=UURmzmuI5zqCqSQqO_7nJByg&index=15\">\u003cspan style=\"font-weight: 400\">The first video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlighted the missing bathroom pass, which was shown at the beginning of the week when we begin our lab. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=g0Adbj3QSPQ&index=12&list=UURmzmuI5zqCqSQqO_7nJByg\">\u003cspan style=\"font-weight: 400\">The second video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlighted how we identified who “stole the bathroom pass,” which was shown the following Monday after completing the lab in class. Through this activity the students who participated not only met the NGSS Science and Engineering Practice of \u003c/span>\u003ca href=\"https://ngss.nsta.org/Practices.aspx?id=8\">\u003cspan style=\"font-weight: 400\">communicating their scientific findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they were also able to do so to an authentic audience, some of whom were so engaged that they came to offer me their ideas as to who stole my bathroom pass even though they weren’t part of my class!\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/9FKWL7jqv2w?start=136\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>\u003cspan style=\"font-weight: 400\">The first video segment produced by Mr. Chang’s students. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\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/g0Adbj3QSPQ?start=367\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>\u003cspan style=\"font-weight: 400\">The second video segment: the solution to the mystery. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest takeaway from this project was realizing the video media resources I have access to to help share what we learn in class with the rest of the student body. As a chemistry teacher, media is not my forte, but it is for many of the students in our classrooms. I have student athletes who create their own highlight videos via Hudl, students who create their own music and share it on Soundcloud, and students who live-stream themselves playing video games via Twitch. By engaging students in something that they enjoy and asking them to do so through the lens of what we learn in chemistry class, media has not only provided an opportunity to have an authentic audience, but also a new form of assessment that is relevant to the world students are part of outside the classroom. Although using video media is something I’ve only begun experimenting with, here are some quick tips I learned through this project.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Provide potential collaborators with reasons to collaborate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to collaborating with peers, I was lucky to have a willing and inviting peer to work with. But, if you happen to have a reluctant teacher that you’re hoping to collaborate with, it is best to make it as easy as possible for them and provide them with a reason to collaborate that meets their needs as well. For instance, I developed a script, set the time for students to film during my prep period, and provided an opportunity for students to create a final product which could be used in the weekly production that Mr. Jimenez is ultimately responsible for.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Try your best to make sure that all students have access to media production and an authentic audience\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my first trial of this assignment, I only had students of mine who were currently enrolled in video production create the video segments. In the next iteration of this assignment, I will have all my chemistry students participate in making media, whether it be in the form of video, a blog post or podcast. Additionally, I want to look beyond just video production and identify additional outlets for students to share their work. Options include the school’s website or the school’s Instagram account.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Pursue fun ideas and collaborate more with your students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it seems ridiculous that any student would care about a missing bathroom pass, we all know that sometimes it’s the silly things that capture our students’ attention. In addition to our video production, I also made a \u003c/span>\u003ca href=\"https://twitter.com/workman_chang\">\u003cspan style=\"font-weight: 400\">Twitter account\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">to add additional hype. But, like any social media novice, I gave up before any momentum took place. Perhaps I need to ask my students for some help on that end!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to prepare our students for the 21st century, I know I must provide opportunities for students to incorporate and create media while teaching chemistry content. But I’ve learned that fellow teachers and my own students can be great collaborators in creating those opportunities and making them a success.\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 videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-production-for-the-classroom?utm_source=ITC&utm_medium=blog\">Video Production for the Classroom\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>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Mr. Chang, who stole your bathroom pass?!” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under normal circumstances, when you hear a comment like that from high school students who you have not had in your class, it may be an indication of poor classroom management. However, when you deliberately misplace your classroom pass and redesign a chemistry lab so that your students can apply scientific principles to solve the mystery, and when you collaborate with the video production teacher to have the mystery broadcast to the whole school, what you have in this case is an engaged, authentic audience of high schoolers badgering you about your bathroom pass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea above started with a simple question: How do I make reaction matrices and identifying unknowns in a chemical reaction fun for my students? In my students’ terms, how do I make my assignment more “lit”? I started with a scenario that any student at Workman High School would be familiar with: a missing bathroom pass. Students had to develop a claim, design their own reaction matrix and construct an explanation of their results in the form of an \u003c/span>\u003ca href=\"http://3.bp.blogspot.com/-_742qo3JDoY/UlsKTIQYwtI/AAAAAAAABCk/KtgnfQesl1c/s1600/argument.jpg\">\u003cspan style=\"font-weight: 400\">NSTA Argumentation Chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first time I ran this lab using the “missing bathroom pass” as our example, students met the lesson objectives (that fit with the NGSS Science and Engineering Practice of \u003c/span>\u003ca href=\"https://ngss.nsta.org/Practices.aspx?id=6\">\u003cspan style=\"font-weight: 400\">constructing explanations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), completed their argumentation chart and were able to solve the mystery. However, it missed a “so what” component, a payoff that students who solved the mystery could share with their peers who hadn’t taken chemistry class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next semester, I ran the same lab again, but this time our video production instructor allowed me to collaborate with him to develop a segment for “Lobovision,” the weekly broadcast all students watch during homeroom. I selected four students who were in my chemistry class and were also in video production, gave them a loose script to follow and let them create two videos. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9FKWL7jqv2w&list=UURmzmuI5zqCqSQqO_7nJByg&index=15\">\u003cspan style=\"font-weight: 400\">The first video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlighted the missing bathroom pass, which was shown at the beginning of the week when we begin our lab. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=g0Adbj3QSPQ&index=12&list=UURmzmuI5zqCqSQqO_7nJByg\">\u003cspan style=\"font-weight: 400\">The second video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlighted how we identified who “stole the bathroom pass,” which was shown the following Monday after completing the lab in class. Through this activity the students who participated not only met the NGSS Science and Engineering Practice of \u003c/span>\u003ca href=\"https://ngss.nsta.org/Practices.aspx?id=8\">\u003cspan style=\"font-weight: 400\">communicating their scientific findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they were also able to do so to an authentic audience, some of whom were so engaged that they came to offer me their ideas as to who stole my bathroom pass even though they weren’t part of my class!\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/9FKWL7jqv2w?start=136\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>\u003cspan style=\"font-weight: 400\">The first video segment produced by Mr. Chang’s students. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/g0Adbj3QSPQ?start=367\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>\u003cspan style=\"font-weight: 400\">The second video segment: the solution to the mystery. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest takeaway from this project was realizing the video media resources I have access to to help share what we learn in class with the rest of the student body. As a chemistry teacher, media is not my forte, but it is for many of the students in our classrooms. I have student athletes who create their own highlight videos via Hudl, students who create their own music and share it on Soundcloud, and students who live-stream themselves playing video games via Twitch. By engaging students in something that they enjoy and asking them to do so through the lens of what we learn in chemistry class, media has not only provided an opportunity to have an authentic audience, but also a new form of assessment that is relevant to the world students are part of outside the classroom. Although using video media is something I’ve only begun experimenting with, here are some quick tips I learned through this project.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Provide potential collaborators with reasons to collaborate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to collaborating with peers, I was lucky to have a willing and inviting peer to work with. But, if you happen to have a reluctant teacher that you’re hoping to collaborate with, it is best to make it as easy as possible for them and provide them with a reason to collaborate that meets their needs as well. For instance, I developed a script, set the time for students to film during my prep period, and provided an opportunity for students to create a final product which could be used in the weekly production that Mr. Jimenez is ultimately responsible for.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Try your best to make sure that all students have access to media production and an authentic audience\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my first trial of this assignment, I only had students of mine who were currently enrolled in video production create the video segments. In the next iteration of this assignment, I will have all my chemistry students participate in making media, whether it be in the form of video, a blog post or podcast. Additionally, I want to look beyond just video production and identify additional outlets for students to share their work. Options include the school’s website or the school’s Instagram account.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Do: Pursue fun ideas and collaborate more with your students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it seems ridiculous that any student would care about a missing bathroom pass, we all know that sometimes it’s the silly things that capture our students’ attention. In addition to our video production, I also made a \u003c/span>\u003ca href=\"https://twitter.com/workman_chang\">\u003cspan style=\"font-weight: 400\">Twitter account\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">to add additional hype. But, like any social media novice, I gave up before any momentum took place. Perhaps I need to ask my students for some help on that end!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to prepare our students for the 21st century, I know I must provide opportunities for students to incorporate and create media while teaching chemistry content. But I’ve learned that fellow teachers and my own students can be great collaborators in creating those opportunities and making them a success.