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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"title": "Not the Usual Suspects: Alternative Writing Assignments for US History (Part 2)",
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"content": "\u003cp style=\"text-align: left\">\u003ci>\u003cspan style=\"font-weight: 400\">Since the launch of the Common Core State Standards in 2010, I have placed a number of fairly standard writing assignments (DBQ’s, LEQ, and SAQ’s) before my students. But I didn’t stop there. I also placed before my students an ever-increasing number of alternative writing assignments. They included: \u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Historical Fiction Letter\u003c/span>\u003c/em>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Historical Figure Twitter Parody Account \u003c/span>\u003c/em>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Student Produced Kahoot \u003c/span>\u003c/em>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Mini-BRIA\u003c/span>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In Part 1 of this post, I described each of these writing assignments and included samples of student work. I also explained why I assigned this kind of work. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Here in Part 2, I will describe the challenges I faced in placing these writing assignments before my students. I will also describe the alternative writing assignments I plan to assign my students next year. And I will describe the alternative writing assignments that U.S. History teachers elsewhere have placed before their students.\u003c/span>\u003c/i>\u003c/p>\n\u003ch4>The Challenges I Faced\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">By far, the biggest challenge I faced was finding the time to grade all of the work. The truth is that I really struggled in this regard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several other major challenges I faced:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Finding myself in the position of having to teach students how to write. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Getting criticized for not spending enough time teaching the content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Getting criticized for calling upon my students to write historical fiction. Now and then, I heard the cry that I should only call upon my students to produce “academic writing” (aka the kind of writing that colleges will assign and that continually calls for students to offer up a claim, evidence, and analysis.).\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>What I Will Do Differently Next Year\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, I will try to find someone in the community—ideally a retired English teacher, writer and/or editor—who would be willing to help me grade the writing. I will also search for a local college student willing to provide the needed support. If the Common Core State Standards expect me to assign more writing, I’m going to need some help grading it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I will also heed the advice of fellow high school social studies teacher Scott Petri to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use technology to provide immediate whole class feedback (click \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=wJMyvwjpm-s\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view an example of how this can be done).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Switch over to a \u003c/span>\u003ca href=\"https://www.edutopia.org/article/6-reasons-try-single-point-rubric\">\u003cspan style=\"font-weight: 400\">one-point rubric\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read award-winning journalist Wayne D’Orio’s \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2018/01/social-studies-dilemma-integrating-writing/\">\u003cspan style=\"font-weight: 400\">The Social Studies’ Dilemma: Integrating Writing Without Losing Focus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read history teacher David Cutler’s \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teach-and-model-effective-writing-david-cutler\">\u003cspan style=\"font-weight: 400\">To Teach Effective Writing, Model Effective Writing\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take a much closer look at Scott Petri’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/09/14/automated-writing-feedback-programs-help-teachers-coach-students-how-to-write/\">\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003cspan style=\"font-weight: 400\">utomated Writing Feedback Programs can Help Teachers Coach Students How to Write.\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">One other thing I will do differently next year – I will call upon my students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">respond\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to an even greater number of ‘alternative’ writing assignments, with each of these assignments described below. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(This past semester, I asked a few students to field-test these assignments. The results of these field-tests also appear below.)\u003c/span>\u003c/p>\n\u003ch4>The Local History Blog Post\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This writing assignment will call upon students to create a 700-1000 word blog post that reveals something about local history and that relates to something the students learned about in their U.S. History class textbook. Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1jC8gDMLGxYvD8Jyz7535o_9ii7hbwBLmdlhB6NkI17k/edit\">\u003cspan style=\"font-weight: 400\">Santa Monica’s Inkwell Beach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Chris W., Jason W. and Sean R.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/18a-UJXiproHmTihtfQZWxRhGN54VTh3xV4DQPqtas7k/edit?ts=5b0e379f#\">\u003cspan style=\"font-weight: 400\">The 1871 Chinese Massacre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Ellie K. and Mansi G.)\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1lRtfFgT3CYwGeOLrhId09hgKGnOFqy0I5GNkCzMmHDQ/\">\u003cspan style=\"font-weight: 400\">The Bunker Hill Tenement Flats of the 1930’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Elizabeth K.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1wq-frWh77jACnyZT-r6vaB70BrXVA0ZvjhkS2Pz9K6s/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Local History Blog Posts.\u003c/span>\u003c/p>\n\u003ch4>The Textbook Motivated Travel Log\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, right after school starts in the fall, I will ask my students to let me know if, at any point in the year, they plan to travel somewhere (regardless of the distance to be traveled). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the students have informed me of their travel plans, I will ask them if there is something in the textbook that relates to their travel plans. If so, I will then encourage them to tour/visit that “something” and describe both the section of the textbook that relates to their travel plans and whatever they toured/visited in a 500-750 word “travel log.” \u003c/span>\u003cspan style=\"font-weight: 400\">Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://medium.com/@tgin/my-visit-to-the-california-state-railroad-museum-9bd2c96f39c2\">\u003cspan style=\"font-weight: 400\">The Age of Railroads and My Tour of the California State Railroad Museum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Trenton G.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1Mn1yORHtYZPyQadL_5egaUQUlKII7GRNBzSMosTN5gk/edit?usp=sharing_eil&ts=5afc611c\">\u003cspan style=\"font-weight: 400\">The John F. Kennedy Assassination and My Tour of the Sixth Floor Book Depository Museum at Dealey Plaza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Kenzie F.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/15ctazO3jDN6qXp3nyA2-mSoOMa5U1nYx82VMQtgKhNU/edit?ts=5ae7af22\">\u003cspan style=\"font-weight: 400\">The Photographer and Muckraking Journalist Jacob Riis and Our Tour of the Lower East Side Tenement Museum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Brooke S. and Stevie P.) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>The Letter to the Next President\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I believe that a great way to teach U.S. History is for a teacher to try, whenever possible, to connect learning about the past to something significant in the present. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way for a teacher to do this is by providing his/her students with an opportunity to write a letter to the next president about a current event that connects to some topic that had just been taught. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I taught my students about the Bill of Rights at the start of the year, one of my students responded with a very strong desire to write the next president a letter in regards to the issue of control. Some examples: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://medium.com/@mbaldocchi_24305/an-open-letter-to-the-next-president-from-a-high-school-junior-wanting-you-to-speak-out-against-7ff1e2053049\">\u003cspan style=\"font-weight: 400\">Letter to the Next President — Speak Out Against the Lack of Gun Control.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Michael B.)\u003c/span>\u003c/li>\n\u003cli>Letter to the Next President – Speak out Against those Calling for Congress to Grant Statehood to Puerto Rico\u003c/li>\n\u003c/ol>\n\u003ch4>Other US History Teachers and Their Alternative Writing Assignments\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently asked thousands of U.S. History teachers the extent to which they place ‘alternative writing assignments’ before their students. Some of the more interesting responses were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">When I was a student, nothing helped me become more skilled at writing history than learning about journalism — news reporting, in particular. I, therefore,\u003c/span>\u003cspan style=\"font-weight: 400\"> teach news writing to teach history. Click \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/news-writing-teaches-history-writing-david-cutler\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for details.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students respond to one or more of the high-quality prompts found on the PBS \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/collection/clw/#.WxKh-y-ZM_U\">\u003cspan style=\"font-weight: 400\">Writing in U.S. History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website. \u003c/span>\u003cspan style=\"font-weight: 400\">There, one can find six interactive, self-paced lessons for high school students. Each lesson provides an immersive look at a key topic in U.S. history integrated with tools to develop writing skills. The website also includes lively illustrated lectures by historian Ben Weber, with these lectures supplemented by a range of primary source materials, including historical documents, photographs, cartoons, and artifacts.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my \u003c/span>\u003cspan style=\"font-weight: 400\">students write letters to President Wilson trying to convince him to join the allies in WWI.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students do a critical book reflection of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Jungle. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I also have them write a critical book review for a book of their choosing that describes some period of American history.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students write\u003c/span>\u003cspan style=\"font-weight: 400\"> a eulogy for Lincoln (with the eulogy written from the perspective of an assigned person.)”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students construct their own DBQ’s”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">“I have my students participate in the \u003c/span>\u003ca href=\"https://www.nhd.org/how-enter-contest\">\u003cspan style=\"font-weight: 400\">National History Day Contest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are a history teacher and have placed before your students’ alternative writing assignment that you wish would have been mentioned in this article, please describe these assignments in the comment section below. I am especially interested in learning about assignments that students have produced digitally and are likely to impress college and university admissions officers.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003ci>\u003cspan style=\"font-weight: 400\">Since the launch of the Common Core State Standards in 2010, I have placed a number of fairly standard writing assignments (DBQ’s, LEQ, and SAQ’s) before my students. But I didn’t stop there. I also placed before my students an ever-increasing number of alternative writing assignments. They included: \u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Historical Fiction Letter\u003c/span>\u003c/em>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Historical Figure Twitter Parody Account \u003c/span>\u003c/em>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Student Produced Kahoot \u003c/span>\u003c/em>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cem>\u003cspan style=\"font-weight: 400\">The Mini-BRIA\u003c/span>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In Part 1 of this post, I described each of these writing assignments and included samples of student work. I also explained why I assigned this kind of work. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Here in Part 2, I will describe the challenges I faced in placing these writing assignments before my students. I will also describe the alternative writing assignments I plan to assign my students next year. And I will describe the alternative writing assignments that U.S. History teachers elsewhere have placed before their students.\u003c/span>\u003c/i>\u003c/p>\n\u003ch4>The Challenges I Faced\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">By far, the biggest challenge I faced was finding the time to grade all of the work. The truth is that I really struggled in this regard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several other major challenges I faced:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Finding myself in the position of having to teach students how to write. