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>In my ongoing efforts to build a culture of reading in my classroom, I often overlook the best way to inspire a student to pick up a book: recommendations from a peer. How can my book talks ever hope to compete with a teenager enthusiastically pushing a book into a classmate’s hands? And while it used to be a struggle to find efficient ways for my students to share book recommendations with each other, today’s classroom offers myriad options.\u003c/p>\n\u003cp>Top of my list is the \u003ca href=\"https://ww2.kqed.org/pressroom/2018/03/22/kqed-education-launches-kqed-learn/\">KQED Learn platform from KQED\u003c/a>. Just in time for \u003ca href=\"https://www.pbs.org/the-great-american-read/home/\">PBS’s Great American Read\u003c/a> series, \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a> has launched a discussion about our favorite books. Students are invited to watch an \u003ca href=\"https://youtu.be/NdZiMGcHF_g\">Above the Noise video\u003c/a> about how technology might be affecting our reading habits, and then they are encouraged to post a recommendation of one of the best books they have read. Some of my students were proud to be included in the launch of the discussion:\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530726 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png\" width=\"1092\" height=\"635\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png 1092w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-800x465.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-1020x593.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-960x558.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-520x302.png 520w\" sizes=\"(max-width: 1092px) 100vw, 1092px\">\u003c/a>\u003c/p>\n\u003cp>Joining KQED Learn and creating a class is a \u003ca href=\"https://docs.google.com/presentation/d/1StbDNzPtJJ_Uy1RuiQnIWCzj2_Y9TK4BM6L_ASeMMfM/present?slide=id.p\">quick and easy process\u003c/a>, allowing students to get started on the site right away. After registering their accounts and adding a profile picture, my students wrote and posted recommendations of their favorite books. Then they started reading and replying to recommendations from other students, and adding to their growing list of “great books to read someday.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-530728\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Someday-list-800x444.png\" alt=\"\" width=\"800\" height=\"444\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-800x444.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-768x426.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1020x566.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1200x665.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1180x654.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-960x532.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1038x576.png 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-240x133.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-375x208.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-520x288.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list.png 1558w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One great feature of KQED Learn is that my students are able to learn from, investigate with and respond to students from all over the country. While most of our online work is done within a “walled garden,” where they only encounter students in our class or school domain, KQED Learn opens the door to students of any teachers on the Learn site. When my students interact with students there, they are exposed to lives, experiences and beliefs beyond their immediate community, which broadens their world view and deepens their empathy. This expansive walled garden helps my students build valuable digital citizenship skills as they learn to work online for academic purposes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the power of sharing good books with one another goes well beyond simply adding to a good book list. When students write about and read book reviews, they begin to engage in literary analysis for the most meaningful reason possible: because they love the stories. For instance, in Janessa’s recommendation of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Harry Potter\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series, she commented that “\u003c/span>\u003cspan style=\"font-weight: 400\">Hermione is the main reason that they succeeded.” While that wasn’t the focus of her writing, a few classmates honed in on it and challenged her opinion:\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530730 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Janessas-book-rec.png\" width=\"1804\" height=\"798\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec.png 1804w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-800x354.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-768x340.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1020x451.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1200x531.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1180x522.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-960x425.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-240x106.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-375x166.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-520x230.png 520w\" sizes=\"(max-width: 1804px) 100vw, 1804px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530732 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa.png\" width=\"636\" height=\"892\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa.png 636w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-160x224.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-240x337.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-375x526.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-520x729.png 520w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because Janessa was writing about a beloved book, she didn’t hesitate to jump back into the discussion, defend her opinion, and even offer some evidence to backup her claim. If we want our students to tackle academic literary analysis, we should take cues from students like Janessa who wade right in when the topic is near and dear to their heart. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another benefit of moving discussions to an online space is that students are able to read, think about and respond more thoughtfully than they might in a traditional, face-to-face discussion. And since these conversations are stored on the KQED Learn site, we can return to them throughout the year, adding more good books, replying to more recommendations, and deciding once and for all if Hermione really was the main reason that she, Harry and Ron succeeded.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In my ongoing efforts to build a culture of reading in my classroom, I often overlook the best way to inspire a student to pick up a book: recommendations from a peer. How can my book talks ever hope to compete with a teenager enthusiastically pushing a book into a classmate’s hands? And while it used to be a struggle to find efficient ways for my students to share book recommendations with each other, today’s classroom offers myriad options.\u003c/p>\n\u003cp>Top of my list is the \u003ca href=\"https://ww2.kqed.org/pressroom/2018/03/22/kqed-education-launches-kqed-learn/\">KQED Learn platform from KQED\u003c/a>. Just in time for \u003ca href=\"https://www.pbs.org/the-great-american-read/home/\">PBS’s Great American Read\u003c/a> series, \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a> has launched a discussion about our favorite books. Students are invited to watch an \u003ca href=\"https://youtu.be/NdZiMGcHF_g\">Above the Noise video\u003c/a> about how technology might be affecting our reading habits, and then they are encouraged to post a recommendation of one of the best books they have read. Some of my students were proud to be included in the launch of the discussion:\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530726 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png\" width=\"1092\" height=\"635\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png 1092w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-800x465.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-1020x593.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-960x558.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-520x302.png 520w\" sizes=\"(max-width: 1092px) 100vw, 1092px\">\u003c/a>\u003c/p>\n\u003cp>Joining KQED Learn and creating a class is a \u003ca href=\"https://docs.google.com/presentation/d/1StbDNzPtJJ_Uy1RuiQnIWCzj2_Y9TK4BM6L_ASeMMfM/present?slide=id.p\">quick and easy process\u003c/a>, allowing students to get started on the site right away. After registering their accounts and adding a profile picture, my students wrote and posted recommendations of their favorite books. Then they started reading and replying to recommendations from other students, and adding to their growing list of “great books to read someday.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-530728\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Someday-list-800x444.png\" alt=\"\" width=\"800\" height=\"444\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-800x444.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-768x426.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1020x566.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1200x665.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1180x654.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-960x532.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1038x576.png 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-240x133.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-375x208.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-520x288.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list.png 1558w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One great feature of KQED Learn is that my students are able to learn from, investigate with and respond to students from all over the country. While most of our online work is done within a “walled garden,” where they only encounter students in our class or school domain, KQED Learn opens the door to students of any teachers on the Learn site. When my students interact with students there, they are exposed to lives, experiences and beliefs beyond their immediate community, which broadens their world view and deepens their empathy. This expansive walled garden helps my students build valuable digital citizenship skills as they learn to work online for academic purposes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the power of sharing good books with one another goes well beyond simply adding to a good book list. When students write about and read book reviews, they begin to engage in literary analysis for the most meaningful reason possible: because they love the stories. For instance, in Janessa’s recommendation of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Harry Potter\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series, she commented that “\u003c/span>\u003cspan style=\"font-weight: 400\">Hermione is the main reason that they succeeded.” While that wasn’t the focus of her writing, a few classmates honed in on it and challenged her opinion:\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530730 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Janessas-book-rec.png\" width=\"1804\" height=\"798\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec.png 1804w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-800x354.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-768x340.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1020x451.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1200x531.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1180x522.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-960x425.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-240x106.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-375x166.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-520x230.png 520w\" sizes=\"(max-width: 1804px) 100vw, 1804px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530732 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa.png\" width=\"636\" height=\"892\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa.png 636w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-160x224.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-240x337.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-375x526.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-520x729.png 520w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because Janessa was writing about a beloved book, she didn’t hesitate to jump back into the discussion, defend her opinion, and even offer some evidence to backup her claim. If we want our students to tackle academic literary analysis, we should take cues from students like Janessa who wade right in when the topic is near and dear to their heart. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another benefit of moving discussions to an online space is that students are able to read, think about and respond more thoughtfully than they might in a traditional, face-to-face discussion. And since these conversations are stored on the KQED Learn site, we can return to them throughout the year, adding more good books, replying to more recommendations, and deciding once and for all if Hermione really was the main reason that she, Harry and Ron succeeded.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Exploring Your Community Using Field Trips & Interactive Maps",
"headTitle": "Exploring Your Community Using Field Trips & Interactive Maps | KQED",
"content": "\u003cp>As a beginning teacher at Gunn High School in Palo Alto, I was only focused on taking care of my students within the walls of my classroom. I didn’t realize the wealth of resources that were just outside our campus at Stanford, and just a little further afield in San Francisco. As I got settled there as a teacher and began to see what was around us, I contacted world class US History professors David Kennedy, Carl Degler and Clayborne Carson. Kennedy and Degler came and talked to my students while Carson allowed me to sit in on his lecture on Malcolm X. I began to take my psychology students to the Exploratorium in San Francisco. I loved it and my students loved it. From these interactions, I got better as a teacher and my classes got better, too. We were able to talk to people and see things that shook up our normal day-to-day classroom routine.\u003c/p>\n\u003cp>My family and I moved to the mountains, and once again, I needed to find a way to break down my new classroom’s walls. Now our resources are Yosemite National Park and the history of the Sierra Nevada foothills. I found a way to highlight the history and culture of our local area and do it in one day! My US History students and I leave before 9am and try to get back for sports practices at 4pm. We are often late, but we always get back by 5pm at the very latest. We travel about 165 miles in over four hours in the car. In between we make a bunch of stops to explore Native, Settler and Gold Rush histories and cultures. We even take time for lunch!\u003c/p>\n\u003cp>I made a quick \u003ca href=\"https://goo.gl/maps/E9RCcVcDzkL2\">Google Map of our journey\u003c/a>:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530694\" style=\"border: 0px none;padding: 0px;float: none;margin: 0px;text-align: center\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-800x702.png\" alt=\"\" width=\"800\" height=\"702\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-800x702.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-160x140.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-768x673.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-240x210.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-375x329.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-520x456.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01.png 853w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Now I can share our journey with the parents who are accompanying us on the trip, but driving in their own cars. I can give my principal a detailed itinerary. We’re good to go!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>However, what about the kids who can’t go? What about the teachers who live too far away, or don’t have the money or other resources to make one of these types of trips?\u003c/p>\n\u003cp>That’s where \u003ca href=\"https://storymap.knightlab.com/\">StoryMapJS\u003c/a> comes in handy. If you haven’t worked with StoryMapJS, you need to! It’s a really robust platform that allows maps to become truly interactive and multimedia. Visuals can be added for each stop on the map. Links can be added to text descriptions. They are easy for both teachers and students to make and use. Here are links to a quick \u003ca href=\"https://goo.gl/LU1fxP\">video tutorial\u003c/a> and a \u003ca href=\"https://goo.gl/1wEiiD\">text tutorial\u003c/a> from the Gilder Lehrman Institute. The platform is great, the maps are easy to make and the finished map is fun to use!\u003c/p>\n\u003cp>Every year, I have some students who can’t participate in the field trip. I had always talked about creating a resource for our students to be able to get some of the benefits even if they couldn’t go. I also realized that we could have a mobile resource for the students who were on the trip to use as a guide.\u003c/p>\n\u003cp>Here’s a screenshot of \u003ca href=\"https://goo.gl/3j7EUf\">our virtual field trip\u003c/a>:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-530697\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-800x446.png\" alt=\"\" width=\"800\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-800x446.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-768x428.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1020x569.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1200x669.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1180x658.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-960x535.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03.png 1629w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>So, now that we have our map, what do we do with it?\u003c/p>\n\u003cp>First off, every stop has a visual and a basic description that explains why we would want to stop there. There are also links for each stop on the map to give our users a broader understanding of the significance of the site.\u003c/p>\n\u003cp>For students on the trip, there are a number of activities I use to help deeply engage them along the way. The easiest is to have them take photos on their phones and then use their Notes App to record what they have learned at each stop. It’s basically a digital log of their impressions. When they get home, they can build their own version of the StoryMap with their own photos and information.\u003c/p>\n\u003cp>We also use the map to have a rolling Socratic discussion. I have had the students read up on the next stop as we are in transit, then develop questions on the issues we will be dealing with before we stop. I ask them about the site’s significance and they use the transit time to discuss their different perspectives on the questions and issues before we get to our destination.