\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 videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-production-for-the-classroom?utm_source=ITC&utm_medium=blog\">Video Production for the Classroom\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“Mom, no one blogs anymore.” That’s what my 8th grade daughter said when I told her I was working on a blogging unit for my middle school Journalism and Digital Media classes. Teaching middle school while parenting a middle-schooler creates conditions for feedback to my practice in the most profound of ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Gen-Xers like myself, blogs were part of our formative experience with the Web. And as a former journalist, blogs represented for me a seminal way free speech had been democratized by our connected world. I knew I wanted my students to use a digital platform to voice their opinions and—especially for students on the wrong side of the digital divide—I wanted my students to gain fluency with basic web publishing skills. Of course blogs are a natural addition to any media classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, after speaking with my daughter, I did see her point. Blogs—the original “Web Logs” of old—do seem awfully archaic and “Web 1.0” to Generation Z. Young people ARE constantly expressing themselves online via newer platforms, of course. Even established bloggers are abandoning their WordPress accounts in favor of YouTube or Instagram Stories. While adults like myself might have a list of favorite blogs, my daughter is partially right. Kids don’t blog. But should they? And what role do blogs play in the classroom?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first had my students create blogs several years ago, they enjoyed the process of setting up their pages. They customized the themes, played with gadgets and imported photos. But blogging is, in its essence, really just writing but with more bells and whistles. Stuff needs to go INTO a blog, and therein lies the challenge. What should go into a blog? What is the purpose of setting up a blog over writing in, say, a Google Doc which can actually be shared more easily with classmates?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I will tell you, the first year I blogged with my students, I had grand visions of students updating their blogs regularly, linking to other blogs and generously commenting on others’ work. But the truth is, after writing a few posts, the blogs ended up going to seed. I had trouble incorporating regular blogging into the routine. I also didn’t know what to assess. What makes a blog post good? I had more questions than answers, and resources on the Internet were no help. In truth, my students would not have the time in class to dedicate to a serialized posting regimen. Good blogs unfold like an epistolary novel over time, and it’s not something students can accomplish in one unit before moving on to another media project. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then it hit me. I was approaching it all wrong. A blog is merely a tool—a tool for publishing work, like a hardcover book, a newspaper or a magazine. But for whom are we publishing? It’s not the teacher; she can read work in any submitted form. It’s not the general public, who are unlikely to stumble upon a student blog. Students can read and critique each other’s work, but mostly, blogs are for parents and the students themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, I incorporate blogs in my classroom, but they serve as a portfolio of edited summative assignments. In my journalism and digital media classes, students publish completed newspaper articles, editorials, photo essays, podcasts, animations and other products. These small corners of cyberspace allow students to keep a detailed account of everything they have completed over the course of a year. Blogs have also become indispensable tools for parent conferences. I simply pull up the student’s blog and I’m able to showcase all of their work. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531124\" class=\"wp-caption alignnone\" style=\"max-width: 1204px\">\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Blog-Example.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531124 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Blog-Example.png\" width=\"1204\" height=\"802\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example.png 1204w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-800x533.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-768x512.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-1020x679.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-1200x799.png 1200w\" sizes=\"(max-width: 1204px) 100vw, 1204px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">In Teresa Wierzbianska’s class, students showcased their finished work in blogs. This is a screenshot of one of the students’ blogs.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is my approach to setting up student blogs.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">At the beginning of the year, I have my students create \u003c/span>\u003ca href=\"https://www.blogger.com/\">\u003cspan style=\"font-weight: 400\">Blogger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accounts. They are free and easy to set up for anyone with a Google account. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I create a lesson on saving images to their Google Drive and publishing a new post.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I have them complete a simple assessment in which they write an introductory post about themselves that includes an imported image. Then I have them visit each others’ pages to comment. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I have students email me a link to their blogs, which I copy into an alphabetized Google Doc for easy grading (I would advise against using an RSS feed)\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this assessment, I grade them on two standards.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">CCSS.ELA-LITERACY.W.7.10\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">CCSS-aligned technology standard:\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Use a variety of media to present information for specific purposes (e.g., reports,\u003c/span> \u003cspan style=\"font-weight: 400\">research papers, presentations, newsletters, Web sites, podcasts, blogs) citing sources\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then we move on and revisit the blog once we have a finished product to publish. In your class, this could be a completed essay, a jpeg of an art piece or math problem, an infographic that depicts course content or any other creation. All formative work is done offline, but students know that if they want a grade for a summative project assignment, they need to publish it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My takeaway: If you want your students to journal, reflect, answer quick-write prompts or complete other formative or non-graded work, do so offline, on Google Classroom or on a shared class-blog. But a personal blog is a place to share out proudly. Cultivate a sense of pride in students’ work by allowing them time to create work they truly want to share when it is time to publish. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Editor’s Note:\u003c/b>\u003cspan style=\"font-weight: 400\"> Although Teresa wrote this post when she was still a classroom teacher, we are excited to announce that she has since joined the KQED Education team as our Program Manager for Student Media and Classroom Learning! Using her extensive experience with youth media-making, Teresa will be leading our efforts to engage youth on \u003c/span>\u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and developing our \u003c/span>\u003ca href=\"https://www.kqed.org/news/tag/youth-takeover?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Youth Takeover\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of KQED News. Welcome, Teresa!\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Mom, no one blogs anymore.” That’s what my 8th grade daughter said when I told her I was working on a blogging unit for my middle school Journalism and Digital Media classes. Teaching middle school while parenting a middle-schooler creates conditions for feedback to my practice in the most profound of ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Gen-Xers like myself, blogs were part of our formative experience with the Web. And as a former journalist, blogs represented for me a seminal way free speech had been democratized by our connected world. I knew I wanted my students to use a digital platform to voice their opinions and—especially for students on the wrong side of the digital divide—I wanted my students to gain fluency with basic web publishing skills. Of course blogs are a natural addition to any media classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, after speaking with my daughter, I did see her point. Blogs—the original “Web Logs” of old—do seem awfully archaic and “Web 1.0” to Generation Z. Young people ARE constantly expressing themselves online via newer platforms, of course. Even established bloggers are abandoning their WordPress accounts in favor of YouTube or Instagram Stories. While adults like myself might have a list of favorite blogs, my daughter is partially right. Kids don’t blog. But should they? And what role do blogs play in the classroom?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first had my students create blogs several years ago, they enjoyed the process of setting up their pages. They customized the themes, played with gadgets and imported photos. But blogging is, in its essence, really just writing but with more bells and whistles. Stuff needs to go INTO a blog, and therein lies the challenge. What should go into a blog? What is the purpose of setting up a blog over writing in, say, a Google Doc which can actually be shared more easily with classmates?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I will tell you, the first year I blogged with my students, I had grand visions of students updating their blogs regularly, linking to other blogs and generously commenting on others’ work. But the truth is, after writing a few posts, the blogs ended up going to seed. I had trouble incorporating regular blogging into the routine. I also didn’t know what to assess. What makes a blog post good? I had more questions than answers, and resources on the Internet were no help. In truth, my students would not have the time in class to dedicate to a serialized posting regimen. Good blogs unfold like an epistolary novel over time, and it’s not something students can accomplish in one unit before moving on to another media project. \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\">Then it hit me. I was approaching it all wrong. A blog is merely a tool—a tool for publishing work, like a hardcover book, a newspaper or a magazine. But for whom are we publishing? It’s not the teacher; she can read work in any submitted form. It’s not the general public, who are unlikely to stumble upon a student blog. Students can read and critique each other’s work, but mostly, blogs are for parents and the students themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, I incorporate blogs in my classroom, but they serve as a portfolio of edited summative assignments. In my journalism and digital media classes, students publish completed newspaper articles, editorials, photo essays, podcasts, animations and other products. These small corners of cyberspace allow students to keep a detailed account of everything they have completed over the course of a year. Blogs have also become indispensable tools for parent conferences. I simply pull up the student’s blog and I’m able to showcase all of their work. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_531124\" class=\"wp-caption alignnone\" style=\"max-width: 1204px\">\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Blog-Example.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531124 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Blog-Example.png\" width=\"1204\" height=\"802\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example.png 1204w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-800x533.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-768x512.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-1020x679.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Blog-Example-1200x799.png 1200w\" sizes=\"(max-width: 1204px) 100vw, 1204px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">In Teresa Wierzbianska’s class, students showcased their finished work in blogs. This is a screenshot of one of the students’ blogs.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is my approach to setting up student blogs.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">At the beginning of the year, I have my students create \u003c/span>\u003ca href=\"https://www.blogger.com/\">\u003cspan style=\"font-weight: 400\">Blogger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accounts. They are free and easy to set up for anyone with a Google account. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I create a lesson on saving images to their Google Drive and publishing a new post.