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Getting criticized for not spending enough time teaching the content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Getting criticized for calling upon my students to write historical fiction. Now and then, I heard the cry that I should only call upon my students to produce “academic writing” (aka the kind of writing that colleges will assign and that continually calls for students to offer up a claim, evidence, and analysis.).\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>What I Will Do Differently Next Year\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, I will try to find someone in the community—ideally a retired English teacher, writer and/or editor—who would be willing to help me grade the writing. I will also search for a local college student willing to provide the needed support. If the Common Core State Standards expect me to assign more writing, I’m going to need some help grading it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I will also heed the advice of fellow high school social studies teacher Scott Petri to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use technology to provide immediate whole class feedback (click \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=wJMyvwjpm-s\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view an example of how this can be done).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Switch over to a \u003c/span>\u003ca href=\"https://www.edutopia.org/article/6-reasons-try-single-point-rubric\">\u003cspan style=\"font-weight: 400\">one-point rubric\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read award-winning journalist Wayne D’Orio’s \u003c/span>\u003ca href=\"http://www.gettingsmart.com/2018/01/social-studies-dilemma-integrating-writing/\">\u003cspan style=\"font-weight: 400\">The Social Studies’ Dilemma: Integrating Writing Without Losing Focus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read history teacher David Cutler’s \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teach-and-model-effective-writing-david-cutler\">\u003cspan style=\"font-weight: 400\">To Teach Effective Writing, Model Effective Writing\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take a much closer look at Scott Petri’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/09/14/automated-writing-feedback-programs-help-teachers-coach-students-how-to-write/\">\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003cspan style=\"font-weight: 400\">utomated Writing Feedback Programs can Help Teachers Coach Students How to Write.\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">One other thing I will do differently next year – I will call upon my students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">respond\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to an even greater number of ‘alternative’ writing assignments, with each of these assignments described below. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(This past semester, I asked a few students to field-test these assignments. The results of these field-tests also appear below.)\u003c/span>\u003c/p>\n\u003ch4>The Local History Blog Post\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This writing assignment will call upon students to create a 700-1000 word blog post that reveals something about local history and that relates to something the students learned about in their U.S. History class textbook. Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1jC8gDMLGxYvD8Jyz7535o_9ii7hbwBLmdlhB6NkI17k/edit\">\u003cspan style=\"font-weight: 400\">Santa Monica’s Inkwell Beach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Chris W., Jason W. and Sean R.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/18a-UJXiproHmTihtfQZWxRhGN54VTh3xV4DQPqtas7k/edit?ts=5b0e379f#\">\u003cspan style=\"font-weight: 400\">The 1871 Chinese Massacre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Ellie K. and Mansi G.)\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/document/d/1lRtfFgT3CYwGeOLrhId09hgKGnOFqy0I5GNkCzMmHDQ/\">\u003cspan style=\"font-weight: 400\">The Bunker Hill Tenement Flats of the 1930’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Elizabeth K.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1wq-frWh77jACnyZT-r6vaB70BrXVA0ZvjhkS2Pz9K6s/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Local History Blog Posts.\u003c/span>\u003c/p>\n\u003ch4>The Textbook Motivated Travel Log\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, right after school starts in the fall, I will ask my students to let me know if, at any point in the year, they plan to travel somewhere (regardless of the distance to be traveled). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the students have informed me of their travel plans, I will ask them if there is something in the textbook that relates to their travel plans. If so, I will then encourage them to tour/visit that “something” and describe both the section of the textbook that relates to their travel plans and whatever they toured/visited in a 500-750 word “travel log.” \u003c/span>\u003cspan style=\"font-weight: 400\">Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://medium.com/@tgin/my-visit-to-the-california-state-railroad-museum-9bd2c96f39c2\">\u003cspan style=\"font-weight: 400\">The Age of Railroads and My Tour of the California State Railroad Museum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Trenton G.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1Mn1yORHtYZPyQadL_5egaUQUlKII7GRNBzSMosTN5gk/edit?usp=sharing_eil&ts=5afc611c\">\u003cspan style=\"font-weight: 400\">The John F. Kennedy Assassination and My Tour of the Sixth Floor Book Depository Museum at Dealey Plaza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Kenzie F.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/15ctazO3jDN6qXp3nyA2-mSoOMa5U1nYx82VMQtgKhNU/edit?ts=5ae7af22\">\u003cspan style=\"font-weight: 400\">The Photographer and Muckraking Journalist Jacob Riis and Our Tour of the Lower East Side Tenement Museum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Brooke S. and Stevie P.) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>The Letter to the Next President\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I believe that a great way to teach U.S. History is for a teacher to try, whenever possible, to connect learning about the past to something significant in the present. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way for a teacher to do this is by providing his/her students with an opportunity to write a letter to the next president about a current event that connects to some topic that had just been taught. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I taught my students about the Bill of Rights at the start of the year, one of my students responded with a very strong desire to write the next president a letter in regards to the issue of control. Some examples: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://medium.com/@mbaldocchi_24305/an-open-letter-to-the-next-president-from-a-high-school-junior-wanting-you-to-speak-out-against-7ff1e2053049\">\u003cspan style=\"font-weight: 400\">Letter to the Next President — Speak Out Against the Lack of Gun Control.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (by Michael B.)\u003c/span>\u003c/li>\n\u003cli>Letter to the Next President – Speak out Against those Calling for Congress to Grant Statehood to Puerto Rico\u003c/li>\n\u003c/ol>\n\u003ch4>Other US History Teachers and Their Alternative Writing Assignments\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently asked thousands of U.S. History teachers the extent to which they place ‘alternative writing assignments’ before their students. Some of the more interesting responses were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">When I was a student, nothing helped me become more skilled at writing history than learning about journalism — news reporting, in particular. I, therefore,\u003c/span>\u003cspan style=\"font-weight: 400\"> teach news writing to teach history. Click \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/news-writing-teaches-history-writing-david-cutler\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for details.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students respond to one or more of the high-quality prompts found on the PBS \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/collection/clw/#.WxKh-y-ZM_U\">\u003cspan style=\"font-weight: 400\">Writing in U.S. History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website. \u003c/span>\u003cspan style=\"font-weight: 400\">There, one can find six interactive, self-paced lessons for high school students. Each lesson provides an immersive look at a key topic in U.S. history integrated with tools to develop writing skills. The website also includes lively illustrated lectures by historian Ben Weber, with these lectures supplemented by a range of primary source materials, including historical documents, photographs, cartoons, and artifacts.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my \u003c/span>\u003cspan style=\"font-weight: 400\">students write letters to President Wilson trying to convince him to join the allies in WWI.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students do a critical book reflection of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Jungle. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I also have them write a critical book review for a book of their choosing that describes some period of American history.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students write\u003c/span>\u003cspan style=\"font-weight: 400\"> a eulogy for Lincoln (with the eulogy written from the perspective of an assigned person.)”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I have my students construct their own DBQ’s”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">“I have my students participate in the \u003c/span>\u003ca href=\"https://www.nhd.org/how-enter-contest\">\u003cspan style=\"font-weight: 400\">National History Day Contest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/li>\n\u003c/ul>\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\">If you are a history teacher and have placed before your students’ alternative writing assignment that you wish would have been mentioned in this article, please describe these assignments in the comment section below. I am especially interested in learning about assignments that students have produced digitally and are likely to impress college and university admissions officers.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Not the Usual Suspects: Alternative Writing Assignments for US History (Part 1)",
"headTitle": "Not the Usual Suspects: Alternative Writing Assignments for US History (Part 1) | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Since the launch of the Common Core State Standards in 2010, high school social studies teachers have placed an ever-increasing number of DBQs, LEQ’s, and SAQ’s before their students.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The DBQ (document-based-question) is an essay question that calls upon students to develop and support an argument using provided historical source material (aka documents) as evidence. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eW3RYIW8jH78ceCeaJUCKuqeKGTU6j40S7a1mArSDLU/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a classic DBQ question. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The LEQ (long-essay-question) is an essay question that calls upon students to develop and support an ‘argument’ without the aid of any provided historical source material as evidence. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KE9a3jMC-Q46B2sv35wpLYoFPE9-85OrbpCedLNnKGE/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view some typical LEQ’s along with some \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> responses. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The SAQ (short-answer-question) calls upon students to answer three questions pertaining to the same topic, with each question to be answered briefly, specifically, and accurately and in far fewer sentences than a DBQ or LEQ. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/12o2NBbLSyrS0y-dDTnRqAJchqaGNlF9w4IeXCt30oeU/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view ten different SAQ prompts.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the Common Core Standards rolled out, I too placed an ever-increasing number of DBQ’s, LEQ’s and SAQ’s before my students. But I didn’t stop there. I also wanted my students to experience other types of U.S. History class writing assignments. They included: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Historical Fiction Letter\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Historical Figure Twitter Parody Account \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Student Produced Kahoot \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Mini-BRIA\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">See below for a definition of each; samples of student work included. But first, let me explain:\u003c/span>\u003c/p>\n\u003ch4>Why I Did This?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wanted my students to tackle these alternative writing assignments in order to help them: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acquire an in-depth understanding of history. I simply believe that a great way for students to do this is to write about it.. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Develop a passion for writing about history. \u003c/span>\u003cspan style=\"font-weight: 400\"> I know few students who developed a passion for writing about history when only called upon to answer the typical DBQ, LAQ and/or SEQ. Those kinds of writing assignments, in fact, seem to cause students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lose\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> interest in history. With my alternative writing assignments, I’m hoping to have the opposite effect.