\u003c/p>\n\u003cp>I also like the idea of creating interactive virtual field trips for students and teachers who cannot make the trip themselves. They can use our maps as guides to their own projects or their own discussions and activities.\u003c/p>\n\u003cp>For the students back at school, they can use the map to create a presentation to allow them to get a visual and textual sense of what we did on our journey. I have had students create quick Google Slides presentation for the stops at the Mariposa Museum, the Yosemite Museum, the Wawona History Center and the North Fork Mono Museum. I also have them compare the cultural significance of the Wassama Roundhouse and St. Joseph’s Catholic Church. I also have them explain why the Mariposa Courthouse is still in use while the Mariposa Jail is not. Through this project they will be better prepared to join in the discussion when we debrief our experiences back at school. They can be active participants in gaining deeper understandings of what we gained during our day away.\u003c/p>\n\u003cp>Using StoryMaps helps me break down the walls of my classroom, and have fun doing it. Museums, historical sites, parks and universities are all great resources to tap into, and interactive maps can help guide the journey into the local community. I hope our trip and our maps inspire other teachers to take advantage of their local resources!\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 interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps?utm_source=ITC&utm_medium=blog\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\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>As a beginning teacher at Gunn High School in Palo Alto, I was only focused on taking care of my students within the walls of my classroom. I didn’t realize the wealth of resources that were just outside our campus at Stanford, and just a little further afield in San Francisco. As I got settled there as a teacher and began to see what was around us, I contacted world class US History professors David Kennedy, Carl Degler and Clayborne Carson. Kennedy and Degler came and talked to my students while Carson allowed me to sit in on his lecture on Malcolm X. I began to take my psychology students to the Exploratorium in San Francisco. I loved it and my students loved it. From these interactions, I got better as a teacher and my classes got better, too. We were able to talk to people and see things that shook up our normal day-to-day classroom routine.\u003c/p>\n\u003cp>My family and I moved to the mountains, and once again, I needed to find a way to break down my new classroom’s walls. Now our resources are Yosemite National Park and the history of the Sierra Nevada foothills. I found a way to highlight the history and culture of our local area and do it in one day! My US History students and I leave before 9am and try to get back for sports practices at 4pm. We are often late, but we always get back by 5pm at the very latest. We travel about 165 miles in over four hours in the car. In between we make a bunch of stops to explore Native, Settler and Gold Rush histories and cultures. We even take time for lunch!\u003c/p>\n\u003cp>I made a quick \u003ca href=\"https://goo.gl/maps/E9RCcVcDzkL2\">Google Map of our journey\u003c/a>:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530694\" style=\"border: 0px none;padding: 0px;float: none;margin: 0px;text-align: center\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-800x702.png\" alt=\"\" width=\"800\" height=\"702\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-800x702.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-160x140.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-768x673.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-240x210.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-375x329.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01-520x456.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_01.png 853w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Now I can share our journey with the parents who are accompanying us on the trip, but driving in their own cars. I can give my principal a detailed itinerary. We’re good to go!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>However, what about the kids who can’t go? What about the teachers who live too far away, or don’t have the money or other resources to make one of these types of trips?\u003c/p>\n\u003cp>That’s where \u003ca href=\"https://storymap.knightlab.com/\">StoryMapJS\u003c/a> comes in handy. If you haven’t worked with StoryMapJS, you need to! It’s a really robust platform that allows maps to become truly interactive and multimedia. Visuals can be added for each stop on the map. Links can be added to text descriptions. They are easy for both teachers and students to make and use. Here are links to a quick \u003ca href=\"https://goo.gl/LU1fxP\">video tutorial\u003c/a> and a \u003ca href=\"https://goo.gl/1wEiiD\">text tutorial\u003c/a> from the Gilder Lehrman Institute. The platform is great, the maps are easy to make and the finished map is fun to use!\u003c/p>\n\u003cp>Every year, I have some students who can’t participate in the field trip. I had always talked about creating a resource for our students to be able to get some of the benefits even if they couldn’t go. I also realized that we could have a mobile resource for the students who were on the trip to use as a guide.\u003c/p>\n\u003cp>Here’s a screenshot of \u003ca href=\"https://goo.gl/3j7EUf\">our virtual field trip\u003c/a>:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-530697\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-800x446.png\" alt=\"\" width=\"800\" height=\"446\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-800x446.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-768x428.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1020x569.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1200x669.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-1180x658.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-960x535.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03-520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/KellyBob_ITC_092018_03.png 1629w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>So, now that we have our map, what do we do with it?\u003c/p>\n\u003cp>First off, every stop has a visual and a basic description that explains why we would want to stop there. There are also links for each stop on the map to give our users a broader understanding of the significance of the site.\u003c/p>\n\u003cp>For students on the trip, there are a number of activities I use to help deeply engage them along the way. The easiest is to have them take photos on their phones and then use their Notes App to record what they have learned at each stop. It’s basically a digital log of their impressions. When they get home, they can build their own version of the StoryMap with their own photos and information.\u003c/p>\n\u003cp>We also use the map to have a rolling Socratic discussion. I have had the students read up on the next stop as we are in transit, then develop questions on the issues we will be dealing with before we stop. I ask them about the site’s significance and they use the transit time to discuss their different perspectives on the questions and issues before we get to our destination.\u003c/p>\n\u003cp>I also like the idea of creating interactive virtual field trips for students and teachers who cannot make the trip themselves. They can use our maps as guides to their own projects or their own discussions and activities.\u003c/p>\n\u003cp>For the students back at school, they can use the map to create a presentation to allow them to get a visual and textual sense of what we did on our journey. I have had students create quick Google Slides presentation for the stops at the Mariposa Museum, the Yosemite Museum, the Wawona History Center and the North Fork Mono Museum. I also have them compare the cultural significance of the Wassama Roundhouse and St. Joseph’s Catholic Church. I also have them explain why the Mariposa Courthouse is still in use while the Mariposa Jail is not. Through this project they will be better prepared to join in the discussion when we debrief our experiences back at school. They can be active participants in gaining deeper understandings of what we gained during our day away.\u003c/p>\n\u003cp>Using StoryMaps helps me break down the walls of my classroom, and have fun doing it. Museums, historical sites, parks and universities are all great resources to tap into, and interactive maps can help guide the journey into the local community. I hope our trip and our maps inspire other teachers to take advantage of their local resources!\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 interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps?utm_source=ITC&utm_medium=blog\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\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": "Cell Phones in Class: Yes, it Can Work",
"headTitle": "Cell Phones in Class: Yes, it Can Work | KQED",
"content": "\u003cp>Ask teachers what they think of cell phones in school and you are likely to get all sorts of verbal responses and facial contortions. Some teachers appreciate the global reach that cell phones provide, and the ability to have information at your fingertips. Phones can be used to share exciting \u003ca href=\"https://ww2.kqed.org/education/2018/02/22/snapchat-worthy-science-lessons-connect-and-engage-an-entire-class/\">classroom experiments through Snapchat\u003c/a>, as a means to \u003ca href=\"https://ww2.kqed.org/education/2018/03/20/instagram-as-a-means-to-create-and-implement-chemistry-class-portfolios/\">create portfolios in Chemistry class\u003c/a> or to access a list of Albert Einstein’s all-time favorite books just because.\u003c/p>\n\u003cp>But there are students who are constantly on their phones, virtually unable to put them away. They hide them under their legs, text under their desks or use the bathroom pass to finish posting their thoughts to social media. They are not using their phones for “educational purposes,” but are texting their friends, surfing pictures online or looking up the scores of the ball game. This inability to live without phones has become a frustration for teachers and a distraction for our students.\u003c/p>\n\u003cp>Without a doubt, it is a balancing act for teachers and students. Most secondary students have six or seven classes a day; that means there could be six or seven different cell phone policies based on the discretion of the teachers. While all school districts have a cell phone policy, how that policy is “enforced” or not is what makes this balance so challenging.\u003c/p>\n\u003cp>Cell phone policies vary widely. According to the \u003ca href=\"https://www.sandiegounified.org/student-cell-phone-use\">San Diego school district\u003c/a>, students can use their phones before school, after school and during the lunch period. However, “These devices must be kept out of sight and turned off during the instructional program.” In \u003ca href=\"http://mps.milwaukee.k12.wi.us/MPS-English/SUPT/Family--Student-Services/rights-responsibiltiies-english-handbook.pdf.\">Milwaukee Public Schools\u003c/a>, “While on premises…students are not allowed to activate, use, or display electronic communication devices, including but not limited to mobile phones, tablets, portable music players, or any device capable of accessing social media.” And the \u003ca href=\"http://www.thegardenisland.com/2018/04/02/news/cellphones-gaining-acceptance-inside-us-schools/\">Department of Education in New York\u003c/a> has “broad [cell phone] guidelines, including that they not be turned on or used during quizzes or tests, or during fire or other emergency drills. Use in bathrooms and locker rooms is also off limits.”\u003c/p>\n\u003cp>Teachers have designed clever \u003ca href=\"https://www.weareteachers.com/managing-cell-phones-in-class/\">ways to “seize” the phone\u003c/a> from students: the pocket chart, cassette holder and playful phone “hotel” are just a few ways to help manage the phone crisis.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But, the question remains: how do we balance information-at-our-fingertips with can’t-live-without-it dependence?\u003c/p>\n\u003cp>What might happen if we decide to empower students to utilize self-management – to actually allow students to use their phone for discretionary purposes, but under a watchful eye and within a structured time?\u003c/p>\n\u003ch4>The “30 4 30” Plan\u003c/h4>\n\u003cp>Over the summer, I shared my question with some of my colleagues. We teach in a block style with 80 minute periods. What would happen, we wondered, if we decided to give our students a digital break every 30 minutes? Would students actually stay off the phone during class and focus on learning if they knew they could have unfettered access to their phones at regular intervals?\u003c/p>\n\u003cp>Then we did the math: perhaps 30 seconds per 30 minutes would work. Students have four classes per day. The total is 6 minutes for the entire day. If all teachers were to invest in this idea, students would be allowed on their phones for a total of 30 minutes per week.\u003c/p>\n\u003cp>We began referring to it as “30 4 30 Plan” and communicated our idea to other staff members. Some teachers thought it was a great idea, while others wanted to continue to utilize the pocket chart and phone cassette.\u003cbr>\nWe also created a brief list of rules:\u003c/p>\n\u003col>\n\u003cli>As you use your phone for 30 seconds, the room must be quiet.\u003c/li>\n\u003cli>You cannot hide your phone from me or any other teacher or administrator (this makes me uncomfortable and I will assume you are doing something bad!) as I/we walk around the room.\u003c/li>\n\u003cli>You cannot call anyone on your phone and you cannot verbally answer your phone.\u003c/li>\n\u003cli>After 30 seconds is up, the cellphone is physically put away (in the pocket, purse, backpack). Putting the cellphone on the desk, screen down with books on top of it is not considered “put away.”\u003c/li>\n\u003c/ol>\n\u003cp>However, like any new idea, there are questions and concerns: if implemented, are we going against district policy? How can one teacher monitor 30-35 students on their phones? Should an administrator be present during this activity? Should certain websites be off limits? Would students be able to send photos? What does “unfettered access” really mean?\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>Empowering students to self-manage, knowing that they will be able to use the phone eventually, offers students the opportunity to demonstrate trust and focus in the classroom. Using the cell phone for educational purposes means that cell phones do have a place in the classroom, but using phones outside class activities for non-educational purposes is not okay. Instead of banning phones outright, which can send mixed signals when we also use phones as educational tools, the 30 4 30 plan offers a clear delineation between what is acceptable use and what is not. Allowing students access to their phone during regular intervals highlights the value of the phone, but limits the potential distraction, keeping it within a structured time and under a watchful eye.\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 effectively incorporate technology in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/how-to-manage-assess-media-projects?utm_source=ITC&utm_medium=blog\">How to Manage & Assess Media Projects\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Ask teachers what they think of cell phones in school and you are likely to get all sorts of verbal responses and facial contortions. Some teachers appreciate the global reach that cell phones provide, and the ability to have information at your fingertips. Phones can be used to share exciting classroom experiments through Snapchat, as",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ask teachers what they think of cell phones in school and you are likely to get all sorts of verbal responses and facial contortions. Some teachers appreciate the global reach that cell phones provide, and the ability to have information at your fingertips. Phones can be used to share exciting \u003ca href=\"https://ww2.kqed.org/education/2018/02/22/snapchat-worthy-science-lessons-connect-and-engage-an-entire-class/\">classroom experiments through Snapchat\u003c/a>, as a means to \u003ca href=\"https://ww2.kqed.org/education/2018/03/20/instagram-as-a-means-to-create-and-implement-chemistry-class-portfolios/\">create portfolios in Chemistry class\u003c/a> or to access a list of Albert Einstein’s all-time favorite books just because.\u003c/p>\n\u003cp>But there are students who are constantly on their phones, virtually unable to put them away. They hide them under their legs, text under their desks or use the bathroom pass to finish posting their thoughts to social media. They are not using their phones for “educational purposes,” but are texting their friends, surfing pictures online or looking up the scores of the ball game. This inability to live without phones has become a frustration for teachers and a distraction for our students.\u003c/p>\n\u003cp>Without a doubt, it is a balancing act for teachers and students. Most secondary students have six or seven classes a day; that means there could be six or seven different cell phone policies based on the discretion of the teachers. While all school districts have a cell phone policy, how that policy is “enforced” or not is what makes this balance so challenging.\u003c/p>\n\u003cp>Cell phone policies vary widely. According to the \u003ca href=\"https://www.sandiegounified.org/student-cell-phone-use\">San Diego school district\u003c/a>, students can use their phones before school, after school and during the lunch period. However, “These devices must be kept out of sight and turned off during the instructional program.” In \u003ca href=\"http://mps.milwaukee.k12.wi.us/MPS-English/SUPT/Family--Student-Services/rights-responsibiltiies-english-handbook.pdf.\">Milwaukee Public Schools\u003c/a>, “While on premises…students are not allowed to activate, use, or display electronic communication devices, including but not limited to mobile phones, tablets, portable music players, or any device capable of accessing social media.” And the \u003ca href=\"http://www.thegardenisland.com/2018/04/02/news/cellphones-gaining-acceptance-inside-us-schools/\">Department of Education in New York\u003c/a> has “broad [cell phone] guidelines, including that they not be turned on or used during quizzes or tests, or during fire or other emergency drills. Use in bathrooms and locker rooms is also off limits.”\u003c/p>\n\u003cp>Teachers have designed clever \u003ca href=\"https://www.weareteachers.com/managing-cell-phones-in-class/\">ways to “seize” the phone\u003c/a> from students: the pocket chart, cassette holder and playful phone “hotel” are just a few ways to help manage the phone crisis.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But, the question remains: how do we balance information-at-our-fingertips with can’t-live-without-it dependence?\u003c/p>\n\u003cp>What might happen if we decide to empower students to utilize self-management – to actually allow students to use their phone for discretionary purposes, but under a watchful eye and within a structured time?