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I have them complete a simple assessment in which they write an introductory post about themselves that includes an imported image. Then I have them visit each others’ pages to comment. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I have students email me a link to their blogs, which I copy into an alphabetized Google Doc for easy grading (I would advise against using an RSS feed)\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this assessment, I grade them on two standards.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">CCSS.ELA-LITERACY.W.7.10\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">CCSS-aligned technology standard:\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Use a variety of media to present information for specific purposes (e.g., reports,\u003c/span> \u003cspan style=\"font-weight: 400\">research papers, presentations, newsletters, Web sites, podcasts, blogs) citing sources\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then we move on and revisit the blog once we have a finished product to publish. In your class, this could be a completed essay, a jpeg of an art piece or math problem, an infographic that depicts course content or any other creation. All formative work is done offline, but students know that if they want a grade for a summative project assignment, they need to publish it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My takeaway: If you want your students to journal, reflect, answer quick-write prompts or complete other formative or non-graded work, do so offline, on Google Classroom or on a shared class-blog. But a personal blog is a place to share out proudly. Cultivate a sense of pride in students’ work by allowing them time to create work they truly want to share when it is time to publish. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Editor’s Note:\u003c/b>\u003cspan style=\"font-weight: 400\"> Although Teresa wrote this post when she was still a classroom teacher, we are excited to announce that she has since joined the KQED Education team as our Program Manager for Student Media and Classroom Learning! Using her extensive experience with youth media-making, Teresa will be leading our efforts to engage youth on \u003c/span>\u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and developing our \u003c/span>\u003ca href=\"https://www.kqed.org/news/tag/youth-takeover?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Youth Takeover\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of KQED News. Welcome, Teresa!\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to incorporate blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "More Powerful than PowerPoint: Interactive Slideshows | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I had always told my students that PowerPoint was my pet peeve. Every teacher has the same recurring dream (or should I say, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">nightmare\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">): You assign a group project that includes multiple research days so you can catch up on grading, planning and breathing. The next four days of class, however, you have subjected yourself to presentation after repetitive presentation of students reading word for word off of their PowerPoint slide deck. Nothing added, nothing analyzed, just a string of words in paragraph form plopped onto a slide in hopes there is enough information added from Wikipedia to get the points without arousing suspicion of plagiarism. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>My (Tired) Example\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an attempt to avoid this fate, I would model how PowerPoint was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">meant \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">to be used by giving PowerPoint lectures with only one or two words on the screen. I held myself up as the perfect example. No fill-in-the-blank notes, just a screen with two words and a picture. This was truly the definition of teaching at its best; this was the way technology was meant to be used in the classroom setting! Nevermind that my students were still mostly passive in their learning… I convinced myself that because they needed to be actively listening to understand my lecture they were learning. I convinced myself that because they weren’t spending time mindlessly copying the words off the screen they were instead listening to me, processing my words, and connecting them to the picture or term on the screen. To be blunt, I was ignorant in my understanding of how my teaching was affecting all learners. Instead of using the amazing resource I had in front of me,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> the students\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I continued to make the lesson about me. I let my own personal bias and experiences in my education career steamroll what was best for my students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The New Way to “Lecture”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though I didn’t often lecture using PowerPoint, today I use that strategy even less. Like every teacher, I try to come up with creative lessons, activities and group work that engages my students while helping them foster an innovator’s mindset of inquiry-based learning. However, as a History teacher (I teach AP US History to sophomores five hours a day) I still found it necessary to deliver information to students directly. While reading is fundamental to the work we do in our class, I also am very aware that many students do not complete, comprehend or enjoy that aspect of the class. I also enjoy delivering content to students as I attempt to weave a narrative that both entertains and explains. The problem with PowerPoint is that as much as I attempt to focus my students on the “story” part of history, they are determined to write down any and every word they can in preparation for the assessment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was at a professional development session this past summer (I can’t believe I am writing something about PD either) that I was introduced to \u003c/span>\u003ca href=\"http://www.nearpod.com\">\u003cspan style=\"font-weight: 400\">Nearpod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This interactive way to develop questions, activities and collaboration within existing PowerPoints revolutionized my teaching. Not only did it give me an option for when I was absent—this application is the closest I’ve come to actually being in the classroom when I’m away—but it also allowed me to flip my classroom and better engage students. Seeing how I could \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actually\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> make my lectures interactive was the fulfillment of what I had been trying to do for years! Instead of just preaching my vision of what PowerPoint could be—a tool to help deliver content knowledge to students who were actively engaged in learning, not just rote reading, copying or note-taking—I was now seeing it in action. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531108\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2.png\" alt=\"\" width=\"870\" height=\"514\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2.png 870w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-160x95.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-800x473.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-768x454.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-240x142.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-375x222.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-520x307.png 520w\" sizes=\"(max-width: 870px) 100vw, 870px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the tools within the app I could create guiding questions that allowed students to collaborate on the slide while I was using it. Students were actively answering questions while I was lecturing, giving me real time feedback of their understanding of the topic as well as their understanding of what was important. Even if they were shy or struggled to grasp the material the night before, I had full participation in the lesson. Even unmotivated students saw the opportunity to get immediate feedback and guide the lesson themselves. Instead of the normal hand or two that directed our discussions, I saw all 30 students’ voices on the screen and could comprehend what part of my narrative was being lost. Using Nearpod, I have the ability to embed assessments into the slides and my personal favorite, drawing activities. Right on their phones students could dissect a primary source document and share it with the class. My nightmare had become a dream: the entire class was fully engaged in a PowerPoint lesson! \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students Lead the Way\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students also have the ability to move away from those boring, repetitive presentations and use Nearpod as a way to engage their audience. Not only has my teaching changed, but so, too, has my students’ understanding of what a presentation can be. I actually look forward to assigning group projects now and not because of the catch-up time. Seeing how students have taken my example and molded it into an interactive presentation shows me so much more about their research. The questions and activities they place into their presentation represents the depth of the knowledge they obtained. Now my students are the ones setting the example. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I had always told my students that PowerPoint was my pet peeve. Every teacher has the same recurring dream (or should I say, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">nightmare\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">): You assign a group project that includes multiple research days so you can catch up on grading, planning and breathing. The next four days of class, however, you have subjected yourself to presentation after repetitive presentation of students reading word for word off of their PowerPoint slide deck. Nothing added, nothing analyzed, just a string of words in paragraph form plopped onto a slide in hopes there is enough information added from Wikipedia to get the points without arousing suspicion of plagiarism. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>My (Tired) Example\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an attempt to avoid this fate, I would model how PowerPoint was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">meant \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">to be used by giving PowerPoint lectures with only one or two words on the screen. I held myself up as the perfect example. No fill-in-the-blank notes, just a screen with two words and a picture. This was truly the definition of teaching at its best; this was the way technology was meant to be used in the classroom setting! Nevermind that my students were still mostly passive in their learning… I convinced myself that because they needed to be actively listening to understand my lecture they were learning. I convinced myself that because they weren’t spending time mindlessly copying the words off the screen they were instead listening to me, processing my words, and connecting them to the picture or term on the screen. To be blunt, I was ignorant in my understanding of how my teaching was affecting all learners. Instead of using the amazing resource I had in front of me,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> the students\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I continued to make the lesson about me. I let my own personal bias and experiences in my education career steamroll what was best for my students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The New Way to “Lecture”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though I didn’t often lecture using PowerPoint, today I use that strategy even less. Like every teacher, I try to come up with creative lessons, activities and group work that engages my students while helping them foster an innovator’s mindset of inquiry-based learning. However, as a History teacher (I teach AP US History to sophomores five hours a day) I still found it necessary to deliver information to students directly. While reading is fundamental to the work we do in our class, I also am very aware that many students do not complete, comprehend or enjoy that aspect of the class. I also enjoy delivering content to students as I attempt to weave a narrative that both entertains and explains. The problem with PowerPoint is that as much as I attempt to focus my students on the “story” part of history, they are determined to write down any and every word they can in preparation for the assessment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was at a professional development session this past summer (I can’t believe I am writing something about PD either) that I was introduced to \u003c/span>\u003ca href=\"http://www.nearpod.com\">\u003cspan style=\"font-weight: 400\">Nearpod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This interactive way to develop questions, activities and collaboration within existing PowerPoints revolutionized my teaching. Not only did it give me an option for when I was absent—this application is the closest I’ve come to actually being in the classroom when I’m away—but it also allowed me to flip my classroom and better engage students. Seeing how I could \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actually\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> make my lectures interactive was the fulfillment of what I had been trying to do for years! Instead of just preaching my vision of what PowerPoint could be—a tool to help deliver content knowledge to students who were actively engaged in learning, not just rote reading, copying or note-taking—I was now seeing it in action. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531108\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2.png\" alt=\"\" width=\"870\" height=\"514\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2.png 870w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-160x95.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-800x473.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-768x454.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-240x142.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-375x222.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Screen-Shot-2019-01-08-at-5.19.01-PM-2-520x307.png 520w\" sizes=\"(max-width: 870px) 100vw, 870px\">\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\">Using the tools within the app I could create guiding questions that allowed students to collaborate on the slide while I was using it. Students were actively answering questions while I was lecturing, giving me real time feedback of their understanding of the topic as well as their understanding of what was important. Even if they were shy or struggled to grasp the material the night before, I had full participation in the lesson. Even unmotivated students saw the opportunity to get immediate feedback and guide the lesson themselves. Instead of the normal hand or two that directed our discussions, I saw all 30 students’ voices on the screen and could comprehend what part of my narrative was being lost. Using Nearpod, I have the ability to embed assessments into the slides and my personal favorite, drawing activities. Right on their phones students could dissect a primary source document and share it with the class. My nightmare had become a dream: the entire class was fully engaged in a PowerPoint lesson! \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students Lead the Way\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students also have the ability to move away from those boring, repetitive presentations and use Nearpod as a way to engage their audience. Not only has my teaching changed, but so, too, has my students’ understanding of what a presentation can be. I actually look forward to assigning group projects now and not because of the catch-up time. Seeing how students have taken my example and molded it into an interactive presentation shows me so much more about their research. The questions and activities they place into their presentation represents the depth of the knowledge they obtained. Now my students are the ones setting the example. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Digital Portfolios Increase Student Choice",
"headTitle": "How Digital Portfolios Increase Student Choice | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When I originally started teaching five years ago, I had one ipad for 20 students to share. Five years later and we are not only 1:1 with tablets, but we also have a station of chromebooks for students to use. Students are even starting to take their very own chromebooks home to continue to have access even when they are not in our classrooms. Having this access to technology has been transformative. However, it wasn’t the access \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">alone \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">that was transformative–like anything else, technology is simply a tool. How we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">use \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">this tool makes it transformative, increasing student engagement and allowing me to connect with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As technology became more present in my classroom, I was encouraged by a friend on Twitter to start using an app called \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Seesaw is a student digital portfolio platform that allows students to creatively demonstrate their learning and helps parents connect to their child’s portfolio and communicate with the teacher. Using Seesaw, you can even create a classroom blog to connect with other classrooms in a way that is safe for elementary students. I decided to try it out, since students need to not only have access to technology, but also understand how to use it to innovate, create and solve problems to really prepare them for careers and help them become active classroom participants. Once I started using Seesaw, I saw students more engaged with the material and willing to try new things. I also saw parents connecting to their child’s learning in new ways. Furthermore, I heard students who were timid and afraid to share in class actively sharing their thoughts and ideas in a way they never could before. I was so excited I listened to my friend and tried out a tool that could help me transform my classroom from one that simply had access to technology to one that used technology to increase student choice and to further family connection to student learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Increases Student Choice\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A digital portfolio like Seesaw can help students showcase their learning. Seesaw has multiple tools built into the platform that students can use to demonstrate what they’ve learned. Students can take pictures, record live videos or upload videos from other sources, draw and record at the same time, add files from their devices or Google Drive, type onto a digital notebook, or add a link from any website or platform.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how does this relate to student choice? Say, for example, that you are teaching students to retell key details in a text. They need to introduce the text and use transitional words to write a beginning, middle and end. With Seesaw, they have multiple choices for how to do this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 1: Students can write in their writing journal. Then they can take a picture and record themselves reading it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/2O1Lzcu\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531084 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-4.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 2: Students can use the drawing tool to draw their writing retell, label the parts of their picture and then use the caption tool to write a paragraph.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531083\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-3.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 3: Students can complete their writing in a Google Doc and upload it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Or what about math? Students also have multiple choices in how they can demonstrate their learning and understanding in math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 1: Students can make it interactive with manipulatives. Here the students use place value blocks to build a robot.Then they took a picture of it on Seesaw and used the label tool to annotate their block robot and write out the number.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531087\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 2: Students use the drawing tool to draw out their mathematical thinking and then record an explanation.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.a4154da6-909c-4974-8201-3446bd2d3d0f&share_token=EO06ys5ASeqxI5DOE7V47A&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531082 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-2.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 3: Students draw and record at the same time while solving simple subtraction problems. The final product is a video.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.6d42541d-1296-477c-ad2a-4ecedcc05d5b&share_token=C62Al6H8Q5SsEXJz7e1RXA&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531081 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-1.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can even give them more choices by using outside sources. Within Seesaw you can “App-Smash”–students can literally demonstrate their knowledge anywhere and upload it to Seesaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.doink.com/\">DoInk Green Screen\u003c/a>: Students chose to retell important information about Martin Luther King Jr. using DoInk and then uploaded it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.d0360f73-f502-45a6-9fcf-6ed4fd8ef262&share_token=076mXzlITqeU6tw5kg-9Yw&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531094 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/MLK.png\" width=\"802\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK.png 802w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-800x439.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-768x421.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-375x206.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-520x285.png 520w\" sizes=\"(max-width: 802px) 100vw, 802px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a>: Students made a video on Adobe Spark instead of a traditional book report and then uploaded it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.e5ee034b-f877-407f-899f-a0a8be5a1db0&share_token=ou7KaXAfRMqEjEJM2BhG_Q&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531093 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/soup.png\" width=\"798\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup.png 798w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-240x131.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-375x204.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-520x283.png 520w\" sizes=\"(max-width: 798px) 100vw, 798px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/\">Chatterpix\u003c/a>: Students described a president and used Chatterpix to animate it and then added it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.6cb1fe81-5f4d-4355-9d9c-3bb35c529a36&share_token=3dL3obUGTDKu1sgnP1ZIdQ&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531092 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/GW-chatterpix.png\" width=\"646\" height=\"432\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix.png 646w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-240x160.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-375x251.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-520x348.png 520w\" sizes=\"(max-width: 646px) 100vw, 646px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The possibilities for student creativity are really endless. If your students can think it, they can do it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is also another major benefit of Seesaw that I’ve seen in my classroom: connecting parents to their student’s learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connecting With Parents\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The relationship between teacher, student and parent(s) is absolutely essential to the success of every single student. Using a digital portfolio tool like Seesaw is a great way to not only build those relationships, but also have an open door for parents to see exactly what their child is doing in the classroom. Anytime a student uploads an artifact to their portfolio, and the teacher approves it, the parents can get notifications and see what artifact their child uploaded. Additionally, each child can have up to ten family members connected to his/her portfolio. This is probably the biggest area of transformation in my classroom. When we have parent-teacher conferences, the parents now know exactly what to expect because they are seeing their child’s reading, writing and math progression in real time. When we have children from multiple family homes, I am able to communicate effectively with each parent because they are both connected and seeing the same things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can parents see what their child is working on, but they also are actually able to “like” and comment on their child’s work. As a teacher, I can also see exactly which family members have seen which artifacts. I can comment back to them or have the kids comment back. The ability to interact directly with the work builds those relationships and makes a HUGE difference everyday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is an example of comments from both parents on their child’s work below.