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Write something original rather than something copied off the internet, which is what typically happens with the DBQ, LEQ, or SAQ as the internet is flooded with answers to these kinds of questions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Write about something that might actually have an impact on others, whether that’s someone in the community or a college/university admissions officer.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Make the learning of history more relevant and engaging.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also did this because I found support for my alternative writing assignments in the Common Core State Standards. The standards encourage the incorporation of writing assignments that call upon students to (1) write for a range of tasks, purposes, and audience, (2) develop real or imagined experiences or events, (3) make use of technology to produce, publish, and update their writings, and (4) work alone, (individually) and in groups (shared). \u003c/span>\u003cb>\u003cbr>\n\u003c/b>\u003cb>\u003c/b>\u003c/p>\n\u003ch4>The Historical Fiction Letter\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this assignment, students were asked to write a letter to the class describing an important day in American history as told from the perspective of someone who was there to experience it, with the letter-writer assuming that he/she was between the age of 18-25 when the letter was written. Letter-writers also had to keep their letters between the 500-1000 word range\u003c/span>\u003cspan style=\"font-weight: 400\">. Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/19ZYGXF5FIF_myaeJI0-qAWn1roEV-xKLTkXb_CQh-xM/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Sinking of the USS St. Lo (\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Patrick M.) For this le\u003c/span>\u003cspan style=\"font-weight: 400\">tter, Patrick assumed that he was a gunner’s mate (anti-aircraft gun operator) aboard the USS St. Lo on the day the St. Lo was sunk as a result of a kamikaze attack during the Battle off Samar (October 28, 1944.) Patrick further assumed that he was writing his letter after having been fished out of the water and while recovering aboard the USS Dennis, en route to San Francisco from Palaus. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1C0jQDoHX3_G0yy0XN_pkD5abXjDmTJidg-S2Fu9GtNU/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Tet Offensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Mansi G.) For this letter, Mansi assumed that she was a US Marine stationed in Saigon at the U.S. Embassy during the winter of 1968. Mansi further assumed that she was writing her letter on February 2, 1968, the day after the start of the Tet Offensive, and while recovering from having taken a shot to the leg during the attack on the embassy.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1XK4VuokdBODzrQ2rcgKqG1-KhptNZubexfsCtXZ0Pls/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Berlin Airlift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Nick E.) For this letter, Nick assumed that he was a 25-year-old United States Air Force Second Lieutenant at the time of the Berlin Airlift. He further assumed that he was writing his letter on the morning of July 4, 1948, while sitting right seat in a plane that was flying back to Germany’s Rhein-Main Air Base shortly after having dropped off a load of supplies over the city of Berlin.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of my students said they liked working on this assignment. “It helped bring history to life,” said one. Regardless, I got some of the most creative–and accurate–writing of the year. And it was a lot more interesting to read than an essay.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1F8PwZgkMTxb6dzbua-sJBzh4r8Rcp0t1oOgxKt3JOKc/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Historical Fiction Letters.\u003c/span>\u003c/p>\n\u003ch4>The Historical Figure Twitter Parody Account\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this writing assignment, students needed to take on the persona of a famous and long-gone\u003c/span> \u003cspan style=\"font-weight: 400\">figure in American history who has come back to life in 2018. Students then needed to create a Twitter account in this person’s name, with the expectation that the students would only Tweet about things that revealed something important about their historical figure. Additionally, students were encouraged to include an image of some sort with every single Tweet. Tweets challenge students to summarize while also engaging their audience. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/RParks_Parody\">\u003cspan style=\"font-weight: 400\">Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Tessa W., Dina W., Stella Y.) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ChurchillParody\">\u003cspan style=\"font-weight: 400\">Winston Churchill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Sean R., Chris W., Jason W.) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/the911angel\">\u003cspan style=\"font-weight: 400\">Clara Barton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Victoria T., Elina H.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student reaction to this assignment was mixed. Some appeared to really enjoy the work. Others struggled with the call to develop this kind of imagined experience. In any event, I was impressed with how the students combined their ability to think creatively and critically to deliver all-important content.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1zf-0Y5JomJBhdVWEs9hQrR-YYYvUczuzDid6NRxIUZc/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Historical Figure Twitter Parody Accounts. \u003c/span>\u003c/p>\n\u003ch4>The Student Produced Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Kahoot is a multiple-choice quiz created with the help of the web-based application program known as \u003c/span>\u003ca href=\"https://kahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When completed, Kahoot quiz questions are projected onto a screen typically located at the front of the classroom, and the students in the class are then given an opportunity to individually answer the questions in real time from their smartphone, tablet or computer. The students’ answers are revealed on the screen as soon as they are submitted. I hoped this assignment would encourage my students to learn to ask questions about history, rather than simply searching for answers to questions about history. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1JHhTywepMVLIDe_XYkPTPe3nMZXVhrKbBM-DoBgWGh8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Politics and the Roaring Twenties\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Jason C., Spencer D., Leo W.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1GmTXNUy4J7CiYFmy4RzdI0CsIsnnV-X9yMRlFjxQjYo/edit\">\u003cspan style=\"font-weight: 400\">The Progressive Era\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Brian W., Noelle G.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/13YAkGV6XyazdAe-uC5HqQq-YVVnrAJqXvozOSlKuUBM/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Exploration and the Colonial Era\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> / Noah L., Tony T.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all was said and done, I asked some of my students to answer the following question: “On a scale of 1 to 10, to what extent did you find this project interesting, informative and engaging (with a 10 being very interesting, informative and engaging, and a 1 being not at all interesting, informative and engaging)?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, the students scored it a 7 and I was satisfied with this response. But anything less I would have found troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the outside looking in, I was particularly impressed with how they worked to come up with such well-thought-out and well-worded questions. I was even more impressed to hear them justify, in response to peer review questions, why they asked the questions that they did. And they all seemed to thoroughly enjoy playing the games produced by their fellow classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Student Produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Mini-BRIA\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://www.crf-usa.org/bill-of-rights-in-action/archives\">\u003cspan style=\"font-weight: 400\">BRIA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a four-page document – produced by the \u003c/span>\u003ca href=\"http://www.crf-usa.org/\">\u003cspan style=\"font-weight: 400\">Constitutional Rights Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – that provides high school students with a detailed description of a significant topic related to U.S History\u003c/span>\u003cspan style=\"font-weight: 400\">. I asked my students to write a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">mini\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">-BRIA, a two-page document (modeled after the CRF’s four-page BRIA’s) that would thoroughly explain some topic related to U.S. History. \u003c/span>\u003cspan style=\"font-weight: 400\">By creating these mini-BRIAs, students are given an opportunity to write something that will be read by their peers in U.S. History classrooms throughout the country. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1ShaIqtAeWEWOi2_97wdr3w2f3tF0RpGOAO3uwgmg42g/edit?ts=5ad7a98f\">\u003cspan style=\"font-weight: 400\">The Cleanup of the Deepwater Horizon Oil Spill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Abigail S.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1SooJXev-pWd11njM-mvQuAHVsnwknilzU22UQfLbk1E/edit?ts=5ad7629b\">\u003cspan style=\"font-weight: 400\">The People’s Climate March\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Sean R.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/19D4Eg0OtrYu6ZlRlJpfskza-JYDRusWof_25k_F8f6U/edit?ts=5ad75212\">\u003cspan style=\"font-weight: 400\">The Establishment of the California Condor Recovery Plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Chloe K.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked working on this project. Many reported to me that they especially liked the ability to write about a topic of their choosing. Giving students this choice no doubt had a positive impact on student motivation. They surely worked many hours on this assignment and while in-class engaged in endless hours of reflection and revision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1mxaUGC9JnHN1tdp_50q750JjOeN-M1GqRi2Y3aRQdnw/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Mini-BRIA’s.\u003c/span>\u003c/p>\n\u003ch4>Part II\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Part II of this post, I will describe the challenges I faced in placing these alternative writing assignments before my students. I will also describe the alternative writing assignments I plan to place before my students next year. And I will describe the alternative writing assignments that U.S. History teachers elsewhere (AP U.S. History teachers included) place before their students.\u003c/span>\u003c/p>\n\n",
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"description": "Since the launch of the Common Core State Standards in 2010, high school social studies teachers have placed an ever-increasing number of DBQs, LEQ’s, and SAQ’s before their students. The DBQ (document-based-question) is an essay question that calls upon students to develop and support an argument using provided historical source material (aka documents) as evidence.",
"title": "Not the Usual Suspects: Alternative Writing Assignments for US History (Part 1) | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Since the launch of the Common Core State Standards in 2010, high school social studies teachers have placed an ever-increasing number of DBQs, LEQ’s, and SAQ’s before their students.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The DBQ (document-based-question) is an essay question that calls upon students to develop and support an argument using provided historical source material (aka documents) as evidence. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eW3RYIW8jH78ceCeaJUCKuqeKGTU6j40S7a1mArSDLU/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a classic DBQ question. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The LEQ (long-essay-question) is an essay question that calls upon students to develop and support an ‘argument’ without the aid of any provided historical source material as evidence. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KE9a3jMC-Q46B2sv35wpLYoFPE9-85OrbpCedLNnKGE/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view some typical LEQ’s along with some \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> responses. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The SAQ (short-answer-question) calls upon students to answer three questions pertaining to the same topic, with each question to be answered briefly, specifically, and accurately and in far fewer sentences than a DBQ or LEQ. Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/12o2NBbLSyrS0y-dDTnRqAJchqaGNlF9w4IeXCt30oeU/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view ten different SAQ prompts.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the Common Core Standards rolled out, I too placed an ever-increasing number of DBQ’s, LEQ’s and SAQ’s before my students. But I didn’t stop there. I also wanted my students to experience other types of U.S. History class writing assignments. They included: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Historical Fiction Letter\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Historical Figure Twitter Parody Account \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Student Produced Kahoot \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The Mini-BRIA\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">See below for a definition of each; samples of student work included. But first, let me explain:\u003c/span>\u003c/p>\n\u003ch4>Why I Did This?