\u003c/p>\n\u003ch4>The “30 4 30” Plan\u003c/h4>\n\u003cp>Over the summer, I shared my question with some of my colleagues. We teach in a block style with 80 minute periods. What would happen, we wondered, if we decided to give our students a digital break every 30 minutes? Would students actually stay off the phone during class and focus on learning if they knew they could have unfettered access to their phones at regular intervals?\u003c/p>\n\u003cp>Then we did the math: perhaps 30 seconds per 30 minutes would work. Students have four classes per day. The total is 6 minutes for the entire day. If all teachers were to invest in this idea, students would be allowed on their phones for a total of 30 minutes per week.\u003c/p>\n\u003cp>We began referring to it as “30 4 30 Plan” and communicated our idea to other staff members. Some teachers thought it was a great idea, while others wanted to continue to utilize the pocket chart and phone cassette.\u003cbr>\nWe also created a brief list of rules:\u003c/p>\n\u003col>\n\u003cli>As you use your phone for 30 seconds, the room must be quiet.\u003c/li>\n\u003cli>You cannot hide your phone from me or any other teacher or administrator (this makes me uncomfortable and I will assume you are doing something bad!) as I/we walk around the room.\u003c/li>\n\u003cli>You cannot call anyone on your phone and you cannot verbally answer your phone.\u003c/li>\n\u003cli>After 30 seconds is up, the cellphone is physically put away (in the pocket, purse, backpack). Putting the cellphone on the desk, screen down with books on top of it is not considered “put away.”\u003c/li>\n\u003c/ol>\n\u003cp>However, like any new idea, there are questions and concerns: if implemented, are we going against district policy? How can one teacher monitor 30-35 students on their phones? Should an administrator be present during this activity? Should certain websites be off limits? Would students be able to send photos? What does “unfettered access” really mean?\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>Empowering students to self-manage, knowing that they will be able to use the phone eventually, offers students the opportunity to demonstrate trust and focus in the classroom. Using the cell phone for educational purposes means that cell phones do have a place in the classroom, but using phones outside class activities for non-educational purposes is not okay. Instead of banning phones outright, which can send mixed signals when we also use phones as educational tools, the 30 4 30 plan offers a clear delineation between what is acceptable use and what is not. Allowing students access to their phone during regular intervals highlights the value of the phone, but limits the potential distraction, keeping it within a structured time and under a watchful eye.\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 effectively incorporate technology in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/how-to-manage-assess-media-projects?utm_source=ITC&utm_medium=blog\">How to Manage & Assess Media Projects\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": "Flipping the Back-to-School-Night Presentation",
"headTitle": "Flipping the Back-to-School-Night Presentation | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It’s September and that means it’s time for most teachers to give the oft dreaded back-to-school-night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next week, that’s certainly what I’ll be doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this year, I’m looking forward to it. In previous years, not so much. Why the positive outlook now? Before answering, let me give you some background.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school-social studies teacher with more than thirty years of classroom experience, I’ve given over 150 back-to-school-night presentations. And as a parent of two, I’ve sat through another 100.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other words, I have personally experienced 250 back-to-school-night presentations and from this overall experience have concluded that most are nothing more than a rushed, boring, colossal waste of time.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a parent, I often found myself complaining in the car on the ride home from my own children’s back-to-school-night presentations that all I heard from their teachers was already written in the course syllabus. No Q&A or get-to-know-you activities. Just a boring read of what I could have read for myself. Yawn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, as a teacher over the years, I didn’t break the mold. I did what everyone else did. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That is, until last year, when my friend \u003c/span>\u003ca href=\"http://www.jonbergmann.com\">\u003cspan style=\"font-weight: 400\">Jon Bergmann\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (the Flipped Learning pioneer) encouraged me to “flip” my back to school-night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What is Flipped Learning?\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/\">\u003cspan style=\"font-weight: 400\">Flipped learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a term that is often heard these days in the world of K-12 education. \u003c/span>\u003ca href=\"https://flippedlearning.org\">\u003cspan style=\"font-weight: 400\">The Flipped Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has defined the term as follows: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I define it this way: The use of modern technology to provide students with the ability to learn, while away from class, the very content that students were typically taught while in class. This provides the teacher with more and more freed-up class time which they can use to employ strategies that maximize engagement and increase students’ depth of knowledge.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530624\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530624 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/flipped_diagram-1020x760.png\" width=\"640\" height=\"477\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-768x573.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-960x716.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-240x179.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-375x280.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-520x388.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram.png 1053w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Source: https://katatrepsis.com/2014/02/06/flipping-the-classroom-how-to-make-lectures-engaging-and-interactive/\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>\u003cbr>\nTwo Ways to Flip Your Back-to-School-Night Presentation\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When flipped learning is applied to the back-to-school-night presentation, there are essentially two ways to go.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way is to send a letter or email home to parents in the days leading up to the back-to-school-night gathering. This letter can provide a copy of your course syllabus and your hopes and expectations for back-to school-night. Then, open up your back-to-school night presentation by simply asking if there are any questions\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is the approach I took recently. You can read my letter below, or \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1wJBXdih10xyzBAc_nZiYCid6Z5xf75IfgOSBAEZycVc/edit\">\u003cspan style=\"font-weight: 400\">view it as a Google Doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">For all of you planning to come to room (404) this coming Wednesday to hear my 2018-2019 back-to-school-presentation, I want to try something different this year.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Rather than simply do as I’ve done for the past thirty years, and that is to provide you with a copy of my course syllabus as you walk through the door and then to spend whatever time we have together reading to you from that syllabus, I’d going to provide you now with a copy of my course syllabus. (Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1G7iVcKPZJsqbPd4HX5tYD12jXJtLcA5fBn9SyxYU8vg/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view.)\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">My hope and expectation is two-fold. \u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">1. That you will thoroughly review the course \u003c/span>\u003cspan style=\"font-weight: 400\">syllabus\u003c/span>\u003cspan style=\"font-weight: 400\"> before entering my room on Wednesday and thus spare me from having to bore you with a read through of that which you can read for yourself.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">2. That you will enter the room with a few questions about the course and/or my educational philosophy.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">All in all, I want you on Wednesday to leave Room 404 saying to yourself that your time there proved not only informative but also interesting and engaging. \u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Interaction, not just a one-way presentation with you passively sitting there listening to me drone on about the course expectations, that’s what I’m hoping for and hence this attempt to try something different.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Looking forward to your questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions that I was asked at back-to-school night last year (and would look forward to being asked again this year) included the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the hardest part of this class for most students?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What part of this class do you enjoy teaching the most and the least?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have you ever thought of teaching the class thematically?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have you ever thought of teaching the class from present to past?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Can you tell me about how you have the kids use technology and digital media?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_530626\" class=\"wp-caption alignnone\" style=\"max-width: 727px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530626 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/image1.jpg\" width=\"727\" height=\"545\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1.jpg 727w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-520x390.jpg 520w\" sizes=\"(max-width: 727px) 100vw, 727px\">\u003cfigcaption class=\"wp-caption-text\">Two parents turning their attention to another parent about to ask a question. Photo Credit: Peter Paccone\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what was the parent reaction to all of this? All good, with one parent even going so far as to send me an email the very next day that read: “thank you, that was not only informative, it was also \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interesting AND engaging\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to flip the back-to-school night presentation is to provide your parents, in the days leading up to the presentation, with a link to a 3-5 minute video that you have produced which describes the content of your course syllabus. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/HSNSKpdxgqM\">\u003cspan style=\"font-weight: 400\">One great example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of this kind of video was produced by middle school-science teacher \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/sarahkesty/\">\u003cspan style=\"font-weight: 400\">Sarah Kesty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/a6UPRHqAGeM\">\u003cspan style=\"font-weight: 400\">Another great example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was produced by high school-social studies teacher \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/scottpetri/\">\u003cspan style=\"font-weight: 400\">Scott Petri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[youtube https://www.youtube.com/watch?v=a6UPRHqAGeM]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sending home a video before back-to-school night, rather than sending home a letter, is the more common way to flip the back-to-school night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>One More Reason to Flip Your Back-to-School-Night Presentation\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of how a teacher chooses to flip their back-to-school-night presentation, all teachers should keep this in mind:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not all parents can attend back-to-school-night. Some work at night or need to stay home with their other children. And those with two or more children at school may find themselves having to skip your presentation for the sake of another teacher’s presentation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents like this, a flipped back-to-school-night presentation would probably allow them to feel included even if they are unable to show up in your classroom during back-to-school-night. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what do you say, teachers? This year, let’s avoid boring ourselves and each other by taking advantage of the flipped model. It’s not just for students—parents can benefit too.\u003c/span>\u003c/p>\n\n",
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"description": "It’s September and that means it’s time for most teachers to give the oft dreaded back-to-school-night presentation. Next week, that’s certainly what I’ll be doing. But this year, I’m looking forward to it. In previous years, not so much. Why the positive outlook now? Before answering, let me give you some background. As a high",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s September and that means it’s time for most teachers to give the oft dreaded back-to-school-night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next week, that’s certainly what I’ll be doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this year, I’m looking forward to it. In previous years, not so much. Why the positive outlook now? Before answering, let me give you some background.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school-social studies teacher with more than thirty years of classroom experience, I’ve given over 150 back-to-school-night presentations. And as a parent of two, I’ve sat through another 100.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other words, I have personally experienced 250 back-to-school-night presentations and from this overall experience have concluded that most are nothing more than a rushed, boring, colossal waste of time.\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\">As a parent, I often found myself complaining in the car on the ride home from my own children’s back-to-school-night presentations that all I heard from their teachers was already written in the course syllabus. No Q&A or get-to-know-you activities. Just a boring read of what I could have read for myself. Yawn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, as a teacher over the years, I didn’t break the mold. I did what everyone else did. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That is, until last year, when my friend \u003c/span>\u003ca href=\"http://www.jonbergmann.com\">\u003cspan style=\"font-weight: 400\">Jon Bergmann\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (the Flipped Learning pioneer) encouraged me to “flip” my back to school-night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What is Flipped Learning?\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/\">\u003cspan style=\"font-weight: 400\">Flipped learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a term that is often heard these days in the world of K-12 education. \u003c/span>\u003ca href=\"https://flippedlearning.org\">\u003cspan style=\"font-weight: 400\">The Flipped Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has defined the term as follows: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I define it this way: The use of modern technology to provide students with the ability to learn, while away from class, the very content that students were typically taught while in class. This provides the teacher with more and more freed-up class time which they can use to employ strategies that maximize engagement and increase students’ depth of knowledge.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530624\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530624 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/flipped_diagram-1020x760.png\" width=\"640\" height=\"477\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-768x573.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-960x716.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-240x179.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-375x280.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram-520x388.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/flipped_diagram.png 1053w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Source: https://katatrepsis.com/2014/02/06/flipping-the-classroom-how-to-make-lectures-engaging-and-interactive/\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>\u003cbr>\nTwo Ways to Flip Your Back-to-School-Night Presentation\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When flipped learning is applied to the back-to-school-night presentation, there are essentially two ways to go.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way is to send a letter or email home to parents in the days leading up to the back-to-school-night gathering. This letter can provide a copy of your course syllabus and your hopes and expectations for back-to school-night. Then, open up your back-to-school night presentation by simply asking if there are any questions\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is the approach I took recently. You can read my letter below, or \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1wJBXdih10xyzBAc_nZiYCid6Z5xf75IfgOSBAEZycVc/edit\">\u003cspan style=\"font-weight: 400\">view it as a Google Doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">For all of you planning to come to room (404) this coming Wednesday to hear my 2018-2019 back-to-school-presentation, I want to try something different this year.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Rather than simply do as I’ve done for the past thirty years, and that is to provide you with a copy of my course syllabus as you walk through the door and then to spend whatever time we have together reading to you from that syllabus, I’d going to provide you now with a copy of my course syllabus. (Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1G7iVcKPZJsqbPd4HX5tYD12jXJtLcA5fBn9SyxYU8vg/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view.)\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">My hope and expectation is two-fold. \u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">1. That you will thoroughly review the course \u003c/span>\u003cspan style=\"font-weight: 400\">syllabus\u003c/span>\u003cspan style=\"font-weight: 400\"> before entering my room on Wednesday and thus spare me from having to bore you with a read through of that which you can read for yourself.