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531088\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw1.jpg\" alt=\"\" width=\"2592\" height=\"1944\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1.jpg 2592w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-520x390.jpg 520w\" sizes=\"(max-width: 2592px) 100vw, 2592px\">\u003c/p>\n\u003cblockquote>\u003cp>“I love love love it! Dad and I are super grateful for you too! Love you to the moon and back.”\u003c/p>\n\u003cp>“Nice work. I love it!!”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another example where a parent even gives some advice on how to continue to improve.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531089\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw2.jpg\" alt=\"\" width=\"2592\" height=\"1944\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2.jpg 2592w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-520x390.jpg 520w\" sizes=\"(max-width: 2592px) 100vw, 2592px\">\u003c/p>\n\u003cblockquote>\u003cp>“Great job. Don’t forget to use capitals when you start a new sentence! Love you!!”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously I love this part of using Seesaw in the classroom, and so do the kids. They love seeing when their parents have interacted with something they worked hard on. Of course, parents love it too and tell me all the time how much they appreciate the ability to connect with their students’ learning. Some comments I have gotten include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“As a working parent, I often do not get in the classroom as much as I would like to. This app really allows me to see what my child is doing and I feel like I am part of the classroom”.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I wish all teachers would use this app. I love hearing my child reading or seeing what he is learning about throughout the day.”.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It really helps me at home because I know what she is learning about and I can talk to her more about it.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can be incredibly transformative in the classroom when you have the right tools and know how to use them to further your students growth! Seesaw has allowed my students to have more choice, voice and chances to create. It is a tool that helps me see my students’ thinking processes, their level of understanding and how they learn best. And it is a tool that helps connect family members to my students’ learning on a daily basis.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\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\">When I originally started teaching five years ago, I had one ipad for 20 students to share. Five years later and we are not only 1:1 with tablets, but we also have a station of chromebooks for students to use. Students are even starting to take their very own chromebooks home to continue to have access even when they are not in our classrooms. Having this access to technology has been transformative. However, it wasn’t the access \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">alone \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">that was transformative–like anything else, technology is simply a tool. How we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">use \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">this tool makes it transformative, increasing student engagement and allowing me to connect with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As technology became more present in my classroom, I was encouraged by a friend on Twitter to start using an app called \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Seesaw is a student digital portfolio platform that allows students to creatively demonstrate their learning and helps parents connect to their child’s portfolio and communicate with the teacher. Using Seesaw, you can even create a classroom blog to connect with other classrooms in a way that is safe for elementary students. I decided to try it out, since students need to not only have access to technology, but also understand how to use it to innovate, create and solve problems to really prepare them for careers and help them become active classroom participants. Once I started using Seesaw, I saw students more engaged with the material and willing to try new things. I also saw parents connecting to their child’s learning in new ways. Furthermore, I heard students who were timid and afraid to share in class actively sharing their thoughts and ideas in a way they never could before. I was so excited I listened to my friend and tried out a tool that could help me transform my classroom from one that simply had access to technology to one that used technology to increase student choice and to further family connection to student learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Increases Student Choice\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A digital portfolio like Seesaw can help students showcase their learning. Seesaw has multiple tools built into the platform that students can use to demonstrate what they’ve learned. Students can take pictures, record live videos or upload videos from other sources, draw and record at the same time, add files from their devices or Google Drive, type onto a digital notebook, or add a link from any website or platform.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how does this relate to student choice? Say, for example, that you are teaching students to retell key details in a text. They need to introduce the text and use transitional words to write a beginning, middle and end. With Seesaw, they have multiple choices for how to do this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 1: Students can write in their writing journal. Then they can take a picture and record themselves reading it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/2O1Lzcu\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531084 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-4.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-4-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 2: Students can use the drawing tool to draw their writing retell, label the parts of their picture and then use the caption tool to write a paragraph.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531083\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-3.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-3-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 3: Students can complete their writing in a Google Doc and upload it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Or what about math? Students also have multiple choices in how they can demonstrate their learning and understanding in math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 1: Students can make it interactive with manipulatives. Here the students use place value blocks to build a robot.Then they took a picture of it on Seesaw and used the label tool to annotate their block robot and write out the number.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531087\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 2: Students use the drawing tool to draw out their mathematical thinking and then record an explanation.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.a4154da6-909c-4974-8201-3446bd2d3d0f&share_token=EO06ys5ASeqxI5DOE7V47A&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531082 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-2.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-2-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choice 3: Students draw and record at the same time while solving simple subtraction problems. The final product is a video.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.6d42541d-1296-477c-ad2a-4ecedcc05d5b&share_token=C62Al6H8Q5SsEXJz7e1RXA&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531081 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw-1.jpg\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw-1-520x293.jpg 520w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can even give them more choices by using outside sources. Within Seesaw you can “App-Smash”–students can literally demonstrate their knowledge anywhere and upload it to Seesaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.doink.com/\">DoInk Green Screen\u003c/a>: Students chose to retell important information about Martin Luther King Jr. using DoInk and then uploaded it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.d0360f73-f502-45a6-9fcf-6ed4fd8ef262&share_token=076mXzlITqeU6tw5kg-9Yw&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531094 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/MLK.png\" width=\"802\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK.png 802w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-800x439.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-768x421.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-375x206.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/MLK-520x285.png 520w\" sizes=\"(max-width: 802px) 100vw, 802px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a>: Students made a video on Adobe Spark instead of a traditional book report and then uploaded it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.e5ee034b-f877-407f-899f-a0a8be5a1db0&share_token=ou7KaXAfRMqEjEJM2BhG_Q&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531093 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/soup.png\" width=\"798\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup.png 798w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-240x131.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-375x204.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/soup-520x283.png 520w\" sizes=\"(max-width: 798px) 100vw, 798px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/\">Chatterpix\u003c/a>: Students described a president and used Chatterpix to animate it and then added it to Seesaw.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://app.seesaw.me/pages/shared_item?item_id=item.6cb1fe81-5f4d-4355-9d9c-3bb35c529a36&share_token=3dL3obUGTDKu1sgnP1ZIdQ&mode=share\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531092 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/GW-chatterpix.png\" width=\"646\" height=\"432\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix.png 646w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-240x160.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-375x251.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/GW-chatterpix-520x348.png 520w\" sizes=\"(max-width: 646px) 100vw, 646px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The possibilities for student creativity are really endless. If your students can think it, they can do it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is also another major benefit of Seesaw that I’ve seen in my classroom: connecting parents to their student’s learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connecting With Parents\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The relationship between teacher, student and parent(s) is absolutely essential to the success of every single student. Using a digital portfolio tool like Seesaw is a great way to not only build those relationships, but also have an open door for parents to see exactly what their child is doing in the classroom. Anytime a student uploads an artifact to their portfolio, and the teacher approves it, the parents can get notifications and see what artifact their child uploaded. Additionally, each child can have up to ten family members connected to his/her portfolio. This is probably the biggest area of transformation in my classroom. When we have parent-teacher conferences, the parents now know exactly what to expect because they are seeing their child’s reading, writing and math progression in real time. When we have children from multiple family homes, I am able to communicate effectively with each parent because they are both connected and seeing the same things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can parents see what their child is working on, but they also are actually able to “like” and comment on their child’s work. As a teacher, I can also see exactly which family members have seen which artifacts. I can comment back to them or have the kids comment back. The ability to interact directly with the work builds those relationships and makes a HUGE difference everyday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is an example of comments from both parents on their child’s work below.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531088\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw1.jpg\" alt=\"\" width=\"2592\" height=\"1944\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1.jpg 2592w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw1-520x390.jpg 520w\" sizes=\"(max-width: 2592px) 100vw, 2592px\">\u003c/p>\n\u003cblockquote>\u003cp>“I love love love it! Dad and I are super grateful for you too! Love you to the moon and back.”