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wanted my students to tackle these alternative writing assignments in order to help them: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Acquire an in-depth understanding of history. I simply believe that a great way for students to do this is to write about it.. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Develop a passion for writing about history. \u003c/span>\u003cspan style=\"font-weight: 400\"> I know few students who developed a passion for writing about history when only called upon to answer the typical DBQ, LAQ and/or SEQ. Those kinds of writing assignments, in fact, seem to cause students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lose\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> interest in history. With my alternative writing assignments, I’m hoping to have the opposite effect.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Write something original rather than something copied off the internet, which is what typically happens with the DBQ, LEQ, or SAQ as the internet is flooded with answers to these kinds of questions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Write about something that might actually have an impact on others, whether that’s someone in the community or a college/university admissions officer.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Make the learning of history more relevant and engaging.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also did this because I found support for my alternative writing assignments in the Common Core State Standards. The standards encourage the incorporation of writing assignments that call upon students to (1) write for a range of tasks, purposes, and audience, (2) develop real or imagined experiences or events, (3) make use of technology to produce, publish, and update their writings, and (4) work alone, (individually) and in groups (shared). \u003c/span>\u003cb>\u003cbr>\n\u003c/b>\u003cb>\u003c/b>\u003c/p>\n\u003ch4>The Historical Fiction Letter\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this assignment, students were asked to write a letter to the class describing an important day in American history as told from the perspective of someone who was there to experience it, with the letter-writer assuming that he/she was between the age of 18-25 when the letter was written. Letter-writers also had to keep their letters between the 500-1000 word range\u003c/span>\u003cspan style=\"font-weight: 400\">. Some examples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/19ZYGXF5FIF_myaeJI0-qAWn1roEV-xKLTkXb_CQh-xM/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Sinking of the USS St. Lo (\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Patrick M.) For this le\u003c/span>\u003cspan style=\"font-weight: 400\">tter, Patrick assumed that he was a gunner’s mate (anti-aircraft gun operator) aboard the USS St. Lo on the day the St. Lo was sunk as a result of a kamikaze attack during the Battle off Samar (October 28, 1944.) Patrick further assumed that he was writing his letter after having been fished out of the water and while recovering aboard the USS Dennis, en route to San Francisco from Palaus. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1C0jQDoHX3_G0yy0XN_pkD5abXjDmTJidg-S2Fu9GtNU/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Tet Offensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Mansi G.) For this letter, Mansi assumed that she was a US Marine stationed in Saigon at the U.S. Embassy during the winter of 1968. Mansi further assumed that she was writing her letter on February 2, 1968, the day after the start of the Tet Offensive, and while recovering from having taken a shot to the leg during the attack on the embassy.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1XK4VuokdBODzrQ2rcgKqG1-KhptNZubexfsCtXZ0Pls/edit\">\u003cspan style=\"font-weight: 400\">Dear Class – The Berlin Airlift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Nick E.) For this letter, Nick assumed that he was a 25-year-old United States Air Force Second Lieutenant at the time of the Berlin Airlift. He further assumed that he was writing his letter on the morning of July 4, 1948, while sitting right seat in a plane that was flying back to Germany’s Rhein-Main Air Base shortly after having dropped off a load of supplies over the city of Berlin.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of my students said they liked working on this assignment. “It helped bring history to life,” said one. Regardless, I got some of the most creative–and accurate–writing of the year. And it was a lot more interesting to read than an essay.\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\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1F8PwZgkMTxb6dzbua-sJBzh4r8Rcp0t1oOgxKt3JOKc/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Historical Fiction Letters.\u003c/span>\u003c/p>\n\u003ch4>The Historical Figure Twitter Parody Account\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this writing assignment, students needed to take on the persona of a famous and long-gone\u003c/span> \u003cspan style=\"font-weight: 400\">figure in American history who has come back to life in 2018. Students then needed to create a Twitter account in this person’s name, with the expectation that the students would only Tweet about things that revealed something important about their historical figure. Additionally, students were encouraged to include an image of some sort with every single Tweet. Tweets challenge students to summarize while also engaging their audience. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/RParks_Parody\">\u003cspan style=\"font-weight: 400\">Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Tessa W., Dina W., Stella Y.) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ChurchillParody\">\u003cspan style=\"font-weight: 400\">Winston Churchill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Sean R., Chris W., Jason W.) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/the911angel\">\u003cspan style=\"font-weight: 400\">Clara Barton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Victoria T., Elina H.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student reaction to this assignment was mixed. Some appeared to really enjoy the work. Others struggled with the call to develop this kind of imagined experience. In any event, I was impressed with how the students combined their ability to think creatively and critically to deliver all-important content.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1zf-0Y5JomJBhdVWEs9hQrR-YYYvUczuzDid6NRxIUZc/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Historical Figure Twitter Parody Accounts. \u003c/span>\u003c/p>\n\u003ch4>The Student Produced Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Kahoot is a multiple-choice quiz created with the help of the web-based application program known as \u003c/span>\u003ca href=\"https://kahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When completed, Kahoot quiz questions are projected onto a screen typically located at the front of the classroom, and the students in the class are then given an opportunity to individually answer the questions in real time from their smartphone, tablet or computer. The students’ answers are revealed on the screen as soon as they are submitted. I hoped this assignment would encourage my students to learn to ask questions about history, rather than simply searching for answers to questions about history. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1JHhTywepMVLIDe_XYkPTPe3nMZXVhrKbBM-DoBgWGh8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Politics and the Roaring Twenties\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Jason C., Spencer D., Leo W.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1GmTXNUy4J7CiYFmy4RzdI0CsIsnnV-X9yMRlFjxQjYo/edit\">\u003cspan style=\"font-weight: 400\">The Progressive Era\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Brian W., Noelle G.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/13YAkGV6XyazdAe-uC5HqQq-YVVnrAJqXvozOSlKuUBM/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Exploration and the Colonial Era\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> / Noah L., Tony T.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all was said and done, I asked some of my students to answer the following question: “On a scale of 1 to 10, to what extent did you find this project interesting, informative and engaging (with a 10 being very interesting, informative and engaging, and a 1 being not at all interesting, informative and engaging)?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, the students scored it a 7 and I was satisfied with this response. But anything less I would have found troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the outside looking in, I was particularly impressed with how they worked to come up with such well-thought-out and well-worded questions. I was even more impressed to hear them justify, in response to peer review questions, why they asked the questions that they did. And they all seemed to thoroughly enjoy playing the games produced by their fellow classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Student Produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Mini-BRIA\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://www.crf-usa.org/bill-of-rights-in-action/archives\">\u003cspan style=\"font-weight: 400\">BRIA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a four-page document – produced by the \u003c/span>\u003ca href=\"http://www.crf-usa.org/\">\u003cspan style=\"font-weight: 400\">Constitutional Rights Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – that provides high school students with a detailed description of a significant topic related to U.S History\u003c/span>\u003cspan style=\"font-weight: 400\">. I asked my students to write a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">mini\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">-BRIA, a two-page document (modeled after the CRF’s four-page BRIA’s) that would thoroughly explain some topic related to U.S. History. \u003c/span>\u003cspan style=\"font-weight: 400\">By creating these mini-BRIAs, students are given an opportunity to write something that will be read by their peers in U.S. History classrooms throughout the country. Some examples: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1ShaIqtAeWEWOi2_97wdr3w2f3tF0RpGOAO3uwgmg42g/edit?ts=5ad7a98f\">\u003cspan style=\"font-weight: 400\">The Cleanup of the Deepwater Horizon Oil Spill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Abigail S.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1SooJXev-pWd11njM-mvQuAHVsnwknilzU22UQfLbk1E/edit?ts=5ad7629b\">\u003cspan style=\"font-weight: 400\">The People’s Climate March\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Sean R.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/19D4Eg0OtrYu6ZlRlJpfskza-JYDRusWof_25k_F8f6U/edit?ts=5ad75212\">\u003cspan style=\"font-weight: 400\">The Establishment of the California Condor Recovery Plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Chloe K.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked working on this project. Many reported to me that they especially liked the ability to write about a topic of their choosing. Giving students this choice no doubt had a positive impact on student motivation. They surely worked many hours on this assignment and while in-class engaged in endless hours of reflection and revision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1mxaUGC9JnHN1tdp_50q750JjOeN-M1GqRi2Y3aRQdnw/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view other \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">very good\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Mini-BRIA’s.\u003c/span>\u003c/p>\n\u003ch4>Part II\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Part II of this post, I will describe the challenges I faced in placing these alternative writing assignments before my students. I will also describe the alternative writing assignments I plan to place before my students next year. And I will describe the alternative writing assignments that U.S. History teachers elsewhere (AP U.S. History teachers included) place before their students.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "It’s PD Time! Summer School for Teachers | KQED",