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">2. That you will enter the room with a few questions about the course and/or my educational philosophy.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">All in all, I want you on Wednesday to leave Room 404 saying to yourself that your time there proved not only informative but also interesting and engaging. \u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Interaction, not just a one-way presentation with you passively sitting there listening to me drone on about the course expectations, that’s what I’m hoping for and hence this attempt to try something different.\u003c/span>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Looking forward to your questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions that I was asked at back-to-school night last year (and would look forward to being asked again this year) included the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the hardest part of this class for most students?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What part of this class do you enjoy teaching the most and the least?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have you ever thought of teaching the class thematically?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have you ever thought of teaching the class from present to past?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Can you tell me about how you have the kids use technology and digital media?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_530626\" class=\"wp-caption alignnone\" style=\"max-width: 727px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530626 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/image1.jpg\" width=\"727\" height=\"545\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1.jpg 727w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/image1-520x390.jpg 520w\" sizes=\"(max-width: 727px) 100vw, 727px\">\u003cfigcaption class=\"wp-caption-text\">Two parents turning their attention to another parent about to ask a question. Photo Credit: Peter Paccone\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what was the parent reaction to all of this? All good, with one parent even going so far as to send me an email the very next day that read: “thank you, that was not only informative, it was also \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interesting AND engaging\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to flip the back-to-school night presentation is to provide your parents, in the days leading up to the presentation, with a link to a 3-5 minute video that you have produced which describes the content of your course syllabus. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/HSNSKpdxgqM\">\u003cspan style=\"font-weight: 400\">One great example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of this kind of video was produced by middle school-science teacher \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/sarahkesty/\">\u003cspan style=\"font-weight: 400\">Sarah Kesty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/a6UPRHqAGeM\">\u003cspan style=\"font-weight: 400\">Another great example\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was produced by high school-social studies teacher \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/scottpetri/\">\u003cspan style=\"font-weight: 400\">Scott Petri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/a6UPRHqAGeM'\n title='//www.youtube.com/embed/a6UPRHqAGeM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sending home a video before back-to-school night, rather than sending home a letter, is the more common way to flip the back-to-school night presentation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>One More Reason to Flip Your Back-to-School-Night Presentation\u003c/b>\u003cb>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of how a teacher chooses to flip their back-to-school-night presentation, all teachers should keep this in mind:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not all parents can attend back-to-school-night. Some work at night or need to stay home with their other children. And those with two or more children at school may find themselves having to skip your presentation for the sake of another teacher’s presentation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents like this, a flipped back-to-school-night presentation would probably allow them to feel included even if they are unable to show up in your classroom during back-to-school-night. \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\">So what do you say, teachers? This year, let’s avoid boring ourselves and each other by taking advantage of the flipped model. It’s not just for students—parents can benefit too.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How My Students Improved Their Writing Skills by Sharing Online",
"headTitle": "How My Students Improved Their Writing Skills by Sharing Online | KQED",
"content": "\u003cp>I used to begin each school year by assigning my high school juniors a hefty take-home essay, asking them to consult challenging sources to assess whether the American colonists were justified in seeking independence. At the time, I believed this “trial by fire” would let my students know that I meant business.\u003c/p>\n\u003cp>For several reasons, that approach was flawed:\u003c/p>\n\u003col>\n\u003cli>Students took my rigor as a sign that I didn’t care about their success, and only wanted to make them squirm. In all honesty, they were right, as I had done little at that point to prepare students with the skills necessary to succeed with the assignment.\u003c/li>\n\u003cli>My students didn’t want to fail, even under unrealistic expectations, and I was complicit in driving them to pursue unethical shortcuts, from lifting whole passages from books or web sources, to enlisting somebody else to do most of the work for them.\u003c/li>\n\u003cli>Students also seemed more concerned about meeting the five-page minimum than crafting concise, analytical prose. I didn’t gain an accurate sense of their understanding or writing abilities.\u003c/li>\n\u003c/ol>\n\u003cp>My approach changed after I experienced tremendous success helping students launch \u003ca href=\"http://www.bmgator.org\">\u003cem>The Gator\u003c/em>\u003c/a>, an online student news site. Rather than immediately throwing those budding reporters into the deep end—as I had done with my history students—I took my time introducing them to important research and communication skills such as finding, evaluating and citing sources, and composing clear, concise writing that avoids repetition and superfluous language.\u003c/p>\n\u003cp>Student-journalists whom I also taught later in history performed noticeably higher on all sorts of work, including in-class essays. This made it even clearer to me that I needed to change how I taught and assigned writing \u003cem>outside\u003c/em> the newsroom to be more like how I taught writing \u003cem>inside\u003c/em> the newsroom\u003c/p>\n\u003cp>With that in mind, I jettisoned the early-fall essay for my history students, in favor of teaching them how to write an opinion piece, the kind one comes across in a newspaper, news website or blog. As though a light had gone on in my head, I realized that if students could master the care and effort that went into writing a concise, persuasive piece 750-850 words long, then more involved writing projects wouldn’t seem as daunting.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though I didn’t require it, I encouraged my history students to share polished articles on \u003ca href=\"http://www.bmgator.org\">\u003cem>The Gator\u003c/em>\u003c/a>. For those dead set against the idea, I made clear that they approach the assignment with that goal in mind, as writing for an audience would help them review their work more closely. In my experience, when students know that their work could be scrutinized by others beyond just their teacher, they tend to be noticeably more invested in the writing and revision process.\u003c/p>\n\u003cfigure id=\"attachment_530586\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530586 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Cutler02-800x533.jpg\" alt=\"Students in David Cutler's History and Journalism classes review their work before posting it online. Photo by David Barron.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in David Cutler’s History and Journalism classes review their work before posting it online. Photo by David Barron. \u003ccite>(David Barron)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moreover, the shorter nature of the assignment allowed me to offer more detailed feedback, as well as meet with more students one-on-one about the strengths and weaknesses of their work. I grew intimately familiar with everyone’s writing style, from work that seemed to represent their abilities more fully. To capitalize on student interest in current events, I wrote a new prompt that drew on an \u003ca href=\"https://www.politico.com/story/2016/11/rudy-giuliani-trump-win-andrew-jackson-2016-231035\">MSNBC interview\u003c/a> and asked students to compare President Andrew Jackson and President-Elect Donald Trump.\u003c/p>\n\u003cp>To my delight, several students shared their work online on The Gator, signifying that they cared deeply about their articles, while also owning their convictions. “Apart from their flamboyant hairstyles, Donald Trump and Andrew Jackson share a variety of frightening similarities — and this could spell more than just a fashion disaster for America’s future,” wrote Sophie Lapat ’18 for her terrific story, “\u003ca href=\"https://bmgator.org/2016/12/14/trump-the-new-jackson/\">Trump: The New Jackson?\u003c/a>”\u003c/p>\n\u003cp>Lapat’s article didn’t qualify as history writing, but in this case, that didn’t bother me. I cared that she expressed herself clearly, in a way that grabbed my attention. After completing that assignment, Lapat employed similar tactics of clarity and engagement to succeed on more traditional essay assignments, such as whether Truman acted wisely by using atomic bombs to end World War II.\u003c/p>\n\u003cp>“As someone who enjoys writing, I’ve often felt there is a prescribed way to do research and shape my voice,” Lapat told me. “This assignment gave me a new sense of confidence and provided me with a creative avenue to enjoy history.”\u003c/p>\n\u003cp>All of this gets back to a critical point: Teachers should do their best to assign work that has intrinsic, authentic value, and that students can complete successfully. In this instance, students saw the benefit of learning to communicate effectively—not just for the classroom, but for a wider audience who would be reading their work online.\u003c/p>\n\u003cp>If you’re curious to see how the skills fostered during my opinion piece writing assignments led to students’ writing longer, more academic-oriented papers, check out the following links:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1Zz9rBOraZIJ7Ahb0Th39vIUnaYo8t7Bt/view?usp=sharing\">Second Wave of Feminism: Redefining a Nation\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1J8Na-QdR8qb7noENaFxv0Yh8Bb87eXIg/view?usp=sharing\">D-Day: The Major Turning Point of World War II \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1qGp6ul1mE6z_JwSnVo9lGzFi1HpxwMqy/view?usp=sharing\">Reconstruction: Reassessing the Freedmen’s Bureau\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Each of these papers contains mistakes or oversights of various sorts, but also represents the vast improvement my students experienced over the year, including becoming more open to receiving and responding to feedback. In large part, this delicate process launched in the fall, when students first began writing and sharing their opinion pieces online.\u003c/p>\n\n",
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"description": "I used to begin each school year by assigning my high school juniors a hefty take-home essay, asking them to consult challenging sources to assess whether the American colonists were justified in seeking independence. At the time, I believed this “trial by fire” would let my students know that I meant business. For several reasons,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I used to begin each school year by assigning my high school juniors a hefty take-home essay, asking them to consult challenging sources to assess whether the American colonists were justified in seeking independence. At the time, I believed this “trial by fire” would let my students know that I meant business.\u003c/p>\n\u003cp>For several reasons, that approach was flawed:\u003c/p>\n\u003col>\n\u003cli>Students took my rigor as a sign that I didn’t care about their success, and only wanted to make them squirm. In all honesty, they were right, as I had done little at that point to prepare students with the skills necessary to succeed with the assignment.\u003c/li>\n\u003cli>My students didn’t want to fail, even under unrealistic expectations, and I was complicit in driving them to pursue unethical shortcuts, from lifting whole passages from books or web sources, to enlisting somebody else to do most of the work for them.\u003c/li>\n\u003cli>Students also seemed more concerned about meeting the five-page minimum than crafting concise, analytical prose. I didn’t gain an accurate sense of their understanding or writing abilities.\u003c/li>\n\u003c/ol>\n\u003cp>My approach changed after I experienced tremendous success helping students launch \u003ca href=\"http://www.bmgator.org\">\u003cem>The Gator\u003c/em>\u003c/a>, an online student news site. Rather than immediately throwing those budding reporters into the deep end—as I had done with my history students—I took my time introducing them to important research and communication skills such as finding, evaluating and citing sources, and composing clear, concise writing that avoids repetition and superfluous language.\u003c/p>\n\u003cp>Student-journalists whom I also taught later in history performed noticeably higher on all sorts of work, including in-class essays. This made it even clearer to me that I needed to change how I taught and assigned writing \u003cem>outside\u003c/em> the newsroom to be more like how I taught writing \u003cem>inside\u003c/em> the newsroom\u003c/p>\n\u003cp>With that in mind, I jettisoned the early-fall essay for my history students, in favor of teaching them how to write an opinion piece, the kind one comes across in a newspaper, news website or blog. As though a light had gone on in my head, I realized that if students could master the care and effort that went into writing a concise, persuasive piece 750-850 words long, then more involved writing projects wouldn’t seem as daunting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though I didn’t require it, I encouraged my history students to share polished articles on \u003ca href=\"http://www.bmgator.org\">\u003cem>The Gator\u003c/em>\u003c/a>. For those dead set against the idea, I made clear that they approach the assignment with that goal in mind, as writing for an audience would help them review their work more closely. In my experience, when students know that their work could be scrutinized by others beyond just their teacher, they tend to be noticeably more invested in the writing and revision process.\u003c/p>\n\u003cfigure id=\"attachment_530586\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530586 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Cutler02-800x533.jpg\" alt=\"Students in David Cutler's History and Journalism classes review their work before posting it online. Photo by David Barron.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Cutler02-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in David Cutler’s History and Journalism classes review their work before posting it online. Photo by David Barron. \u003ccite>(David Barron)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moreover, the shorter nature of the assignment allowed me to offer more detailed feedback, as well as meet with more students one-on-one about the strengths and weaknesses of their work. I grew intimately familiar with everyone’s writing style, from work that seemed to represent their abilities more fully. To capitalize on student interest in current events, I wrote a new prompt that drew on an \u003ca href=\"https://www.politico.com/story/2016/11/rudy-giuliani-trump-win-andrew-jackson-2016-231035\">MSNBC interview\u003c/a> and asked students to compare President Andrew Jackson and President-Elect Donald Trump.\u003c/p>\n\u003cp>To my delight, several students shared their work online on The Gator, signifying that they cared deeply about their articles, while also owning their convictions. “Apart from their flamboyant hairstyles, Donald Trump and Andrew Jackson share a variety of frightening similarities — and this could spell more than just a fashion disaster for America’s future,” wrote Sophie Lapat ’18 for her terrific story, “\u003ca href=\"https://bmgator.org/2016/12/14/trump-the-new-jackson/\">Trump: The New Jackson?\u003c/a>”\u003c/p>\n\u003cp>Lapat’s article didn’t qualify as history writing, but in this case, that didn’t bother me. I cared that she expressed herself clearly, in a way that grabbed my attention. After completing that assignment, Lapat employed similar tactics of clarity and engagement to succeed on more traditional essay assignments, such as whether Truman acted wisely by using atomic bombs to end World War II.\u003c/p>\n\u003cp>“As someone who enjoys writing, I’ve often felt there is a prescribed way to do research and shape my voice,” Lapat told me. “This assignment gave me a new sense of confidence and provided me with a creative avenue to enjoy history.”\u003c/p>\n\u003cp>All of this gets back to a critical point: Teachers should do their best to assign work that has intrinsic, authentic value, and that students can complete successfully. In this instance, students saw the benefit of learning to communicate effectively—not just for the classroom, but for a wider audience who would be reading their work online.\u003c/p>\n\u003cp>If you’re curious to see how the skills fostered during my opinion piece writing assignments led to students’ writing longer, more academic-oriented papers, check out the following links:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1Zz9rBOraZIJ7Ahb0Th39vIUnaYo8t7Bt/view?usp=sharing\">Second Wave of Feminism: Redefining a Nation\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1J8Na-QdR8qb7noENaFxv0Yh8Bb87eXIg/view?usp=sharing\">D-Day: The Major Turning Point of World War II \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/file/d/1qGp6ul1mE6z_JwSnVo9lGzFi1HpxwMqy/view?usp=sharing\">Reconstruction: Reassessing the Freedmen’s Bureau\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Each of these papers contains mistakes or oversights of various sorts, but also represents the vast improvement my students experienced over the year, including becoming more open to receiving and responding to feedback. In large part, this delicate process launched in the fall, when students first began writing and sharing their opinion pieces online.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Start the Year Right by Learning More Than Your Students’ Names",