\u003c/p>\n\u003cp>“Nice work. I love it!!”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another example where a parent even gives some advice on how to continue to improve.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531089\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/Seesaw2.jpg\" alt=\"\" width=\"2592\" height=\"1944\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2.jpg 2592w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/Seesaw2-520x390.jpg 520w\" sizes=\"(max-width: 2592px) 100vw, 2592px\">\u003c/p>\n\u003cblockquote>\u003cp>“Great job. Don’t forget to use capitals when you start a new sentence! Love you!!”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously I love this part of using Seesaw in the classroom, and so do the kids. They love seeing when their parents have interacted with something they worked hard on. Of course, parents love it too and tell me all the time how much they appreciate the ability to connect with their students’ learning. Some comments I have gotten include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“As a working parent, I often do not get in the classroom as much as I would like to. This app really allows me to see what my child is doing and I feel like I am part of the classroom”.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I wish all teachers would use this app. I love hearing my child reading or seeing what he is learning about throughout the day.”.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It really helps me at home because I know what she is learning about and I can talk to her more about it.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can be incredibly transformative in the classroom when you have the right tools and know how to use them to further your students growth! Seesaw has allowed my students to have more choice, voice and chances to create. It is a tool that helps me see my students’ thinking processes, their level of understanding and how they learn best. And it is a tool that helps connect family members to my students’ learning on a daily basis.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\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 use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\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 Project Portfolios Take the Pressure Off Performance",
"headTitle": "How Project Portfolios Take the Pressure Off Performance | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“How long are we going to be doing this?” A student speaks up, his tone and body language at the computer clearly communicate his stance: “I didn’t sign up for web design.” Our high school’s project based Engineering classes are held in an expansive makerspace with 20-foot ceilings, a full woodshop, an enclosed welding lab, massive tool cabinets and heavy work tables with loud metal stools. My efforts as a new teacher to have students create online project portfolios pulled us from the workshop and put us in the neighboring computer lab. Students resisted; they had just finished their first project and were eager to start the next. My novice teacher response was to keep repeating that portfolios were worth 25% of the semester grade and to please write about their results. I landed myself in the uncomfortable position of awarding B’s and C’s to students who would have otherwise received high A’s. Since those early days in my teaching career, I have iterated, improved and learned a lot about portfolio uses, benefits and implementation strategy. \u003c/span>\u003c/p>\n\u003ch2>Day One\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, my new Engineering Design students immediately start working on their first project: making \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=13&v=zkZYKkxEskQ\">\u003cspan style=\"font-weight: 400\">hydraulic robots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are to pick up a tennis ball and to put it into a cup in as little time as possible. I mention nothing of portfolios. Students build their machines in the first two weeks of class, getting familiar with the shop, each other and the flow of a work period. I make sure to include “in as little time as possible” when first describing the challenge so that the following makes sense on evaluation day: “You will have the first half of the period to attempt the challenge. Because I can’t be everywhere with the official stopwatch at once, the no-cell-phone policy is lifted. You are to capture a video of your best result and I’ll evaluate what I see there.” The energy and excitement are project-finale high. Students hustle to capture videos and rush around to watch their peers’ performances. I project a countdown on the big screen and when the buzzer goes off, we leave the shop together. Students are animated in the hall, talking about the project. In the computer lab, I model creating a simple Google Sites web page with an embedded video. They do so and email me the link. Portfolio creation happens just like that, without resistance. Students are excited to share their results.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Afterwards, I explain the importance of portfolios. I explain how every job, scholarship and college application now has a space for a portfolio link. I describe a simple portfolio structure: a main “Landing Page” with a picture they captured, a blurb about themselves and a list of their projects, where each project name links to a page containing project pictures, videos and reflections. One page per project, that’s it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an \u003c/span>\u003ca href=\"https://sites.google.com/site/rmclaughlinengineering/home\">\u003cspan style=\"font-weight: 400\">example student portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/site/rmclaughlinengineering/home\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531069 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/ExamplePortfolio.png\" width=\"1069\" height=\"595\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio.png 1069w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-800x445.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-768x427.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-1020x568.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-960x534.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-520x289.png 520w\" sizes=\"(max-width: 1069px) 100vw, 1069px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I finish my portfolio instruction by explaining that each project documentation page will include responses to the \u003c/span>\u003ca href=\"https://sites.google.com/site/mrvphysics/project-documentation-expectations\">\u003cspan style=\"font-weight: 400\">same 5 reflection prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that we’re going to do the portfolio work a little at a time–it should never feel like a big deal. I’ve found it helpful on project kickoff days to model finding the project reflection prompts, creating a new project link and to then assign students to do the same and to post a few sentences in response to prompt number two:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">What are the goals of the project? Make it clear what learning we are trying to accomplish and how we’ll know we’ve succeeded.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is easy to then go through each student’s interpretation of the project expectations, catching misconceptions and areas needing further clarification. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the first introductory project where students post a video of their device’s best performance and the second, more substantial project requiring a full portfolio entry, the portfolio process becomes automatic. There are snags and struggles along the way, but this implementation strategy has yielded the most success. \u003c/span>\u003c/p>\n\u003ch2>The Big Day\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project based education always entails students preparing for and performing on some “Big Day” that boasts an authentic audience of parents, friends and peers. The experience is wonderful, but typically brings high anxiety to both student and teacher, and let’s not forget the hopelessness for groups struggling to succeed. I remember hollering all period in my early career, “Team seven! You are up next! Team eight! Go ahead and get ready!” By shifting the evaluation away from the Big Day, and towards the portfolio entry documenting and discussing the results, stress is dramatically reduced in several ways. First, I get to be on everybody’s team. No longer am I the evaluator scribbling behind a clipboard. I am relaxed, engaged with classroom visitors, cheering for my students’ success and reminding them about data to capture for the portfolio entry. Second, all of the hollering and spotlight directing goes away. I set up multiple evaluation locations in the room and encourage groups to record results as soon as they are ready. Parents, visitors and peers interested in seeing a group perform will watch. Third, when students post results, they reflect and retain more of the project lesson. Finally, expecting documentation of a project rather than the project itself enables calming conversations like this one: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s too bad that your project didn’t do as well as we had hoped. Post and review what you saw, then write about what you think went wrong and what changes you would make if you had more time. Remember, the goal is the learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I post it working later, will I get full credit?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Absolutely.”\u003c/span>\u003c/p>\n\u003ch2>The Days Ahead\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portfolios have a larger, future-oriented purpose. A former student emailed,\u003c/span> \u003cspan style=\"font-weight: 400\">“I’ve been linking the website you had us create to a lot of job applications I send out. It’s really helpful to show what I’ve done. … I hated doing it, but was well worth [sic]. I’m considering updating it with current projects.” Portfolios also have a softer purpose. Another former student email, \u003c/span>\u003cspan style=\"font-weight: 400\">“… something about that footage has captured the fascination of the huddled masses. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=70mvw2d8bN4\">\u003cspan style=\"font-weight: 400\">The video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has gathe\u003c/span>\u003cspan style=\"font-weight: 400\">red thousands of views and multiple requests to obtain the source code for our device.” Emailing a former teacher about a project posted for class feels like evidence of pride and further reminds me why portfolio work is worth the effort. \u003c/span>\u003cspan style=\"font-weight: 400\">Any skill—be it creative writing, data analysis, scientific method, historical research or engineering design—can be documented using skill-capturing portfolio entries. From the first day of class, to the final Big Day of the semester, to a future where students translate their skills into opportunities, portfolios facilitate deeper learning and enable better teaching.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\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\">“How long are we going to be doing this?” A student speaks up, his tone and body language at the computer clearly communicate his stance: “I didn’t sign up for web design.” Our high school’s project based Engineering classes are held in an expansive makerspace with 20-foot ceilings, a full woodshop, an enclosed welding lab, massive tool cabinets and heavy work tables with loud metal stools. My efforts as a new teacher to have students create online project portfolios pulled us from the workshop and put us in the neighboring computer lab. Students resisted; they had just finished their first project and were eager to start the next. My novice teacher response was to keep repeating that portfolios were worth 25% of the semester grade and to please write about their results. I landed myself in the uncomfortable position of awarding B’s and C’s to students who would have otherwise received high A’s. Since those early days in my teaching career, I have iterated, improved and learned a lot about portfolio uses, benefits and implementation strategy. \u003c/span>\u003c/p>\n\u003ch2>Day One\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, my new Engineering Design students immediately start working on their first project: making \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=13&v=zkZYKkxEskQ\">\u003cspan style=\"font-weight: 400\">hydraulic robots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are to pick up a tennis ball and to put it into a cup in as little time as possible. I mention nothing of portfolios. Students build their machines in the first two weeks of class, getting familiar with the shop, each other and the flow of a work period. I make sure to include “in as little time as possible” when first describing the challenge so that the following makes sense on evaluation day: “You will have the first half of the period to attempt the challenge. Because I can’t be everywhere with the official stopwatch at once, the no-cell-phone policy is lifted. You are to capture a video of your best result and I’ll evaluate what I see there.” The energy and excitement are project-finale high. Students hustle to capture videos and rush around to watch their peers’ performances. I project a countdown on the big screen and when the buzzer goes off, we leave the shop together. Students are animated in the hall, talking about the project. In the computer lab, I model creating a simple Google Sites web page with an embedded video. They do so and email me the link. Portfolio creation happens just like that, without resistance. Students are excited to share their results.