"content": "\u003cp> \u003c/p>\n\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does the word “summer” mean to you as an educator? Maybe it means teaching summer school or working another job. Perhaps it might include days lounging by the water, binge-watching favorite shows or squeezing in a vacation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, if you’re like most educators I know, we also take this time to reflect on the past school year, plan for the next one, and seek professional development opportunities to improve our teaching. In other words, it means attending teacher summer school. For those who are ready to dive back into school as a student, I’ve curated a number of awesome learning opportunities for you to consider.\u003c/span>\u003c/p>\n\u003ch4>Casual Attire Only\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">With an Internet connection, there’s no need to dress up when you’re seeking professional development from the comfort of your own home.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: This is the place to go if you want to amp up your presentation design, start blogging, create infographics, build interactive maps and learn many other terrific media-making skills. KQED Teach offers free online courses to help you acquire new skills or improve existing one.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Hij6bZ7q-QI&t=6s\u003c/p>\n\u003cp>\u003ca href=\"https://edutrainingcenter.withgoogle.com/training\">\u003cspan style=\"font-weight: 400\">Google for Education Training Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Want to really become a G Suite expert, learn more about digital citizenship or reach learners of all ability levels? Google’s got you covered with its free online resources. This training center has self-pacing courses for educators of all ability levels. After completing the Fundamental Training or Advanced Training courses, you can also prove your proficiency and become a Google Certified Educator after passing their exam.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Sometimes you need professional learning in small bursts, and Twitter is the perfect online space for this purpose. Twitter isn’t just for celebrities. It’s the social media platform of choice for many educators who want to learn, grow, and connect with others. The key to making Twitter work for you is to create a network of like-mind professionals who you respect and to seek out topics (which are organized by hashtags) that interest you. To learn how to get started, read my post “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/03/15/how-social-media-helped-me-become-a-better-educator/\">\u003cspan style=\"font-weight: 400\">How Sharing on Social Media Helped Me Become a Better Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003ch4>California Dreamin’\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re based in California, or just want to spend some time in our lovely golden state, then there are a few outstanding conferences from which to choose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://arcadiainnovationsummit.ausd.net/\">\u003cspan style=\"font-weight: 400\">Arcadia Innovation Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: If you’re planning to be in SoCal on June 22, then you don’t want to miss this fantastic free conference. Hosted by Arcadia Unified School District \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> where they passionately believe that collaboration and sharing benefits everyone \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> they have opened up their doors to anyone who wishes to come together and learn. Sessions are led by educators who willingly and voluntarily share their best practices.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://cateacherssummit.com/\">\u003cspan style=\"font-weight: 400\">California Teachers Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: On July 27, thousands of educators from across the state of California will join together to learn and network with each other. Best of all, you don’t have to go far to find the venue closest to you. With over 30+ locations to choose from, no other conference has this much reach and convenience. This year’s theme is “Meeting the Needs of Every Student.”\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530131 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1020x425.png\" width=\"640\" height=\"267\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1020x425.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-800x333.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-768x320.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1180x492.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-960x400.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-240x100.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-375x156.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-520x217.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003ca href=\"http://www.cue.org/rockstar\">\u003cspan style=\"font-weight: 400\">CUE Rock Star Camps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: This is probably the only professional learning event you can attend this summer where each session is designed to have an average number of ten participants. Purposely kept small to foster camaraderie and encourage networking, this hands-on “make it, take it” camp will leave your head spinning with powerful ideas that you can’t wait to implement in the coming school year.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/J5kNqxA_63I\u003c/p>\n\u003ch4>Global Reach\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are two great options for those who want to meet and learn from educators from across the country and even across the globe.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edtechteam.com/summits/\">\u003cspan style=\"font-weight: 400\">EdTechTeam Summits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: These conferences focus on how to use G Suite for Education and other Google Tools to inspire learning in students. Each one is a high-energy, two-day event that will challenge you to grow as an educator and electrify your teaching skills. It won’t be difficult to find a global summit near you, no matter where you are around the world.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/DjD2t1a19ro\u003c/p>\n\u003cp>\u003ca href=\"https://conference.iste.org/2018/\">\u003cspan style=\"font-weight: 400\">ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: ISTE describes their annual conference as the “Epicenter of EdTech,” and they aren’t exaggerating. Last year, ISTE had “over 20,000 people from 72 countries” attend this mind-blowing event. This year, they’ve scheduled almost 1,200 sessions, and you will leave with your head full of ideas and your heart full of inspiration. The dates for this conference is June 24–27.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/zTGKWWDi4JA\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, if you can’t attend ISTE, don’t despair. Every year, educators who attend the conference post what they’ve learned on Twitter using the hashtag for that particular year. So keep your eye on \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23iste18&src=typd\">\u003cspan style=\"font-weight: 400\">#ISTE18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> once the event takes off. Additionally, those who aren’t at ISTE also join the online conversation from home and gladly share their ideas with this alternative hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23notatiste&src=typd\">\u003cspan style=\"font-weight: 400\">#notatiste\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Recess Time\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of which learning opportunities you pursue, do take the time to reflect and recharge your batteries. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have a wonderful summer break, and I hope to connect with you on Twitter or at one of the conferences listed above!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does the word “summer” mean to you as an educator? Maybe it means teaching summer school or working another job. Perhaps it might include days lounging by the water, binge-watching favorite shows or squeezing in a vacation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, if you’re like most educators I know, we also take this time to reflect on the past school year, plan for the next one, and seek professional development opportunities to improve our teaching. In other words, it means attending teacher summer school. For those who are ready to dive back into school as a student, I’ve curated a number of awesome learning opportunities for you to consider.\u003c/span>\u003c/p>\n\u003ch4>Casual Attire Only\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">With an Internet connection, there’s no need to dress up when you’re seeking professional development from the comfort of your own home.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: This is the place to go if you want to amp up your presentation design, start blogging, create infographics, build interactive maps and learn many other terrific media-making skills. KQED Teach offers free online courses to help you acquire new skills or improve existing one.\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/Hij6bZ7q-QI'\n title='//www.youtube.com/embed/Hij6bZ7q-QI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://edutrainingcenter.withgoogle.com/training\">\u003cspan style=\"font-weight: 400\">Google for Education Training Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Want to really become a G Suite expert, learn more about digital citizenship or reach learners of all ability levels? Google’s got you covered with its free online resources. This training center has self-pacing courses for educators of all ability levels. After completing the Fundamental Training or Advanced Training courses, you can also prove your proficiency and become a Google Certified Educator after passing their exam.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Sometimes you need professional learning in small bursts, and Twitter is the perfect online space for this purpose. Twitter isn’t just for celebrities. It’s the social media platform of choice for many educators who want to learn, grow, and connect with others. The key to making Twitter work for you is to create a network of like-mind professionals who you respect and to seek out topics (which are organized by hashtags) that interest you. To learn how to get started, read my post “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/03/15/how-social-media-helped-me-become-a-better-educator/\">\u003cspan style=\"font-weight: 400\">How Sharing on Social Media Helped Me Become a Better Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003ch4>California Dreamin’\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re based in California, or just want to spend some time in our lovely golden state, then there are a few outstanding conferences from which to choose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://arcadiainnovationsummit.ausd.net/\">\u003cspan style=\"font-weight: 400\">Arcadia Innovation Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: If you’re planning to be in SoCal on June 22, then you don’t want to miss this fantastic free conference. Hosted by Arcadia Unified School District \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> where they passionately believe that collaboration and sharing benefits everyone \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> they have opened up their doors to anyone who wishes to come together and learn. Sessions are led by educators who willingly and voluntarily share their best practices.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://cateacherssummit.com/\">\u003cspan style=\"font-weight: 400\">California Teachers Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: On July 27, thousands of educators from across the state of California will join together to learn and network with each other. Best of all, you don’t have to go far to find the venue closest to you. With over 30+ locations to choose from, no other conference has this much reach and convenience. This year’s theme is “Meeting the Needs of Every Student.”\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530131 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1020x425.png\" width=\"640\" height=\"267\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1020x425.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-800x333.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-768x320.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-1180x492.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-960x400.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-240x100.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-375x156.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/1200-x-500-Newsletter-copy-520x217.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003ca href=\"http://www.cue.org/rockstar\">\u003cspan style=\"font-weight: 400\">CUE Rock Star Camps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: This is probably the only professional learning event you can attend this summer where each session is designed to have an average number of ten participants. Purposely kept small to foster camaraderie and encourage networking, this hands-on “make it, take it” camp will leave your head spinning with powerful ideas that you can’t wait to implement in the coming school year.\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/J5kNqxA_63I'\n title='//www.youtube.com/embed/J5kNqxA_63I'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>Global Reach\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are two great options for those who want to meet and learn from educators from across the country and even across the globe.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edtechteam.com/summits/\">\u003cspan style=\"font-weight: 400\">EdTechTeam Summits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: These conferences focus on how to use G Suite for Education and other Google Tools to inspire learning in students. Each one is a high-energy, two-day event that will challenge you to grow as an educator and electrify your teaching skills. It won’t be difficult to find a global summit near you, no matter where you are around the world.\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/DjD2t1a19ro'\n title='//www.youtube.com/embed/DjD2t1a19ro'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://conference.iste.org/2018/\">\u003cspan style=\"font-weight: 400\">ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: ISTE describes their annual conference as the “Epicenter of EdTech,” and they aren’t exaggerating. Last year, ISTE had “over 20,000 people from 72 countries” attend this mind-blowing event. This year, they’ve scheduled almost 1,200 sessions, and you will leave with your head full of ideas and your heart full of inspiration. The dates for this conference is June 24–27.\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/zTGKWWDi4JA'\n title='//www.youtube.com/embed/zTGKWWDi4JA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">However, if you can’t attend ISTE, don’t despair. Every year, educators who attend the conference post what they’ve learned on Twitter using the hashtag for that particular year. So keep your eye on \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23iste18&src=typd\">\u003cspan style=\"font-weight: 400\">#ISTE18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> once the event takes off. Additionally, those who aren’t at ISTE also join the online conversation from home and gladly share their ideas with this alternative hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23notatiste&src=typd\">\u003cspan style=\"font-weight: 400\">#notatiste\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Recess Time\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of which learning opportunities you pursue, do take the time to reflect and recharge your batteries. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have a wonderful summer break, and I hope to connect with you on Twitter or at one of the conferences listed above!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "My Design Lab Class: A Digital Maker Space",