"headTitle": "Start the Year Right by Learning More Than Your Students’ Names | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Maybe it’s my age or maybe it’s the fact that I’ve learned hundreds (actually, thousands!) of student names over the years, but each September it takes me longer and longer to learn my students’ names. I know that greeting them by name is a critical step in helping them feel welcome and validated in my classroom, so I don’t want to give in to the struggle and say, “Hey you!” when I can’t remember if I’m calling on Chloe or Zoe; Ashley or Ashlynn; Ethan or Ian; Ella or Ellie; Matthew or Michael; or Jake or Jack or James or Jacob (or Jason or Jared). Or Jaden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But to really know our students, we need to go beyond names and faces, and the sooner we do that, the better. (And the easier it actually is to remember their names!) Fortunately, technology offers a variety of ways our students can express themselves creatively while also helping us get to know them as individuals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since get-to-know you questions can be personal, it is important to let your students know up front who will see their answers. Will they be shared with the whole class? Or will you be the only one to see them? What a difference it can make if students know that you will be their only audience. One of my students even sang to me on her selfie video. Be sure your students know who will view their work.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://catlintucker.com/2018/07/selfie-icebreaker/\">\u003cb>Post a selfie\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">: Credit to high school teacher \u003c/span>\u003ca href=\"https://twitter.com/Catlin_Tucker\">\u003cspan style=\"font-weight: 400\">Catlin Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for this great idea! We know our students are expert selfie-takers, so why not honor their phone skills by having them show off on the first day of school? Using phones or tablets (or even laptops), students can take a selfie and then share it to a page set up by the teacher. It could be on a \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a class blog or \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In addition to the selfie, students can write a little about themselves: their name (and nickname); favorite hobbies/sports/interests; and something about the subject you teach. In my English class, I want to know what books and authors they have loved in the past. In my Broadcast Media class, I want to know what kind of experience they have with movie making and/or editing. Finally, I ask them to tell me what they hope this class will be like and how I can help them be successful.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a biography slide\u003c/b>\u003cspan style=\"font-weight: 400\">: Using \u003c/span>\u003ca href=\"https://docs.google.com/drawings/\">\u003cspan style=\"font-weight: 400\">Google Drawing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ca href=\"https://www.canva.com/\">\u003cspan style=\"font-weight: 400\">Canva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my students create a slide that helps me get to know them. They choose from a list of my suggestions, but must include their name, a selfie image, an inspirational quote and one other picture. They may add images that represent their family, interests, strengths, role models, heroes and dreams for their future. These slides can be easily shared with the rest of the class, or just submitted to the teacher.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530543\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-800x603.png\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-800x603.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-768x579.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1020x769.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1200x904.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1180x889.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-960x724.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-240x181.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-375x283.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-520x392.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618.png 1502w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1BSA_L8RElTC93cNnJjPdvdYzy10ej9Prw7XHv6mVeIk/edit?usp=sharing\">\u003cb>Take a selfie video\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">Similar to Catlin Tucker’s selfie assignment, the selfie video not only gives us insight into our students’ lives, but when they say their names on video, we are able to hear how it is pronounced (and yes, I have replayed some videos over and over so I can give those names the honor they deserve). Respecting names makes a big difference in our students’ feelings of acceptance and belonging, but if we don’t take the time to hear and practice their names, chances are we will avoid trying to say them. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The content of the selfie video is similar to the selfie pics above. I ask my students to film in a place that is meaningful for them, and that piece alone gives me some sweet insight into their lives. Some film in their backyards, where they tell me about activities they enjoy with family and friends; some film in their bedrooms, where they show off their soccer trophies, gymnastics ribbons and decor they chose themselves; and many film with a pet in their lap. They do love their dogs, cats and hamsters. These videos can be made with smartphones, tablets or computers. They submitted their videos to \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but they could also be shared via \u003c/span>\u003ca href=\"https://flipgrid.com/\">\u003cspan style=\"font-weight: 400\">FlipGrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or on a class blog.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530542 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-800x544.png\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-800x544.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-768x522.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1020x693.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1200x816.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1180x802.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-960x652.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-520x353.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618.png 1339w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Introduce yourself on a blog:\u003c/b>\u003cspan style=\"font-weight: 400\"> Rather than just telling our students on the first day that they will be learning to use technology for academic purposes, why not dive right in and have them use technology to introduce themselves and meet their classmates? If you have a \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2018/03/06/ten-tips-for-a-successful-class-blog/\">\u003cspan style=\"font-weight: 400\">class blog for your students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could write a post that introduces themselves. They could include a picture (more selfies!) or they could add an image that shows something they enjoy, like a sport, hobby, artistic talent, etc. While you learn more about your students, they learn a bit about writing for an online audience, and finding and posting images.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a comic strip: \u003c/b>\u003ca href=\"https://www.makebeliefscomix.com/\">\u003cspan style=\"font-weight: 400\">Make Beliefs Comix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a great site for the classroom, and getting students familiar with the format of a comic strip sets them up to use comics throughout the year. They can design comics to \u003c/span>\u003ca href=\"https://www.makebeliefscomix.com/26-ways-to-use-mbc-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">express themes in literature, events in history, concepts in science and more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But the first week of school, let students use a comic strip to communicate who they are and what they want you to know about them. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530548 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-800x431.png\" width=\"800\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-800x431.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-768x414.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1020x550.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1200x647.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1180x636.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-960x518.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-375x202.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-520x280.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618.png 1226w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a virtual tour:\u003c/b>\u003cspan style=\"font-weight: 400\"> With \u003c/span>\u003ca href=\"https://tourbuilder.withgoogle.com/\">\u003cspan style=\"font-weight: 400\">Google Tour Builder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, your students can introduce themselves to you while also sharing something about their family background or their bucket-list travel destinations. (This could be a great introduction activity for a social studies classroom.) A \u003c/span>\u003ca href=\"https://youtu.be/jAijEuu2yFE\">\u003cspan style=\"font-weight: 400\">simple program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to use, students just need a Google account and internet access. They can add images, videos and text to their destinations, and then share their tour with just a link.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530546 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-800x375.png\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-800x375.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-160x75.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-768x360.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-1020x478.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-1180x553.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-960x450.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-240x112.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-375x176.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-520x244.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618.png 1191w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is our goal the first days and weeks of school? Do we want to bore students with class procedures and frighten them with our rules? Or do we want to excite them with fun, hands-on activities and show them we care about who they are? Give your students time to creatively introduce themselves to you, and they will learn so much about what you value (hint: them). The time you invest in those first days and weeks will come back to you in spades when you and your students really know and appreciate each other, and when you greet Jake, Jared, Jackson and Jason by name without hesitating.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editors Note: To learn more about how to create and use \u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">blogs\u003c/a>, \u003ca href=\"https://teach.kqed.org/course/making-digital-comics\">comics\u003c/a>, or \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\">interactive maps\u003c/a> in your classroom, check out KQED’s free professional learning courses on \u003ca href=\"http://teach.kqed.org/\">KQED Teach\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"description": "Maybe it’s my age or maybe it’s the fact that I’ve learned hundreds (actually, thousands!) of student names over the years, but each September it takes me longer and longer to learn my students’ names. I know that greeting them by name is a critical step in helping them feel welcome and validated in my",
"title": "Start the Year Right by Learning More Than Your Students’ Names | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Maybe it’s my age or maybe it’s the fact that I’ve learned hundreds (actually, thousands!) of student names over the years, but each September it takes me longer and longer to learn my students’ names. I know that greeting them by name is a critical step in helping them feel welcome and validated in my classroom, so I don’t want to give in to the struggle and say, “Hey you!” when I can’t remember if I’m calling on Chloe or Zoe; Ashley or Ashlynn; Ethan or Ian; Ella or Ellie; Matthew or Michael; or Jake or Jack or James or Jacob (or Jason or Jared). Or Jaden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But to really know our students, we need to go beyond names and faces, and the sooner we do that, the better. (And the easier it actually is to remember their names!) Fortunately, technology offers a variety of ways our students can express themselves creatively while also helping us get to know them as individuals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since get-to-know you questions can be personal, it is important to let your students know up front who will see their answers. Will they be shared with the whole class? Or will you be the only one to see them? What a difference it can make if students know that you will be their only audience. One of my students even sang to me on her selfie video. Be sure your students know who will view their work.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://catlintucker.com/2018/07/selfie-icebreaker/\">\u003cb>Post a selfie\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">: Credit to high school teacher \u003c/span>\u003ca href=\"https://twitter.com/Catlin_Tucker\">\u003cspan style=\"font-weight: 400\">Catlin Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for this great idea! We know our students are expert selfie-takers, so why not honor their phone skills by having them show off on the first day of school? Using phones or tablets (or even laptops), students can take a selfie and then share it to a page set up by the teacher. It could be on a \u003c/span>\u003ca href=\"https://padlet.com/\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a class blog or \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In addition to the selfie, students can write a little about themselves: their name (and nickname); favorite hobbies/sports/interests; and something about the subject you teach. In my English class, I want to know what books and authors they have loved in the past. In my Broadcast Media class, I want to know what kind of experience they have with movie making and/or editing. Finally, I ask them to tell me what they hope this class will be like and how I can help them be successful.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a biography slide\u003c/b>\u003cspan style=\"font-weight: 400\">: Using \u003c/span>\u003ca href=\"https://docs.google.com/drawings/\">\u003cspan style=\"font-weight: 400\">Google Drawing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ca href=\"https://www.canva.com/\">\u003cspan style=\"font-weight: 400\">Canva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://spark.adobe.com/\">\u003cspan style=\"font-weight: 400\">Adobe Spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my students create a slide that helps me get to know them. They choose from a list of my suggestions, but must include their name, a selfie image, an inspirational quote and one other picture. They may add images that represent their family, interests, strengths, role models, heroes and dreams for their future. These slides can be easily shared with the rest of the class, or just submitted to the teacher.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530543\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-800x603.png\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-800x603.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-768x579.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1020x769.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1200x904.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-1180x889.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-960x724.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-240x181.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-375x283.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618-520x392.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/BiographySlide_LauraBradley_081618.png 1502w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1BSA_L8RElTC93cNnJjPdvdYzy10ej9Prw7XHv6mVeIk/edit?usp=sharing\">\u003cb>Take a selfie video\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">Similar to Catlin Tucker’s selfie assignment, the selfie video not only gives us insight into our students’ lives, but when they say their names on video, we are able to hear how it is pronounced (and yes, I have replayed some videos over and over so I can give those names the honor they deserve). Respecting names makes a big difference in our students’ feelings of acceptance and belonging, but if we don’t take the time to hear and practice their names, chances are we will avoid trying to say them. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The content of the selfie video is similar to the selfie pics above. I ask my students to film in a place that is meaningful for them, and that piece alone gives me some sweet insight into their lives. Some film in their backyards, where they tell me about activities they enjoy with family and friends; some film in their bedrooms, where they show off their soccer trophies, gymnastics ribbons and decor they chose themselves; and many film with a pet in their lap. They do love their dogs, cats and hamsters. These videos can be made with smartphones, tablets or computers. They submitted their videos to \u003c/span>\u003ca href=\"https://classroom.google.com/\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but they could also be shared via \u003c/span>\u003ca href=\"https://flipgrid.com/\">\u003cspan style=\"font-weight: 400\">FlipGrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or on a class blog.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530542 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-800x544.png\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-800x544.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-768x522.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1020x693.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1200x816.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-1180x802.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-960x652.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618-520x353.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/FlipGrid_LauraBradley_081618.png 1339w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Introduce yourself on a blog:\u003c/b>\u003cspan style=\"font-weight: 400\"> Rather than just telling our students on the first day that they will be learning to use technology for academic purposes, why not dive right in and have them use technology to introduce themselves and meet their classmates? If you have a \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2018/03/06/ten-tips-for-a-successful-class-blog/\">\u003cspan style=\"font-weight: 400\">class blog for your students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could write a post that introduces themselves. They could include a picture (more selfies!) or they could add an image that shows something they enjoy, like a sport, hobby, artistic talent, etc. While you learn more about your students, they learn a bit about writing for an online audience, and finding and posting images.