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Afterwards, I explain the importance of portfolios. I explain how every job, scholarship and college application now has a space for a portfolio link. I describe a simple portfolio structure: a main “Landing Page” with a picture they captured, a blurb about themselves and a list of their projects, where each project name links to a page containing project pictures, videos and reflections. One page per project, that’s it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an \u003c/span>\u003ca href=\"https://sites.google.com/site/rmclaughlinengineering/home\">\u003cspan style=\"font-weight: 400\">example student portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/site/rmclaughlinengineering/home\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531069 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/01/ExamplePortfolio.png\" width=\"1069\" height=\"595\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio.png 1069w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-800x445.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-768x427.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-1020x568.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-960x534.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/01/ExamplePortfolio-520x289.png 520w\" sizes=\"(max-width: 1069px) 100vw, 1069px\">\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\">I finish my portfolio instruction by explaining that each project documentation page will include responses to the \u003c/span>\u003ca href=\"https://sites.google.com/site/mrvphysics/project-documentation-expectations\">\u003cspan style=\"font-weight: 400\">same 5 reflection prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that we’re going to do the portfolio work a little at a time–it should never feel like a big deal. I’ve found it helpful on project kickoff days to model finding the project reflection prompts, creating a new project link and to then assign students to do the same and to post a few sentences in response to prompt number two:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">What are the goals of the project? Make it clear what learning we are trying to accomplish and how we’ll know we’ve succeeded.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is easy to then go through each student’s interpretation of the project expectations, catching misconceptions and areas needing further clarification. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the first introductory project where students post a video of their device’s best performance and the second, more substantial project requiring a full portfolio entry, the portfolio process becomes automatic. There are snags and struggles along the way, but this implementation strategy has yielded the most success. \u003c/span>\u003c/p>\n\u003ch2>The Big Day\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project based education always entails students preparing for and performing on some “Big Day” that boasts an authentic audience of parents, friends and peers. The experience is wonderful, but typically brings high anxiety to both student and teacher, and let’s not forget the hopelessness for groups struggling to succeed. I remember hollering all period in my early career, “Team seven! You are up next! Team eight! Go ahead and get ready!” By shifting the evaluation away from the Big Day, and towards the portfolio entry documenting and discussing the results, stress is dramatically reduced in several ways. First, I get to be on everybody’s team. No longer am I the evaluator scribbling behind a clipboard. I am relaxed, engaged with classroom visitors, cheering for my students’ success and reminding them about data to capture for the portfolio entry. Second, all of the hollering and spotlight directing goes away. I set up multiple evaluation locations in the room and encourage groups to record results as soon as they are ready. Parents, visitors and peers interested in seeing a group perform will watch. Third, when students post results, they reflect and retain more of the project lesson. Finally, expecting documentation of a project rather than the project itself enables calming conversations like this one: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s too bad that your project didn’t do as well as we had hoped. Post and review what you saw, then write about what you think went wrong and what changes you would make if you had more time. Remember, the goal is the learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I post it working later, will I get full credit?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Absolutely.”\u003c/span>\u003c/p>\n\u003ch2>The Days Ahead\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portfolios have a larger, future-oriented purpose. A former student emailed,\u003c/span> \u003cspan style=\"font-weight: 400\">“I’ve been linking the website you had us create to a lot of job applications I send out. It’s really helpful to show what I’ve done. … I hated doing it, but was well worth [sic]. I’m considering updating it with current projects.” Portfolios also have a softer purpose. Another former student email, \u003c/span>\u003cspan style=\"font-weight: 400\">“… something about that footage has captured the fascination of the huddled masses. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=70mvw2d8bN4\">\u003cspan style=\"font-weight: 400\">The video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has gathe\u003c/span>\u003cspan style=\"font-weight: 400\">red thousands of views and multiple requests to obtain the source code for our device.” Emailing a former teacher about a project posted for class feels like evidence of pride and further reminds me why portfolio work is worth the effort. \u003c/span>\u003cspan style=\"font-weight: 400\">Any skill—be it creative writing, data analysis, scientific method, historical research or engineering design—can be documented using skill-capturing portfolio entries. From the first day of class, to the final Big Day of the semester, to a future where students translate their skills into opportunities, portfolios facilitate deeper learning and enable better teaching.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\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 use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\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": "Using Listenwise to Meet Content Standards",
"headTitle": "Using Listenwise to Meet Content Standards | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a tenth grade World History teacher in California, I know from experience that many social science educators feel like we are slogging through a sea of standards. Our content standards started off too big and they tend to grow each year. A number of bills have recently been approved by the California state legislature, all of which will likely add to content standards instead of reducing the amount of content social studies teachers sprint through between September and June. These bills include \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB895\">\u003cspan style=\"font-weight: 400\">SB-895\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB830\">\u003cspan style=\"font-weight: 400\">SB830\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and several others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the advent of College Readiness and Common Core, which added speaking, listening, reading and writing standards to all disciplines, a \u003c/span>\u003ca href=\"https://cksraiders.org/UserFiles/Servers/Server_610718/File/Academics/Curriculum/5982IR_AwashInASea.pdf\">\u003cspan style=\"font-weight: 400\">McREL study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found it would take educators 22 years to adequately cover all of our content. Thankfully, we have help in the form of tools like \u003c/span>\u003ca href=\"https://listenwise.com/teach/lessons/social_studies\">\u003cspan style=\"font-weight: 400\">Listenwise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which curates 3-5 minute audio stories from National Public Radio that align with content standards. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531010 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/listening-stats.png\" width=\"986\" height=\"369\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats.png 986w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-160x60.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-800x299.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-768x287.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-960x359.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-240x90.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-375x140.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-520x195.png 520w\" sizes=\"(max-width: 986px) 100vw, 986px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(See the larger \u003c/span>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cspan style=\"font-weight: 400\">infographic here.\u003c/span>\u003c/a>)\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research is very clear that \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">listening instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> improves reading comprehension, increases reading speed and expands students’ vocabulary. My students clearly enjoy using Listenwise to improve their \u003c/span>\u003ca href=\"https://historyrewriter.com/2017/01/04/using-listening-to-improve-historical-understanding/\">\u003cspan style=\"font-weight: 400\">historical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prior to engaging in historical inquiry. Many stories cover multiple content standards across various grade spans, which enable California Social Studies teachers to spiral, or revisit \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf\">\u003cspan style=\"font-weight: 400\">content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The following \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1KwbBl9az6Ws-GSiBE-emsbIgNzvAGXkFoZEdJx_2eBo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">table\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> illustrates alignment between Listenwise stories with quizzes and the corresponding California History and Social Studies Standards. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listewise offers a premium service featuring automatically-scored quizzes and a dashboard that tracks student listening skills. So far this year, my students have ten Listenwise reading quizzes. Reports show me which questions I should review with students before moving on to other topics. The data helps me see who is experiencing difficulty with which types of questions and follow up with personalized instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531009\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/class-quiz.png\" alt=\"\" width=\"1014\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz.png 1014w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-800x372.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-768x357.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-960x446.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-240x111.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-375x174.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-520x242.png 520w\" sizes=\"(max-width: 1014px) 100vw, 1014px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They also offer discussion questions that open the door to inquiry projects, as recommended in the \u003c/span>\u003ca href=\"https://www.socialstudies.org/c3\">\u003cspan style=\"font-weight: 400\">C3 Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students listened to \u003c/span>\u003ca href=\"https://listenwise.com/lessons/35-greek-influence-in-modern-culture\">\u003cspan style=\"font-weight: 400\">Greek Influence on Modern Culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aligns with CA-HSS standard 10.1: “Students relate the moral and ethical principles in ancient Greek and Roman philosophy.” I paired this story with additional readings and had students conduct a \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/CivilConversationTeacherandDiscussionGuideRevised.pdf\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/AthensvSparta.pdf\">\u003cspan style=\"font-weight: 400\">Athens vs. Sparta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Listenwise discussion questions like,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> how was democracy in Ancient Athens different than democracy in 21st-century America?