"headTitle": "My Design Lab Class: A Digital Maker Space | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In 2013, I wrote a \u003c/span>\u003ca href=\"https://laurabradley.me/2013/04/21/whats-up-in-digital-media-class/\">\u003cspan style=\"font-weight: 400\">brief blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about a new technology elective class I had created. At that time the class was called Digital Media, but over the years it has evolved into a digital maker space we call Design Lab. It has been five years since that blog post and I am still receiving emails from teachers who have questions about my Design Lab class. How does this class work? What kinds of programs do you use? What are the assignments? How is the class organized? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So here it is: a crash course on my middle school Design Lab class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I started by gathering resources from conferences: the \u003c/span>\u003ca href=\"http://spring.cue.org/\">\u003cspan style=\"font-weight: 400\">CUE conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://conference.iste.org/2018/\">\u003cspan style=\"font-weight: 400\">ISTE conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and an \u003c/span>\u003ca href=\"https://www.edtechteam.com/summits/\">\u003cspan style=\"font-weight: 400\">EdTechTeam Google Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I knew our budget was lean, so I focused on free programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These conferences opened my eyes to the wide variety of digital programs available online for free. I wanted my students to be able to choose which of these programs they would like to use, rather than me teaching one program to all of them at the same time. Similar to my English class, where students choose the books they read and the topics they write about, I knew students would be more engaged in and enthusiastic about their work if they could make these choices themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To facilitate this student-centered classroom, I created a website with a page for each project option. I added video tutorials so my students could work at their own pace. The new \u003c/span>\u003ca href=\"https://gsuite.google.com/learning-center/products/sites/get-started/#!/\">\u003cspan style=\"font-weight: 400\">Google Sites\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes it easy to build a class hub and embed just about anything our students need (click image below to view our site).\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://sites.google.com/petk12.org/designlab/home?authuser=0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530067 size-medium aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-800x331.png\" width=\"800\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-800x331.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-160x66.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-768x317.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1020x422.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1200x496.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1920x794.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1180x488.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-960x397.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-240x99.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-375x155.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-520x215.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most days my students work on projects that they have chosen, and they decide when they are ready to turn in their final work and move on to their next project. Some students work on one detailed project for a month or more, while other students complete a new project every week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year a group of boys formed their own company and spent an entire year teaching themselves \u003c/span>\u003ca href=\"https://youtu.be/V7xPOYQy66c\">\u003cspan style=\"font-weight: 400\">how to code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they could design, code and market their own app game. \u003c/span>\u003c/p>\n\u003cp>Another student produced over a dozen \u003ca href=\"https://youtu.be/p-lOU9sw4w0\" target=\"_blank\" rel=\"noopener\">stop-motion animations\u003c/a> with \u003ca href=\"https://www.stykz.net/downloads/\" target=\"_blank\" rel=\"noopener\">Stykz\u003c/a>, while her friend drew \u003ca href=\"https://youtu.be/LtrGWjlRc-8\" target=\"_blank\" rel=\"noopener\">cartoon animations\u003c/a> with \u003ca href=\"http://www.pencil2d.org/\" target=\"_blank\" rel=\"noopener\">Pencil2D\u003c/a>.\u003c/p>\n\u003cp>https://youtu.be/p-lOU9sw4w0\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another student spent months using \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to code \u003c/span>\u003ca href=\"https://scratch.mit.edu/projects/134441694/#fullscreen\">\u003cspan style=\"font-weight: 400\">this calculator program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which he revised every time he learned a new math concept.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are given the freedom (and responsibility) to choose and manage their own projects, they discover that with enough time and access to resources, they can learn anything. If I hear a student say, “That’ll take forever to learn,” I remind them that they have 90 minutes every other day for a whole semester, so why not give it a try? This freedom also allows students to abandon a project if they decide it isn’t working for them. A lot of valuable learning still happens, even if they decide to move on to another project.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530058 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM.png\" width=\"640\" height=\"484\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM.png 729w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-240x181.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-375x283.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-520x393.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since most of our time is spent working on individual projects, we start each class period with a shared experience. We might watch a career-related video \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/search/?q=careers&selected_facets=&selected_facets=\">\u003cspan style=\"font-weight: 400\">from PBS Learning Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or one that shows the powerful potential of the programs they are using, like these 3D-printed \u003c/span>\u003ca href=\"https://youtu.be/wCzS2FZoB-I\">\u003cspan style=\"font-weight: 400\">houses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://youtu.be/jSjW-EgKOhk\">\u003cspan style=\"font-weight: 400\">body parts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some days we watch a \u003c/span>\u003ca href=\"http://www.algodoo.com/learn-it/\">\u003cspan style=\"font-weight: 400\">new tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> together, and often we start class by looking at a student’s project and hearing what they have learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing the workflow of 32 students working on 32 different projects at their own pace was a new challenge for this veteran English teacher. I decided to set up a system where students would submit a \u003c/span>\u003ca href=\"https://goo.gl/forms/I97pt9WTFOmNRAKh2\">\u003cspan style=\"font-weight: 400\">project proposal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to let me know what they planned to make, and when they were finished, they would answer \u003c/span>\u003ca href=\"https://goo.gl/forms/nSd1VzO0So0PFDCr1\">\u003cspan style=\"font-weight: 400\">reflection questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their work. (The \u003c/span>\u003ca href=\"https://learningrenaissance.files.wordpress.com/2015/05/edutopia-stw-replicatingpbl-reflection-questions.pdf\">\u003cspan style=\"font-weight: 400\">reflection questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> come from \u003c/span>\u003cspan style=\"font-weight: 400\">Whitfield Career Academy’s 21st Century Learning Academy, which adapted them from High Tech High in San Diego.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing a project, my students choose to answer one of each kind of reflection question: backward-looking, inward-looking, outward-looking and forward-looking. This work helps students identify what they learned, better understand how they work through difficulties, and reinforces the many new skills they have developed throughout each project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I embedded these \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on our website for easy access, and the students complete them as needed for their projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another step in completing a project is to add it to their digital portfolio (also a Google Site), along with a paragraph about the project. \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/irvingk2017/home?authuser=0\">\u003cspan style=\"font-weight: 400\">This portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> work builds my students’ skills in digital literacy, as well as writing and graphic design.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"640\"]\u003ca href=\"https://sites.google.com/petk12.org/irvingk2017/home?authuser=0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530074 size-large aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1020x546.png\" width=\"640\" height=\"343\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1020x546.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-800x429.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-768x411.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1200x643.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1180x632.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-960x514.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-375x201.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-520x279.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM.png 1258w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After experimenting with a variety of programs over the past five years, we now offer these free options, which we have downloaded on our classroom computers:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.algodoo.com/\">\u003cspan style=\"font-weight: 400\">Algodoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for physics simulations and game design\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.alice.org/\">\u003cspan style=\"font-weight: 400\">Alice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for game design, animations and programming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.blender.org/\">\u003cspan style=\"font-weight: 400\">Blender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D modeling and animations \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pencil2d.org/\">\u003cspan style=\"font-weight: 400\">Pencil\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for drawing and stop-motion animations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://pixologic.com/sculptris/\">\u003cspan style=\"font-weight: 400\">Sculptris\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D sculpting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.stykz.net/index.php\">\u003cspan style=\"font-weight: 400\">Stykz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for stick figure stop-motion animation \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">We also use free online programs, which work well with Chromebooks:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/0Ve54FcztDA\">\u003cspan style=\"font-weight: 400\">Google Drawing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for cartoon portraits\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.google.com/maps/d/u/0/\">\u003cspan style=\"font-weight: 400\">Google MyMaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://tourbuilder.withgoogle.com/\">\u003cspan style=\"font-weight: 400\">TourBuilder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for geography projects\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.moovly.com/\">\u003cspan style=\"font-weight: 400\">Moovly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for animated presentations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.piskelapp.com/\">\u003cspan style=\"font-weight: 400\">Piskel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for animated sprite and pixel art\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.sketchup.com/\">\u003cspan style=\"font-weight: 400\">SketchUp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D architectural drawings (free for Google Apps schools \u003c/span>\u003ca href=\"https://www.sketchup.com/education/sketchup-for-schools\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for game design, animations and programming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.tinkercad.com/\">\u003cspan style=\"font-weight: 400\">Tinkercad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D modeling \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have iMac computers in our Design Lab classes, so our students also create \u003c/span>\u003ca href=\"https://www.apple.com/imovie/\">\u003cspan style=\"font-weight: 400\">iMovie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.apple.com/mac/garageband/\">\u003cspan style=\"font-weight: 400\">GarageBand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> projects. For PC or Chromebook film production, \u003c/span>\u003ca href=\"https://www.wevideo.com/\">\u003cspan style=\"font-weight: 400\">WeVideo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a great online option.