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a comic strip: \u003c/b>\u003ca href=\"https://www.makebeliefscomix.com/\">\u003cspan style=\"font-weight: 400\">Make Beliefs Comix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a great site for the classroom, and getting students familiar with the format of a comic strip sets them up to use comics throughout the year. They can design comics to \u003c/span>\u003ca href=\"https://www.makebeliefscomix.com/26-ways-to-use-mbc-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">express themes in literature, events in history, concepts in science and more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But the first week of school, let students use a comic strip to communicate who they are and what they want you to know about them. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530548 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-800x431.png\" width=\"800\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-800x431.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-768x414.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1020x550.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1200x647.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-1180x636.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-960x518.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-375x202.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618-520x280.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/MakeBeliefsComix_LauraBradley_081618.png 1226w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Create a virtual tour:\u003c/b>\u003cspan style=\"font-weight: 400\"> With \u003c/span>\u003ca href=\"https://tourbuilder.withgoogle.com/\">\u003cspan style=\"font-weight: 400\">Google Tour Builder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, your students can introduce themselves to you while also sharing something about their family background or their bucket-list travel destinations. (This could be a great introduction activity for a social studies classroom.) A \u003c/span>\u003ca href=\"https://youtu.be/jAijEuu2yFE\">\u003cspan style=\"font-weight: 400\">simple program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to use, students just need a Google account and internet access. They can add images, videos and text to their destinations, and then share their tour with just a link.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Laura Bradley\" align=\"alignnone\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530546 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-800x375.png\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-800x375.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-160x75.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-768x360.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-1020x478.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-1180x553.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-960x450.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-240x112.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-375x176.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618-520x244.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/TourBuilder_LauraBradley_081618.png 1191w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is our goal the first days and weeks of school? Do we want to bore students with class procedures and frighten them with our rules? Or do we want to excite them with fun, hands-on activities and show them we care about who they are? Give your students time to creatively introduce themselves to you, and they will learn so much about what you value (hint: them). The time you invest in those first days and weeks will come back to you in spades when you and your students really know and appreciate each other, and when you greet Jake, Jared, Jackson and Jason by name without hesitating.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editors Note: To learn more about how to create and use \u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">blogs\u003c/a>, \u003ca href=\"https://teach.kqed.org/course/making-digital-comics\">comics\u003c/a>, or \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\">interactive maps\u003c/a> in your classroom, check out KQED’s free professional learning courses on \u003ca href=\"http://teach.kqed.org/\">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\">The longer I teach online journalism, the more I understand about how students learn best. They crave ownership of the learning process, and that ownership can help promote mastery of essential skills and content knowledge. Owning their learning is also significantly more meaningful than having me—or any other teacher for that matter—tell students exactly what’s expected of them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I prefer that students experiment with the learning, setting and holding themselves to their own high standards, while always striving to improve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This fall I gleefully watched my journalism students launch a television news broadcast to accompany \u003c/span>\u003ca href=\"http://www.bmgator.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the online student newspaper I advise at Brimmer and May. I marveled at how access to exciting communication technology, when coupled with an eagerness to share quality work, generated powerful student-driven learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Admittedly, as a veteran of print journalism, I knew very little about video production. I had experimented with it earlier, but I fumbled by not initially trusting my students to do the work themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sure, the final product looked good enough. But it reflected more of my efforts than that of my students, highlighting my shortcoming as an adviser. From the third broadcast onward, as much as possible, I removed myself from the equation. From the sidelines, I observed my students relying on each other to work through roadblocks to produce better and better segments, as they recognized and learned from missteps.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My overinvolvement had deprived students of the learning process. Only when I relived control did the team jump at the chance to put all the moving pieces together, and \u003c/span>\u003ca href=\"https://bmgator.org/category/gator-nation-news/\">\u003ci>\u003cspan style=\"font-weight: 400\">Gator Nation News\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> really took off. \u003c/span>\u003c/p>\n\u003cp>https://youtu.be/qpL0VBxmvfg\u003c/p>\n\u003ch4>Experimenting with Tools\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In October, Brimmer opened a new media lab as part of a larger construction project. With an entire wall painted in \u003c/span>\u003ca href=\"https://www.amazon.com/Rosco-Chroma-Key-Green-Paint/dp/B003ZX2V8S/ref=pd_sbs_421_1?_encoding=UTF8&pd_rd_i=B003ZX2V8S&pd_rd_r=e391c206-74ab-11e8-b61c-2dcb7f36ce8c&pd_rd_w=W94Kn&pd_rd_wg=57OyN&pf_rd_i=desktop-dp-sims&pf_rd_m=ATVPDKIKX0DER&pf_rd_p=5825442648805390339&pf_rd_r=PAB34G1P4TJ51YMFPBQX&pf_rd_s=desktop-dp-sims&pf_rd_t=40701&psc=1&refRID=PAB34G1P4TJ51YMFPBQX\">\u003cspan style=\"font-weight: 400\">chroma key matte green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; a suite of new MacBook Pro’s loaded with \u003c/span>\u003ca href=\"https://www.apple.com/final-cut-pro/\">\u003cspan style=\"font-weight: 400\">Final Cut Pro X\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.amazon.com/Canon-Mirrorless-Camera-EF-M15-45mm-Video/dp/B079Y45KTJ/ref=sr_1_1_sspa?s=photo&ie=UTF8&qid=1529514160&sr=1-1-spons&keywords=Sony+A6300&psc=1\">\u003cspan style=\"font-weight: 400\">4K Sony video cameras\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; and two \u003c/span>\u003ca href=\"https://www.amazon.com/Parrot-Teleprompter-Worlds-Portable-Affordable/dp/B01KBIMG5M/ref=sr_1_3?s=electronics&ie=UTF8&qid=1529514186&sr=1-3&keywords=parrot+teleprompter\">\u003cspan style=\"font-weight: 400\">Parrot teleprompters,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the editors of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> hit the ground running. By and large, they put all the pieces together themselves, with minimal direction from me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students used Vimeo to host completed broadcasts, which were then embedded in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Unlike YouTube, Vimeo requires a paid subscription, but the platform rejects advertisements, and I also appreciate how its niche market caters to the education sector. Moreover, the actual video player is sleeker than those of its competitors, and it’s easy to adjust privacy and control settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, in addition to airing pre-recorded broadcasts, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Gator Nations News \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">team wants to explore going live. To begin this process, the newsroom recently purchased a subscription to \u003c/span>\u003ca href=\"http://livestream.com/\">\u003cspan style=\"font-weight: 400\">Livestream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which reporters also used to offer live coverage of end-of-year events, including \u003c/span>\u003ca href=\"https://bmgator.org/2018/05/31/live-2018-commencement-june-1/\">\u003cspan style=\"font-weight: 400\">commencement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the fall, students also hope also to conduct live interviews around campus before moving production to the media lab. \u003c/span>\u003c/p>\n\u003ch4>Cultivating Real-World Work Environments\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As in any work environment, disagreements occurred\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">especially early on. Students would argue, sometimes heatedly, about what deserved coverage, or whether colleagues had completed their jobs in timely and effective fashion. Occasionally, students did not think before making well-meaning but potentially hurtful comments about the sub-par quality of a shot, uneven sound levels, or poor execution of some other sort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I trusted the student editor in chief with telling me when to butt out. During a particularly tense recording session, she respectfully asked me to leave the media lab. My intervention was only slowing down production, and from her I learned that no matter what I teach, there is a lot to be said for letting students work out struggles on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I did my best to let the students sort out their own problems, wary of depriving them of the important development that comes from overcoming hardship without adult intervention. I’m proud to report that no matter how big the dispute, students found a way to move on, learn from their mistakes, and call on me only when necessary.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/2AV5faxAXGc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s only the start of summer, but I can’t wait to see what my budding journalists will drive themselves to accomplish next.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530382\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=11287 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530382 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1020x680.jpg\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">David Cutler discussing Gator Nation News with editors Jared Heller ’19 and Michelle Levinger ’19. Photo by Jody Weinberg.\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The longer I teach online journalism, the more I understand about how students learn best. They crave ownership of the learning process, and that ownership can help promote mastery of essential skills and content knowledge. Owning their learning is also significantly more meaningful than having me—or any other teacher for that matter—tell students exactly what’s expected of them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I prefer that students experiment with the learning, setting and holding themselves to their own high standards, while always striving to improve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This fall I gleefully watched my journalism students launch a television news broadcast to accompany \u003c/span>\u003ca href=\"http://www.bmgator.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the online student newspaper I advise at Brimmer and May. I marveled at how access to exciting communication technology, when coupled with an eagerness to share quality work, generated powerful student-driven learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Admittedly, as a veteran of print journalism, I knew very little about video production. I had experimented with it earlier, but I fumbled by not initially trusting my students to do the work themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sure, the final product looked good enough. But it reflected more of my efforts than that of my students, highlighting my shortcoming as an adviser. From the third broadcast onward, as much as possible, I removed myself from the equation. From the sidelines, I observed my students relying on each other to work through roadblocks to produce better and better segments, as they recognized and learned from missteps.\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\">My overinvolvement had deprived students of the learning process. Only when I relived control did the team jump at the chance to put all the moving pieces together, and \u003c/span>\u003ca href=\"https://bmgator.org/category/gator-nation-news/\">\u003ci>\u003cspan style=\"font-weight: 400\">Gator Nation News\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> really took off. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/qpL0VBxmvfg'\n title='//www.youtube.com/embed/qpL0VBxmvfg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>Experimenting with Tools\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In October, Brimmer opened a new media lab as part of a larger construction project. With an entire wall painted in \u003c/span>\u003ca href=\"https://www.amazon.com/Rosco-Chroma-Key-Green-Paint/dp/B003ZX2V8S/ref=pd_sbs_421_1?_encoding=UTF8&pd_rd_i=B003ZX2V8S&pd_rd_r=e391c206-74ab-11e8-b61c-2dcb7f36ce8c&pd_rd_w=W94Kn&pd_rd_wg=57OyN&pf_rd_i=desktop-dp-sims&pf_rd_m=ATVPDKIKX0DER&pf_rd_p=5825442648805390339&pf_rd_r=PAB34G1P4TJ51YMFPBQX&pf_rd_s=desktop-dp-sims&pf_rd_t=40701&psc=1&refRID=PAB34G1P4TJ51YMFPBQX\">\u003cspan style=\"font-weight: 400\">chroma key matte green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; a suite of new MacBook Pro’s loaded with \u003c/span>\u003ca href=\"https://www.apple.com/final-cut-pro/\">\u003cspan style=\"font-weight: 400\">Final Cut Pro X\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.amazon.com/Canon-Mirrorless-Camera-EF-M15-45mm-Video/dp/B079Y45KTJ/ref=sr_1_1_sspa?s=photo&ie=UTF8&qid=1529514160&sr=1-1-spons&keywords=Sony+A6300&psc=1\">\u003cspan style=\"font-weight: 400\">4K Sony video cameras\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; and two \u003c/span>\u003ca href=\"https://www.amazon.com/Parrot-Teleprompter-Worlds-Portable-Affordable/dp/B01KBIMG5M/ref=sr_1_3?s=electronics&ie=UTF8&qid=1529514186&sr=1-3&keywords=parrot+teleprompter\">\u003cspan style=\"font-weight: 400\">Parrot teleprompters,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the editors of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> hit the ground running. By and large, they put all the pieces together themselves, with minimal direction from me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students used Vimeo to host completed broadcasts, which were then embedded in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Unlike YouTube, Vimeo requires a paid subscription, but the platform rejects advertisements, and I also appreciate how its niche market caters to the education sector. Moreover, the actual video player is sleeker than those of its competitors, and it’s easy to adjust privacy and control settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, in addition to airing pre-recorded broadcasts, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Gator Nations News \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">team wants to explore going live. To begin this process, the newsroom recently purchased a subscription to \u003c/span>\u003ca href=\"http://livestream.com/\">\u003cspan style=\"font-weight: 400\">Livestream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which reporters also used to offer live coverage of end-of-year events, including \u003c/span>\u003ca href=\"https://bmgator.org/2018/05/31/live-2018-commencement-june-1/\">\u003cspan style=\"font-weight: 400\">commencement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the fall, students also hope also to conduct live interviews around campus before moving production to the media lab. \u003c/span>\u003c/p>\n\u003ch4>Cultivating Real-World Work Environments\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As in any work environment, disagreements occurred\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">especially early on. Students would argue, sometimes heatedly, about what deserved coverage, or whether colleagues had completed their jobs in timely and effective fashion. Occasionally, students did not think before making well-meaning but potentially hurtful comments about the sub-par quality of a shot, uneven sound levels, or poor execution of some other sort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I trusted the student editor in chief with telling me when to butt out. During a particularly tense recording session, she respectfully asked me to leave the media lab. My intervention was only slowing down production, and from her I learned that no matter what I teach, there is a lot to be said for letting students work out struggles on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I did my best to let the students sort out their own problems, wary of depriving them of the important development that comes from overcoming hardship without adult intervention. I’m proud to report that no matter how big the dispute, students found a way to move on, learn from their mistakes, and call on me only when necessary.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2AV5faxAXGc'\n title='//www.youtube.com/embed/2AV5faxAXGc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s only the start of summer, but I can’t wait to see what my budding journalists will drive themselves to accomplish next.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530382\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=11287 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530382 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1020x680.jpg\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">David Cutler discussing Gator Nation News with editors Jared Heller ’19 and Michelle Levinger ’19. Photo by Jody Weinberg.\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Documentary-Inspired Civic Action Projects for the Science Class",