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, model how to ask big questions that fuel inquiry projects. Teaching students to ask and answer their own questions improves engagement in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have seen my students take deep dives into inquiry projects when they are allowed choice with the topics they research. I had a gifted student spend hundreds of hours authoring a video game based on Greek Mythology. This student did not want to stop learning about the Ancient Greeks. Fortunately, Listenwise provided me with nine other stories on \u003c/span>\u003ca href=\"https://listenwise.com/search?utf8=%E2%9C%93&search%5Bfull_form%5D=true&search%5Bquery%5D=Ancient+Greece&search%5Bsubject%5D%5B%5D=ELA&search%5Bsubject%5D%5B%5D=Social+Studies&search%5Bsubject%5D%5B%5D=Science&search%5Bsubject%5D%5B%5D=&search%5Blanguage_challenge%5D%5B%5D=Low&search%5Blanguage_challenge%5D%5B%5D=Medium&search%5Blanguage_challenge%5D%5B%5D=High&search%5Blanguage_challenge%5D%5B%5D=&search%5Bgrade_level%5D%5B%5D=Middle+School&search%5Bgrade_level%5D%5B%5D=High+School&search%5Bgrade_level%5D%5B%5D=&search%5Bsearchable_type%5D%5B%5D=Lesson&search%5Bsearchable_type%5D%5B%5D=Event&search%5Bsearchable_type%5D%5B%5D=\">\u003cspan style=\"font-weight: 400\">Ancient Greece and Rome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to continue feeding his passion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher moving toward inquiry-based instruction, I wonder, “Should I teach content or turn students loose to figure out things on their own?” Thom Markham clearly articulated this dilemma in a previous \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28820/inquiry-learning-vs-standardized-content-can-they-coexist\">\u003cspan style=\"font-weight: 400\">KQED story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I believe it’s time for social studies teachers to reduce the amount of time they spend on direct instruction, increase the amount of time they spend on student-led inquiry projects, and use their professional development time to collaboratively evaluate and provide feedback on authentic student projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Markham argues that sooner or later inquiry-standards will take precedence over content-based standards. He recognizes that students need information, facts and specific knowledge for successful learning outcomes, but feels that information should be gathered during the process of creation. This leaves subject teachers like me caught in a gap between the curriculum and reality. Assigning Listenwise stories can help us “cover” content standards, so that we have more time to spend on student-centered, inquiry-based education that engages our students.\u003c/span>\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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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a tenth grade World History teacher in California, I know from experience that many social science educators feel like we are slogging through a sea of standards. Our content standards started off too big and they tend to grow each year. A number of bills have recently been approved by the California state legislature, all of which will likely add to content standards instead of reducing the amount of content social studies teachers sprint through between September and June. These bills include \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB895\">\u003cspan style=\"font-weight: 400\">SB-895\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB830\">\u003cspan style=\"font-weight: 400\">SB830\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and several others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the advent of College Readiness and Common Core, which added speaking, listening, reading and writing standards to all disciplines, a \u003c/span>\u003ca href=\"https://cksraiders.org/UserFiles/Servers/Server_610718/File/Academics/Curriculum/5982IR_AwashInASea.pdf\">\u003cspan style=\"font-weight: 400\">McREL study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found it would take educators 22 years to adequately cover all of our content. Thankfully, we have help in the form of tools like \u003c/span>\u003ca href=\"https://listenwise.com/teach/lessons/social_studies\">\u003cspan style=\"font-weight: 400\">Listenwise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which curates 3-5 minute audio stories from National Public Radio that align with content standards. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531010 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/listening-stats.png\" width=\"986\" height=\"369\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats.png 986w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-160x60.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-800x299.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-768x287.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-960x359.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-240x90.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-375x140.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/listening-stats-520x195.png 520w\" sizes=\"(max-width: 986px) 100vw, 986px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(See the larger \u003c/span>\u003ca href=\"http://events.listenwise.com.pages.services/the-rise-of-podcasting-and-storytelling?_ga=2.209361042.1433999987.1537506630-531022673.1518971415\">\u003cspan style=\"font-weight: 400\">infographic here.\u003c/span>\u003c/a>)\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research is very clear that \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">listening instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> improves reading comprehension, increases reading speed and expands students’ vocabulary. My students clearly enjoy using Listenwise to improve their \u003c/span>\u003ca href=\"https://historyrewriter.com/2017/01/04/using-listening-to-improve-historical-understanding/\">\u003cspan style=\"font-weight: 400\">historical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prior to engaging in historical inquiry. Many stories cover multiple content standards across various grade spans, which enable California Social Studies teachers to spiral, or revisit \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf\">\u003cspan style=\"font-weight: 400\">content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The following \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1KwbBl9az6Ws-GSiBE-emsbIgNzvAGXkFoZEdJx_2eBo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">table\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> illustrates alignment between Listenwise stories with quizzes and the corresponding California History and Social Studies Standards. \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\">Listewise offers a premium service featuring automatically-scored quizzes and a dashboard that tracks student listening skills. So far this year, my students have ten Listenwise reading quizzes. Reports show me which questions I should review with students before moving on to other topics. The data helps me see who is experiencing difficulty with which types of questions and follow up with personalized instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531009\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/12/class-quiz.png\" alt=\"\" width=\"1014\" height=\"471\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz.png 1014w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-800x372.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-768x357.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-960x446.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-240x111.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-375x174.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/12/class-quiz-520x242.png 520w\" sizes=\"(max-width: 1014px) 100vw, 1014px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They also offer discussion questions that open the door to inquiry projects, as recommended in the \u003c/span>\u003ca href=\"https://www.socialstudies.org/c3\">\u003cspan style=\"font-weight: 400\">C3 Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. My students listened to \u003c/span>\u003ca href=\"https://listenwise.com/lessons/35-greek-influence-in-modern-culture\">\u003cspan style=\"font-weight: 400\">Greek Influence on Modern Culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which aligns with CA-HSS standard 10.1: “Students relate the moral and ethical principles in ancient Greek and Roman philosophy.” I paired this story with additional readings and had students conduct a \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/CivilConversationTeacherandDiscussionGuideRevised.pdf\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on \u003c/span>\u003ca href=\"http://www.crf-usa.org/images/t2t/pdf/AthensvSparta.pdf\">\u003cspan style=\"font-weight: 400\">Athens vs. Sparta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Listenwise discussion questions like,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> how was democracy in Ancient Athens different than democracy in 21st-century America?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, model how to ask big questions that fuel inquiry projects. Teaching students to ask and answer their own questions improves engagement in class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have seen my students take deep dives into inquiry projects when they are allowed choice with the topics they research. I had a gifted student spend hundreds of hours authoring a video game based on Greek Mythology. This student did not want to stop learning about the Ancient Greeks. Fortunately, Listenwise provided me with nine other stories on \u003c/span>\u003ca href=\"https://listenwise.com/search?utf8=%E2%9C%93&search%5Bfull_form%5D=true&search%5Bquery%5D=Ancient+Greece&search%5Bsubject%5D%5B%5D=ELA&search%5Bsubject%5D%5B%5D=Social+Studies&search%5Bsubject%5D%5B%5D=Science&search%5Bsubject%5D%5B%5D=&search%5Blanguage_challenge%5D%5B%5D=Low&search%5Blanguage_challenge%5D%5B%5D=Medium&search%5Blanguage_challenge%5D%5B%5D=High&search%5Blanguage_challenge%5D%5B%5D=&search%5Bgrade_level%5D%5B%5D=Middle+School&search%5Bgrade_level%5D%5B%5D=High+School&search%5Bgrade_level%5D%5B%5D=&search%5Bsearchable_type%5D%5B%5D=Lesson&search%5Bsearchable_type%5D%5B%5D=Event&search%5Bsearchable_type%5D%5B%5D=\">\u003cspan style=\"font-weight: 400\">Ancient Greece and Rome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to continue feeding his passion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher moving toward inquiry-based instruction, I wonder, “Should I teach content or turn students loose to figure out things on their own?” Thom Markham clearly articulated this dilemma in a previous \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28820/inquiry-learning-vs-standardized-content-can-they-coexist\">\u003cspan style=\"font-weight: 400\">KQED story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I believe it’s time for social studies teachers to reduce the amount of time they spend on direct instruction, increase the amount of time they spend on student-led inquiry projects, and use their professional development time to collaboratively evaluate and provide feedback on authentic student projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Markham argues that sooner or later inquiry-standards will take precedence over content-based standards. He recognizes that students need information, facts and specific knowledge for successful learning outcomes, but feels that information should be gathered during the process of creation. This leaves subject teachers like me caught in a gap between the curriculum and reality. Assigning Listenwise stories can help us “cover” content standards, so that we have more time to spend on student-centered, inquiry-based education that engages our students.\u003c/span>\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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"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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},
"baycurious": {
"id": "baycurious",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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},
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},
"californiareport": {
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"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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}
},
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
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