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students may also choose to work through tutorials to learn computer science skills like coding. Free online tutorial options include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://csfirst.withgoogle.com/c/cs-first/en/curriculum.html\">\u003cspan style=\"font-weight: 400\">CS First with Google\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.codecademy.com/\">\u003cspan style=\"font-weight: 400\">Codecademy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.sololearn.com/\">SoloLearn\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The choices offered on Khan Academy can be overwhelming, so I like to start with the \u003c/span>\u003ca href=\"https://www.khanacademy.org/partner-content/pixar\">\u003cspan style=\"font-weight: 400\">Pixar in a Box series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://youtu.be/3Iu1Z0h1i1Y\">\u003cspan style=\"font-weight: 400\">behind-the-scenes videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the Pixar work spaces are especially inspiring. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3Iu1Z0h1i1Y\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around the same time I created this class, \u003c/span>\u003ca href=\"http://makered.org/about-us/board/\">\u003cspan style=\"font-weight: 400\">Dale Dougherty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s \u003c/span>\u003ca href=\"http://makered.org/about-us/approach/\">\u003cspan style=\"font-weight: 400\">Maker Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement was taking off\u003c/span>\u003cspan style=\"font-weight: 400\">. Our librarian set up a Maker Lab in the library, and I wrote a grant for a 3D printer. Although my Design Lab students weren’t tinkering in the Maker Lab with hands-on projects, I realized that the work they were doing was a digital version of the maker philosophy: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Maker education is an interactive, open-ended approach that is learner-driven and allows for the time and space needed to develop diverse skills, knowledge, and ways of thinking. By harnessing the power of making, maker education allows us to create engaging and motivating learning experiences. (\u003c/span>\u003c/i>\u003ca href=\"http://makered.org/frequently-asked-questions/\">\u003ci>\u003cspan style=\"font-weight: 400\">http://makered.org/frequently-asked-questions/\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">) \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar to the tinkering that goes on in a maker space, my Design Lab class is always evolving. Students suggest new programs to add to our website, and I change the name to better represent what we do. First we were Digital Media, then we were Digital Design, and now we are Design Lab. “Digital” is a given, but what my students do with it is up to their own Design.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if you aren’t teaching an elective technology class, your students could use digital programs to demonstrate learning in your academic classes. Here are some ways:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/website/tinkercad/flows\">\u003cspan style=\"font-weight: 400\">Lesson Plans for Tinkercad\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.instructables.com/id/How-to-Bring-Tinkercad-Into-Your-Classroom/\">\u003cspan style=\"font-weight: 400\">How to Bring Tinkercad into your Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.sketchup-ur-space.com/2013/april/How-to-apply-SketchUp-in-education.html\">\u003cspan style=\"font-weight: 400\">How to Apply SketchUp in Education\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pgsmst.com/pdfs/MakerBotInTheClassroom.pdf\">\u003cspan style=\"font-weight: 400\">MakerBot in the Classroom: Digital Sculpting with Sculptris\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://scratched.gse.harvard.edu/resources/scratch-projects-across-curriculum\">\u003cspan style=\"font-weight: 400\">Scratch Projects Across the Curriculum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://users.cs.duke.edu/~rodger/talks/cte2014/talkCTEJuly2014-4up.pdf\">\u003cspan style=\"font-weight: 400\">Creating Animations with Alice for Projects in all Disciplines\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://sites.google.com/site/movies2bmade/curriculum-connections\">\u003cspan style=\"font-weight: 400\">Tips for Applying Stop Motion to State Standards\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://blog.scientix.eu/2015/08/algodoo-a-great-physics-education-program/\">\u003cspan style=\"font-weight: 400\">Algodoo: A Great Physics Education Program\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://physics.wustl.edu/introphys/Archives/FL14/AlgodooProject_FL14.pdf\">Assignment Example: Intro to Physics Algodoo Project\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530057 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM.png\" width=\"650\" height=\"475\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM.png 757w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-160x117.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-240x175.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-375x274.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-520x380.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Whether in a hands-on Maker Space or online in a Design Lab, the experimentation, creativity and ownership of making offer powerful learning opportunities. As Dale Dougherty says, “Through maker education, youth develop new perspectives, a belief in their own abilities, and a passion for learning. Maker education can also assist educators with moving towards a more comprehensive educational approach that better reflects and incorporates the diverse, complex, and ever-changing nature of our world.” How might you offer your students opportunities to design, create and make as part of your content area curriculum? Just like I tell my students when they are working on their projects, the possibilities are endless.\u003c/span>\u003c/p>\n\u003cp> \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 incorporate digital making in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2013, I wrote a \u003c/span>\u003ca href=\"https://laurabradley.me/2013/04/21/whats-up-in-digital-media-class/\">\u003cspan style=\"font-weight: 400\">brief blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about a new technology elective class I had created. At that time the class was called Digital Media, but over the years it has evolved into a digital maker space we call Design Lab. It has been five years since that blog post and I am still receiving emails from teachers who have questions about my Design Lab class. How does this class work? What kinds of programs do you use? What are the assignments? How is the class organized? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So here it is: a crash course on my middle school Design Lab class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I started by gathering resources from conferences: the \u003c/span>\u003ca href=\"http://spring.cue.org/\">\u003cspan style=\"font-weight: 400\">CUE conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://conference.iste.org/2018/\">\u003cspan style=\"font-weight: 400\">ISTE conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and an \u003c/span>\u003ca href=\"https://www.edtechteam.com/summits/\">\u003cspan style=\"font-weight: 400\">EdTechTeam Google Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I knew our budget was lean, so I focused on free programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These conferences opened my eyes to the wide variety of digital programs available online for free. I wanted my students to be able to choose which of these programs they would like to use, rather than me teaching one program to all of them at the same time. Similar to my English class, where students choose the books they read and the topics they write about, I knew students would be more engaged in and enthusiastic about their work if they could make these choices themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To facilitate this student-centered classroom, I created a website with a page for each project option. I added video tutorials so my students could work at their own pace. The new \u003c/span>\u003ca href=\"https://gsuite.google.com/learning-center/products/sites/get-started/#!/\">\u003cspan style=\"font-weight: 400\">Google Sites\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> makes it easy to build a class hub and embed just about anything our students need (click image below to view our site).\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 id=11343 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://sites.google.com/petk12.org/designlab/home?authuser=0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530067 size-medium aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-800x331.png\" width=\"800\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-800x331.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-160x66.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-768x317.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1020x422.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1200x496.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1920x794.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-1180x488.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-960x397.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-240x99.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-375x155.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/DesignLabWebsite-2-520x215.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most days my students work on projects that they have chosen, and they decide when they are ready to turn in their final work and move on to their next project. Some students work on one detailed project for a month or more, while other students complete a new project every week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year a group of boys formed their own company and spent an entire year teaching themselves \u003c/span>\u003ca href=\"https://youtu.be/V7xPOYQy66c\">\u003cspan style=\"font-weight: 400\">how to code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they could design, code and market their own app game. \u003c/span>\u003c/p>\n\u003cp>Another student produced over a dozen \u003ca href=\"https://youtu.be/p-lOU9sw4w0\" target=\"_blank\" rel=\"noopener\">stop-motion animations\u003c/a> with \u003ca href=\"https://www.stykz.net/downloads/\" target=\"_blank\" rel=\"noopener\">Stykz\u003c/a>, while her friend drew \u003ca href=\"https://youtu.be/LtrGWjlRc-8\" target=\"_blank\" rel=\"noopener\">cartoon animations\u003c/a> with \u003ca href=\"http://www.pencil2d.org/\" target=\"_blank\" rel=\"noopener\">Pencil2D\u003c/a>.\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/p-lOU9sw4w0'\n title='//www.youtube.com/embed/p-lOU9sw4w0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Another student spent months using \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to code \u003c/span>\u003ca href=\"https://scratch.mit.edu/projects/134441694/#fullscreen\">\u003cspan style=\"font-weight: 400\">this calculator program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which he revised every time he learned a new math concept.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are given the freedom (and responsibility) to choose and manage their own projects, they discover that with enough time and access to resources, they can learn anything. If I hear a student say, “That’ll take forever to learn,” I remind them that they have 90 minutes every other day for a whole semester, so why not give it a try? This freedom also allows students to abandon a project if they decide it isn’t working for them. A lot of valuable learning still happens, even if they decide to move on to another project.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530058 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM.png\" width=\"640\" height=\"484\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM.png 729w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-240x181.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-375x283.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.38-PM-520x393.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since most of our time is spent working on individual projects, we start each class period with a shared experience. We might watch a career-related video \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/search/?q=careers&selected_facets=&selected_facets=\">\u003cspan style=\"font-weight: 400\">from PBS Learning Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or one that shows the powerful potential of the programs they are using, like these 3D-printed \u003c/span>\u003ca href=\"https://youtu.be/wCzS2FZoB-I\">\u003cspan style=\"font-weight: 400\">houses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://youtu.be/jSjW-EgKOhk\">\u003cspan style=\"font-weight: 400\">body parts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some days we watch a \u003c/span>\u003ca href=\"http://www.algodoo.com/learn-it/\">\u003cspan style=\"font-weight: 400\">new tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> together, and often we start class by looking at a student’s project and hearing what they have learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing the workflow of 32 students working on 32 different projects at their own pace was a new challenge for this veteran English teacher. I decided to set up a system where students would submit a \u003c/span>\u003ca href=\"https://goo.gl/forms/I97pt9WTFOmNRAKh2\">\u003cspan style=\"font-weight: 400\">project proposal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to let me know what they planned to make, and when they were finished, they would answer \u003c/span>\u003ca href=\"https://goo.gl/forms/nSd1VzO0So0PFDCr1\">\u003cspan style=\"font-weight: 400\">reflection questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their work. (The \u003c/span>\u003ca href=\"https://learningrenaissance.files.wordpress.com/2015/05/edutopia-stw-replicatingpbl-reflection-questions.pdf\">\u003cspan style=\"font-weight: 400\">reflection questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> come from \u003c/span>\u003cspan style=\"font-weight: 400\">Whitfield Career Academy’s 21st Century Learning Academy, which adapted them from High Tech High in San Diego.