"headTitle": "Documentary-Inspired Civic Action Projects for the Science Class | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">During the last few weeks of school, an old familiar shift takes place: gravity lightens its hold between student and chair, eyes drift to the sunshine-filled windows, and even I find myself digging deep for those last energy reserves to push through state testing and finals. At this point, you may be ready to shake things up a bit, and documentary-inspired civic action projects may be just what you need!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Documentary-inspired civic action projects have many benefits. Most obviously, they change up the tempo and empower students to be smart consumers of information sources that are available to them at any time. They also tap into one of the teen brain’s biggest gifts: lack of self- and idea-censorship. Teens are in the precarious state of trying out who they are, where they belong, and what they believe in, making them more open to new ideas and causes. They are also less burdened by experience and bureaucratic frustrations, not yet having faced the adversities of being a changemaker. Mix these with the heightened emotional experiences of a brain under construction, and you’ve got the perfect audience for documentaries that inspire civic action! \u003c/span>\u003c/p>\n\u003ch4>My Middle School Documentary-Inspired Civic Action Projects\u003c/h4>\n\u003cp>Recently, my middle school science teaching team and I developed a unit exploring mankind’s impact on the environment. The unit started off with the students called upon to view several documentaries, with each documentary accessed through a free PBS Learning Media account. Two examples:\u003c/p>\n\u003cp>The unit started off with the students called upon to view several documentaries:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbslearningmedia.org/resource/nat15.sci.lisci.refugees/orangutans-refugees/#.WwyS1aQvzIU\">\u003cspan style=\"font-weight: 400\">Orangutan Refugees\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cspan style=\"font-weight: 400\">A 5:41 video that provides students with an opportunity to learn about the deforestation of Sumatra and the resulting displacement of orangutans in this video and supporting materials from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">NATURE: Orangutan Eden\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Using text-dependent questions, writing prompts and video, students will learn about how rescue workers are providing safe havens for orangutans.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbslearningmedia.org/resource/kqedcl11.sci.ess.turningwasteintoenergy/turning-waste-into-energy/#.WwyT9qQvzIU\">\u003cspan style=\"font-weight: 400\">Clue into Climate series from KQED\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: A 7:01 video that provides students with \u003c/span>\u003cspan style=\"font-weight: 400\">an opportunity to learn how methane digesters turn waste into usable gases and other fuels. Methane is a greenhouse gas known to trap heat more effectively than carbon dioxide. Find out how methane digesters, however, can be used to turn pollution into an energy solution.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>These documentaries were accessed through a free PBS Learning Media account.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then showed portions of various documentaries found on Netflix and that explained the human impact on the environment. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=MwxyrLUdcss\">\u003ci>\u003cspan style=\"font-weight: 400\">Racing Extinction\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> (trailer)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=6UGsRcxaSAI\">\u003ci>\u003cspan style=\"font-weight: 400\">Before the Flood\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> (trailer)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then showed a few clips from a more heady \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">NOVA\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> documentary called \u003c/span>\u003ca href=\"https://www.pbs.org/video/decoding-the-weather-machine-vgqhot/\">\u003ci>\u003cspan style=\"font-weight: 400\">Decoding the Weather Machine\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In all, the clips ranged from two to 30 minutes and were mindfully-chosen to be engaging and connected to topics students learned this year. I also chose clips featuring language just slightly above students’ independent comprehension levels, with the understanding that guiding students through beefier presentations help them develop the skills to access these levels independently. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My aim was to expose students to a range of documentary styles, from the fact-based journalism of PBS to the mostly-fact-based (but sometimes “altered” truths) of popular media documentaries. I supported students in developing a critical lens and a desire to fact-check by asking them questions throughout the documentaries. (Regretfully, I didn’t anticipate the need to address the differences between reality TV and documentaries; PBS Learning Media has a great lesson, \u003c/span>\u003ca href=\"https://www.pbslearningmedia.org/resource/25bb8630-6679-4bcd-91b2-89af06c29892/56-up-reality-media/\">\u003cspan style=\"font-weight: 400\">“56 Up: Reality Media?”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support this concept). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the films, I showed students how to interact with the information they heard and saw by questioning information, writing down facts and keeping track of their emotional responses. I paused and allowed discussion, in small groups and with the class. And I took the time to validate any emotions that surfaced as the students processed some very heavy environmental concerns. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the films, I asked students to choose an environmental concern inspired by the documentaries. T\u003c/span>\u003cspan style=\"font-weight: 400\">hen I asked the students to choose a format for their civic action project.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Write and send letters to state representatives.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a social media hashtag and post from their accounts. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a \u003c/span>\u003ca href=\"https://explaineverything.com/\">\u003cspan style=\"font-weight: 400\">short film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documenting their topic in the style of a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=eywBa0xfQFw\">\u003cspan style=\"font-weight: 400\">PSA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create their own projects, given teacher approval (I just didn’t want 100 posters that would never make the full impact that media-based projects could!). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each project needed to include a brief summary of the concern, evidence, a warning of consequences if we don’t address the concern and a call to action. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of my students were on fire with their projects. Many reflected that they felt awakened and maybe even a little angry that things were not as they thought they were. For example, the topic of deforestation due to palm oil harvesting had students reading food labels and asking questions like, “If harvesting palm oil is destroying the rainforests, why does the school sell foods with palm oil in them?” Some reflected feeling like they were finally old enough to hear the truth — and do something about it when they knew things weren’t just. Several even noted that their work for the projects was more than just for a grade, noting that, “I finally have something important to do at school.” (To be honest, that one stung a little bit!)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530252\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530252\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM.png\" width=\"640\" height=\"858\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM.png 469w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-160x215.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-240x322.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-375x503.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Moved to action after watching clips from the documentary, “Racing Extinction”, one student created an informational and fundraising campaign to support the preservation of Emperor Penguins. Photo courtesy of Melissa Rains)\u003c/figcaption>\u003c/figure>\n\u003ch4>Plans for Next Year\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the documentary and action project unit was incredibly fun and successful, I did have some learning moments (i.e. mistakes) that will make me stronger and more effective next year! For example, I was reminded to pre-watch the whole clip before showing it to my class when a passionate advocate said a cuss word at a rally. I also was not entirely prepared for the full range of emotional reactions. A few students were moved to tears or asked to take a break outside after feeling overwhelmed. Yet others used the overwhelming feelings to justify inaction, apathetically noting that there were “too many problems” that were too difficult to address. Additionally, some of the questions left me feeling uneasy and potentially hypocritical. “If CO2 is heating up the earth, why would you drive a car?” “The ocean is filling up with plastic…how come we use plastic at school?” I had to embrace the discomfort and challenge my students to create alternative solutions!\u003c/span>\u003c/p>\n\u003ch4>In Closing\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Documentaries prove to be powerful tools for informing and activating our students! Our eighth graders are graduating with a new sense of awareness and responsibility to this world and each other — I don’t think I could ask for more than that! \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">During the last few weeks of school, an old familiar shift takes place: gravity lightens its hold between student and chair, eyes drift to the sunshine-filled windows, and even I find myself digging deep for those last energy reserves to push through state testing and finals. At this point, you may be ready to shake things up a bit, and documentary-inspired civic action projects may be just what you need!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Documentary-inspired civic action projects have many benefits. Most obviously, they change up the tempo and empower students to be smart consumers of information sources that are available to them at any time. They also tap into one of the teen brain’s biggest gifts: lack of self- and idea-censorship. Teens are in the precarious state of trying out who they are, where they belong, and what they believe in, making them more open to new ideas and causes. They are also less burdened by experience and bureaucratic frustrations, not yet having faced the adversities of being a changemaker. Mix these with the heightened emotional experiences of a brain under construction, and you’ve got the perfect audience for documentaries that inspire civic action! \u003c/span>\u003c/p>\n\u003ch4>My Middle School Documentary-Inspired Civic Action Projects\u003c/h4>\n\u003cp>Recently, my middle school science teaching team and I developed a unit exploring mankind’s impact on the environment. The unit started off with the students called upon to view several documentaries, with each documentary accessed through a free PBS Learning Media account. Two examples:\u003c/p>\n\u003cp>The unit started off with the students called upon to view several documentaries:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbslearningmedia.org/resource/nat15.sci.lisci.refugees/orangutans-refugees/#.WwyS1aQvzIU\">\u003cspan style=\"font-weight: 400\">Orangutan Refugees\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cspan style=\"font-weight: 400\">A 5:41 video that provides students with an opportunity to learn about the deforestation of Sumatra and the resulting displacement of orangutans in this video and supporting materials from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">NATURE: Orangutan Eden\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Using text-dependent questions, writing prompts and video, students will learn about how rescue workers are providing safe havens for orangutans.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbslearningmedia.org/resource/kqedcl11.sci.ess.turningwasteintoenergy/turning-waste-into-energy/#.WwyT9qQvzIU\">\u003cspan style=\"font-weight: 400\">Clue into Climate series from KQED\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: A 7:01 video that provides students with \u003c/span>\u003cspan style=\"font-weight: 400\">an opportunity to learn how methane digesters turn waste into usable gases and other fuels. Methane is a greenhouse gas known to trap heat more effectively than carbon dioxide. Find out how methane digesters, however, can be used to turn pollution into an energy solution.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>These documentaries were accessed through a free PBS Learning Media account.\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 then showed portions of various documentaries found on Netflix and that explained the human impact on the environment. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=MwxyrLUdcss\">\u003ci>\u003cspan style=\"font-weight: 400\">Racing Extinction\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> (trailer)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=6UGsRcxaSAI\">\u003ci>\u003cspan style=\"font-weight: 400\">Before the Flood\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> (trailer)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then showed a few clips from a more heady \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">NOVA\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> documentary called \u003c/span>\u003ca href=\"https://www.pbs.org/video/decoding-the-weather-machine-vgqhot/\">\u003ci>\u003cspan style=\"font-weight: 400\">Decoding the Weather Machine\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In all, the clips ranged from two to 30 minutes and were mindfully-chosen to be engaging and connected to topics students learned this year. I also chose clips featuring language just slightly above students’ independent comprehension levels, with the understanding that guiding students through beefier presentations help them develop the skills to access these levels independently. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My aim was to expose students to a range of documentary styles, from the fact-based journalism of PBS to the mostly-fact-based (but sometimes “altered” truths) of popular media documentaries. I supported students in developing a critical lens and a desire to fact-check by asking them questions throughout the documentaries. (Regretfully, I didn’t anticipate the need to address the differences between reality TV and documentaries; PBS Learning Media has a great lesson, \u003c/span>\u003ca href=\"https://www.pbslearningmedia.org/resource/25bb8630-6679-4bcd-91b2-89af06c29892/56-up-reality-media/\">\u003cspan style=\"font-weight: 400\">“56 Up: Reality Media?”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support this concept). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the films, I showed students how to interact with the information they heard and saw by questioning information, writing down facts and keeping track of their emotional responses. I paused and allowed discussion, in small groups and with the class. And I took the time to validate any emotions that surfaced as the students processed some very heavy environmental concerns. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the films, I asked students to choose an environmental concern inspired by the documentaries. T\u003c/span>\u003cspan style=\"font-weight: 400\">hen I asked the students to choose a format for their civic action project.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Write and send letters to state representatives.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a social media hashtag and post from their accounts. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a \u003c/span>\u003ca href=\"https://explaineverything.com/\">\u003cspan style=\"font-weight: 400\">short film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documenting their topic in the style of a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=eywBa0xfQFw\">\u003cspan style=\"font-weight: 400\">PSA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create their own projects, given teacher approval (I just didn’t want 100 posters that would never make the full impact that media-based projects could!). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each project needed to include a brief summary of the concern, evidence, a warning of consequences if we don’t address the concern and a call to action. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of my students were on fire with their projects. Many reflected that they felt awakened and maybe even a little angry that things were not as they thought they were. For example, the topic of deforestation due to palm oil harvesting had students reading food labels and asking questions like, “If harvesting palm oil is destroying the rainforests, why does the school sell foods with palm oil in them?” Some reflected feeling like they were finally old enough to hear the truth — and do something about it when they knew things weren’t just. Several even noted that their work for the projects was more than just for a grade, noting that, “I finally have something important to do at school.” (To be honest, that one stung a little bit!)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530252\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530252\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM.png\" width=\"640\" height=\"858\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM.png 469w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-160x215.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-240x322.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-375x503.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Moved to action after watching clips from the documentary, “Racing Extinction”, one student created an informational and fundraising campaign to support the preservation of Emperor Penguins. Photo courtesy of Melissa Rains)\u003c/figcaption>\u003c/figure>\n\u003ch4>Plans for Next Year\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the documentary and action project unit was incredibly fun and successful, I did have some learning moments (i.e. mistakes) that will make me stronger and more effective next year! For example, I was reminded to pre-watch the whole clip before showing it to my class when a passionate advocate said a cuss word at a rally. I also was not entirely prepared for the full range of emotional reactions. A few students were moved to tears or asked to take a break outside after feeling overwhelmed. Yet others used the overwhelming feelings to justify inaction, apathetically noting that there were “too many problems” that were too difficult to address. Additionally, some of the questions left me feeling uneasy and potentially hypocritical. “If CO2 is heating up the earth, why would you drive a car?” “The ocean is filling up with plastic…how come we use plastic at school?” I had to embrace the discomfort and challenge my students to create alternative solutions!\u003c/span>\u003c/p>\n\u003ch4>In Closing\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Documentaries prove to be powerful tools for informing and activating our students! Our eighth graders are graduating with a new sense of awareness and responsibility to this world and each other — I don’t think I could ask for more than that! \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "Teaching Film as Literature | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I teach English Language Arts at a film and media magnet in Los Angeles, CA. The main novels my 8\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> graders read in my class are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Roll of Thunder, Hear My Cry \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Mildred D. Taylor and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Watsons Go to Birmingham—1963 \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Christopher Paul Curtis. Both books are Newbery award winners written by African-American authors and are beloved my students each school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because both works of fiction feature actual events that occurred during historical periods largely unfamiliar to most middle school students—the Great Depression of the 1930s, sharecropping, segregation, the Civil Rights Movement and the 1963 Birmingham church bombings—I must provide some major, ongoing historical background so my students can comprehend and make inferences about these stories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way I accomplish this historical context is through the use of film. However, the movies I use not only augment my students’ understanding of these great books; the films I show can stand alone as worthy works of art and literature to both learn from and appreciate. In this way, media becomes an integral part of my ELA curriculum and instruction.\u003c/span>\u003c/p>\n\u003ch4>Recommended Historical Films\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both ELA and history teachers can use the following movies as the basis for lively discussions, essays, and projects related to the themes and issues explored in these fine films. Each one of these movies is a triumph in acting, directing, and storytelling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Viewed in the following order, students gain a broad historical overview, especially concerning the African-American experience.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>\u003ci>The Adventures of Huck Finn \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Disney, 1993, Rated PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in the South during the 1830s, a young boy learns the consequences of lying, the meaning of loyalty and the importance of liberty for all, as he helps a runaway slave escape along the mighty Mississippi River.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Seabiscuit \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Universal/DreamWorks, 2003, Rated PG-13): \u003c/span>\u003cspan style=\"font-weight: 400\">Set before and during the Great Depression, this incredible, inspirational tale about a jockey, a trainer, an owner and a horse, all who literally beat the odds, will have students alternately cheering and weeping.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Untold Story of Emmett Louis Till \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Velocity/Thinkfilm, 2006, Rated PG-13): \u003c/span>\u003cspan style=\"font-weight: 400\">Director Keith Beauchamp’s acclaimed and influential documentary about the torture and lynching of a Northern black boy who dared to whistle at a white woman in 1955 Mississippi.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Long Walk Home\u003c/i>\u003c/b> \u003cspan style=\"font-weight: 400\">(Dave Bell/New Visions, 1990, Rated PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in 1955 in Alabama, a white privileged housewife eventually breaks with her family and friends to support her black maid’s participation in the Montgomery bus boycott. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Ruby Bridges \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Disney, 1998, Rated TV-PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in 1960 in New Orleans, an exceptionally bright first grade girl breaks a color barrier and teaches her family and community a lesson in fortitude and forgiveness that is utterly unforgettable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Sins of the Father \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(FX, 2002, No rating: language, adult situations, violence): \u003c/span>\u003cspan style=\"font-weight: 400\">Alternating between the past and the present, this film features a determined FBI agent and a now-grown-up, conflicted boy who ensured that justice is served some thirty years after four little girls were murdered.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Guess Who’s Coming to Dinner? \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Columbia Pictures, 1967, not rated): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in San Francisco in 1967, a liberal couple’s convictions and long marriage are put to the test when their daughter’s fiancé teaches two sets of parents the glory of love.\u003c/span>\u003c/p>\n\u003ch4>Preparing to Teach Films\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Parent Permission:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the beginning of every school year, it is wise to get parent permission for all of the movies you plan to show your students. Consult your school district’s policy for showing films, and send home a letter for parents to sign and return that outlines the movies you intend to show this year, including the movie’s MPAA rating and its instructional merit. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Character List:\u003c/b>\u003cspan style=\"font-weight: 400\"> Look up the cast list for all movies on\u003c/span>\u003ca href=\"http://www.imdb.com/\"> \u003cspan style=\"font-weight: 400\">IMDb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Compile a list of the major characters in a movie, giving students the first and last name along with a brief explanation of who each character is. My students take notes during movies, with half a page in their notebooks devoted to each important character.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>During the Movie\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>A Communal Experience: \u003c/b>\u003cspan style=\"font-weight: 400\">Just as I always prefer to have\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/11/16/the-advantages-of-teaching-whole-class-novels-edutopia/\"> \u003cspan style=\"font-weight: 400\">whole-class novels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read entirely while in class, I want the viewing of movies to be a communal experience. We are not merely studying these films, my students are collectively living these journeys with the characters in real time. I do not flip the learning of movies by having my students view them beforehand at home. I want us gasping, laughing and sobbing as one!\u003c/span>\u003c/li>\n\u003cli>\u003cb>Note-Taking: \u003c/b>\u003cspan style=\"font-weight: 400\">I require my students to take notes during every movie. I keep enough light on in the room so students can see what they write. Since I do not want students watching two screens at one time, these notes are always written on paper. This way, when students later compose their essays on a computer, they can easily access their handwritten notes. Depending on the topic of the upcoming essay, students document relevant evidence from the movie beside the appropriate character’s name. Students are responsible for their own notes, but I do pause the movie at important junctures to ask questions, conduct short discussions and clarify confusions.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11405 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530270 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Ward-1.jpg\" width=\"640\" height=\"475\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-240x178.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-375x278.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-520x386.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Honoring the Art:\u003c/b>\u003cspan style=\"font-weight: 400\"> Even though I pause each movie several times, I do so judiciously and only when it does not interfere with the flow of the plot. Clarifications and conversations may be necessary at certain points, but I always wait until the arc of the current action has subsided. This policy also holds true for when I choose to stop the reading of class novels in order to discuss the finer aspects of the work.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>Multitude of Sources\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adding narrative and documentary films to my repertoire of historical sources, I provide my students with a rich and varied experience that goes beyond the printed page, requiring them to listen carefully and watch attentively. In this way, my students become increasingly savvy and sophisticated in their interactions with media.\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 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\">I teach English Language Arts at a film and media magnet in Los Angeles, CA. The main novels my 8\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> graders read in my class are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Roll of Thunder, Hear My Cry \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Mildred D. Taylor and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Watsons Go to Birmingham—1963 \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Christopher Paul Curtis. Both books are Newbery award winners written by African-American authors and are beloved my students each school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because both works of fiction feature actual events that occurred during historical periods largely unfamiliar to most middle school students—the Great Depression of the 1930s, sharecropping, segregation, the Civil Rights Movement and the 1963 Birmingham church bombings—I must provide some major, ongoing historical background so my students can comprehend and make inferences about these stories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way I accomplish this historical context is through the use of film. However, the movies I use not only augment my students’ understanding of these great books; the films I show can stand alone as worthy works of art and literature to both learn from and appreciate. In this way, media becomes an integral part of my ELA curriculum and instruction.\u003c/span>\u003c/p>\n\u003ch4>Recommended Historical Films\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both ELA and history teachers can use the following movies as the basis for lively discussions, essays, and projects related to the themes and issues explored in these fine films. Each one of these movies is a triumph in acting, directing, and storytelling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Viewed in the following order, students gain a broad historical overview, especially concerning the African-American experience.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Adventures of Huck Finn \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Disney, 1993, Rated PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in the South during the 1830s, a young boy learns the consequences of lying, the meaning of loyalty and the importance of liberty for all, as he helps a runaway slave escape along the mighty Mississippi River.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Seabiscuit \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Universal/DreamWorks, 2003, Rated PG-13): \u003c/span>\u003cspan style=\"font-weight: 400\">Set before and during the Great Depression, this incredible, inspirational tale about a jockey, a trainer, an owner and a horse, all who literally beat the odds, will have students alternately cheering and weeping.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Untold Story of Emmett Louis Till \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Velocity/Thinkfilm, 2006, Rated PG-13): \u003c/span>\u003cspan style=\"font-weight: 400\">Director Keith Beauchamp’s acclaimed and influential documentary about the torture and lynching of a Northern black boy who dared to whistle at a white woman in 1955 Mississippi.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Long Walk Home\u003c/i>\u003c/b> \u003cspan style=\"font-weight: 400\">(Dave Bell/New Visions, 1990, Rated PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in 1955 in Alabama, a white privileged housewife eventually breaks with her family and friends to support her black maid’s participation in the Montgomery bus boycott. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Ruby Bridges \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Disney, 1998, Rated TV-PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in 1960 in New Orleans, an exceptionally bright first grade girl breaks a color barrier and teaches her family and community a lesson in fortitude and forgiveness that is utterly unforgettable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Sins of the Father \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(FX, 2002, No rating: language, adult situations, violence): \u003c/span>\u003cspan style=\"font-weight: 400\">Alternating between the past and the present, this film features a determined FBI agent and a now-grown-up, conflicted boy who ensured that justice is served some thirty years after four little girls were murdered.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Guess Who’s Coming to Dinner? \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Columbia Pictures, 1967, not rated): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in San Francisco in 1967, a liberal couple’s convictions and long marriage are put to the test when their daughter’s fiancé teaches two sets of parents the glory of love.\u003c/span>\u003c/p>\n\u003ch4>Preparing to Teach Films\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Parent Permission:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the beginning of every school year, it is wise to get parent permission for all of the movies you plan to show your students. Consult your school district’s policy for showing films, and send home a letter for parents to sign and return that outlines the movies you intend to show this year, including the movie’s MPAA rating and its instructional merit. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Character List:\u003c/b>\u003cspan style=\"font-weight: 400\"> Look up the cast list for all movies on\u003c/span>\u003ca href=\"http://www.imdb.com/\"> \u003cspan style=\"font-weight: 400\">IMDb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Compile a list of the major characters in a movie, giving students the first and last name along with a brief explanation of who each character is. My students take notes during movies, with half a page in their notebooks devoted to each important character.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>During the Movie\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>A Communal Experience: \u003c/b>\u003cspan style=\"font-weight: 400\">Just as I always prefer to have\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/11/16/the-advantages-of-teaching-whole-class-novels-edutopia/\"> \u003cspan style=\"font-weight: 400\">whole-class novels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read entirely while in class, I want the viewing of movies to be a communal experience. We are not merely studying these films, my students are collectively living these journeys with the characters in real time. I do not flip the learning of movies by having my students view them beforehand at home. I want us gasping, laughing and sobbing as one!\u003c/span>\u003c/li>\n\u003cli>\u003cb>Note-Taking: \u003c/b>\u003cspan style=\"font-weight: 400\">I require my students to take notes during every movie. I keep enough light on in the room so students can see what they write. Since I do not want students watching two screens at one time, these notes are always written on paper. This way, when students later compose their essays on a computer, they can easily access their handwritten notes. Depending on the topic of the upcoming essay, students document relevant evidence from the movie beside the appropriate character’s name. Students are responsible for their own notes, but I do pause the movie at important junctures to ask questions, conduct short discussions and clarify confusions.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11405 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530270 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Ward-1.jpg\" width=\"640\" height=\"475\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-240x178.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-375x278.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-520x386.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Honoring the Art:\u003c/b>\u003cspan style=\"font-weight: 400\"> Even though I pause each movie several times, I do so judiciously and only when it does not interfere with the flow of the plot. Clarifications and conversations may be necessary at certain points, but I always wait until the arc of the current action has subsided. This policy also holds true for when I choose to stop the reading of class novels in order to discuss the finer aspects of the work.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>Multitude of Sources\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adding narrative and documentary films to my repertoire of historical sources, I provide my students with a rich and varied experience that goes beyond the printed page, requiring them to listen carefully and watch attentively. In this way, my students become increasingly savvy and sophisticated in their interactions with media.\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 integrate multiple forms of media into your instruction, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a>on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"source": "npr"
},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
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Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.