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing a project, my students choose to answer one of each kind of reflection question: backward-looking, inward-looking, outward-looking and forward-looking. This work helps students identify what they learned, better understand how they work through difficulties, and reinforces the many new skills they have developed throughout each project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I embedded these \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on our website for easy access, and the students complete them as needed for their projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another step in completing a project is to add it to their digital portfolio (also a Google Site), along with a paragraph about the project. \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/irvingk2017/home?authuser=0\">\u003cspan style=\"font-weight: 400\">This portfolio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> work builds my students’ skills in digital literacy, as well as writing and graphic design.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"640\"]\u003ca href=\"https://sites.google.com/petk12.org/irvingk2017/home?authuser=0\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530074 size-large aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1020x546.png\" width=\"640\" height=\"343\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1020x546.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-800x429.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-768x411.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1200x643.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-1180x632.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-960x514.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-240x129.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-375x201.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM-520x279.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-14-at-6.45.07-PM.png 1258w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After experimenting with a variety of programs over the past five years, we now offer these free options, which we have downloaded on our classroom computers:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.algodoo.com/\">\u003cspan style=\"font-weight: 400\">Algodoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for physics simulations and game design\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.alice.org/\">\u003cspan style=\"font-weight: 400\">Alice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for game design, animations and programming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.blender.org/\">\u003cspan style=\"font-weight: 400\">Blender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D modeling and animations \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pencil2d.org/\">\u003cspan style=\"font-weight: 400\">Pencil\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for drawing and stop-motion animations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://pixologic.com/sculptris/\">\u003cspan style=\"font-weight: 400\">Sculptris\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D sculpting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.stykz.net/index.php\">\u003cspan style=\"font-weight: 400\">Stykz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for stick figure stop-motion animation \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">We also use free online programs, which work well with Chromebooks:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/0Ve54FcztDA\">\u003cspan style=\"font-weight: 400\">Google Drawing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for cartoon portraits\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.google.com/maps/d/u/0/\">\u003cspan style=\"font-weight: 400\">Google MyMaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://tourbuilder.withgoogle.com/\">\u003cspan style=\"font-weight: 400\">TourBuilder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for geography projects\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.moovly.com/\">\u003cspan style=\"font-weight: 400\">Moovly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for animated presentations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.piskelapp.com/\">\u003cspan style=\"font-weight: 400\">Piskel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for animated sprite and pixel art\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.sketchup.com/\">\u003cspan style=\"font-weight: 400\">SketchUp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D architectural drawings (free for Google Apps schools \u003c/span>\u003ca href=\"https://www.sketchup.com/education/sketchup-for-schools\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for game design, animations and programming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.tinkercad.com/\">\u003cspan style=\"font-weight: 400\">Tinkercad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3D modeling \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">We have iMac computers in our Design Lab classes, so our students also create \u003c/span>\u003ca href=\"https://www.apple.com/imovie/\">\u003cspan style=\"font-weight: 400\">iMovie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.apple.com/mac/garageband/\">\u003cspan style=\"font-weight: 400\">GarageBand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> projects. For PC or Chromebook film production, \u003c/span>\u003ca href=\"https://www.wevideo.com/\">\u003cspan style=\"font-weight: 400\">WeVideo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a great online option.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students may also choose to work through tutorials to learn computer science skills like coding. Free online tutorial options include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://csfirst.withgoogle.com/c/cs-first/en/curriculum.html\">\u003cspan style=\"font-weight: 400\">CS First with Google\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.codecademy.com/\">\u003cspan style=\"font-weight: 400\">Codecademy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.sololearn.com/\">SoloLearn\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The choices offered on Khan Academy can be overwhelming, so I like to start with the \u003c/span>\u003ca href=\"https://www.khanacademy.org/partner-content/pixar\">\u003cspan style=\"font-weight: 400\">Pixar in a Box series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://youtu.be/3Iu1Z0h1i1Y\">\u003cspan style=\"font-weight: 400\">behind-the-scenes videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the Pixar work spaces are especially inspiring. \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/3Iu1Z0h1i1Y'\n title='//www.youtube.com/embed/3Iu1Z0h1i1Y'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Around the same time I created this class, \u003c/span>\u003ca href=\"http://makered.org/about-us/board/\">\u003cspan style=\"font-weight: 400\">Dale Dougherty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s \u003c/span>\u003ca href=\"http://makered.org/about-us/approach/\">\u003cspan style=\"font-weight: 400\">Maker Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement was taking off\u003c/span>\u003cspan style=\"font-weight: 400\">. Our librarian set up a Maker Lab in the library, and I wrote a grant for a 3D printer. Although my Design Lab students weren’t tinkering in the Maker Lab with hands-on projects, I realized that the work they were doing was a digital version of the maker philosophy: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Maker education is an interactive, open-ended approach that is learner-driven and allows for the time and space needed to develop diverse skills, knowledge, and ways of thinking. By harnessing the power of making, maker education allows us to create engaging and motivating learning experiences. (\u003c/span>\u003c/i>\u003ca href=\"http://makered.org/frequently-asked-questions/\">\u003ci>\u003cspan style=\"font-weight: 400\">http://makered.org/frequently-asked-questions/\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">) \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar to the tinkering that goes on in a maker space, my Design Lab class is always evolving. Students suggest new programs to add to our website, and I change the name to better represent what we do. First we were Digital Media, then we were Digital Design, and now we are Design Lab. “Digital” is a given, but what my students do with it is up to their own Design.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if you aren’t teaching an elective technology class, your students could use digital programs to demonstrate learning in your academic classes. Here are some ways:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/website/tinkercad/flows\">\u003cspan style=\"font-weight: 400\">Lesson Plans for Tinkercad\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.instructables.com/id/How-to-Bring-Tinkercad-Into-Your-Classroom/\">\u003cspan style=\"font-weight: 400\">How to Bring Tinkercad into your Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.sketchup-ur-space.com/2013/april/How-to-apply-SketchUp-in-education.html\">\u003cspan style=\"font-weight: 400\">How to Apply SketchUp in Education\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pgsmst.com/pdfs/MakerBotInTheClassroom.pdf\">\u003cspan style=\"font-weight: 400\">MakerBot in the Classroom: Digital Sculpting with Sculptris\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://scratched.gse.harvard.edu/resources/scratch-projects-across-curriculum\">\u003cspan style=\"font-weight: 400\">Scratch Projects Across the Curriculum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://users.cs.duke.edu/~rodger/talks/cte2014/talkCTEJuly2014-4up.pdf\">\u003cspan style=\"font-weight: 400\">Creating Animations with Alice for Projects in all Disciplines\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://sites.google.com/site/movies2bmade/curriculum-connections\">\u003cspan style=\"font-weight: 400\">Tips for Applying Stop Motion to State Standards\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://blog.scientix.eu/2015/08/algodoo-a-great-physics-education-program/\">\u003cspan style=\"font-weight: 400\">Algodoo: A Great Physics Education Program\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://physics.wustl.edu/introphys/Archives/FL14/AlgodooProject_FL14.pdf\">Assignment Example: Intro to Physics Algodoo Project\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530057 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM.png\" width=\"650\" height=\"475\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM.png 757w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-160x117.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-240x175.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-375x274.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-12-at-7.22.58-PM-520x380.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Whether in a hands-on Maker Space or online in a Design Lab, the experimentation, creativity and ownership of making offer powerful learning opportunities. As Dale Dougherty says, “Through maker education, youth develop new perspectives, a belief in their own abilities, and a passion for learning. Maker education can also assist educators with moving towards a more comprehensive educational approach that better reflects and incorporates the diverse, complex, and ever-changing nature of our world.” How might you offer your students opportunities to design, create and make as part of your content area curriculum? Just like I tell my students when they are working on their projects, the possibilities are endless.\u003c/span>\u003c/p>\n\u003cp> \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 incorporate digital making in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Connecting Students to Those with Knowledge of the Watergate Scandal and Vietnam War",
"headTitle": "Connecting Students to Those with Knowledge of the Watergate Scandal and Vietnam War | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The last two units of my students’ 11th grade U.S. history textbook covers the years 1968 to the present. Many events of great interest are mentioned there. Of special interest to my students is the Watergate Scandal, the Fall of Saigon, the Return of the Vietnam War POWs, the Tinker v. Des Moines United States Supreme Court Case, and the Reagan, Clinton and Obama Presidencies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the years and for reasons to be mentioned at the end of this post, I’ve increasingly tried to provide my students with an opportunity to use video conferencing technology to interview individuals who have first-hand knowledge of some of these events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four of my students’ better video conference interviews are described below:\u003c/span>\u003c/p>\n\u003ch4>The Watergate Scandal and the Donald Segretti Video Conference\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Donald \u003c/span>\u003cspan style=\"font-weight: 400\">Segretti is a former Captain in the Army’s Judge Advocate General’s Office. He is also known for having run a campaign of political sabotage (aka dirty tricks) against the Democrats for Nixon’s reelection effort. For the past 35 years, Segretti has practiced civil law in Southern California.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are just some of the questions the students (Kelly W. and Michael Y.) asked Segretti:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tell us about your life from the time you entered high school until the present\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What lesson(s) do you hope we, the students, will take away from the study of the Watergate Scandal?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What lesson(s) have you taken away from this period of history?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think President Ford should have pardoned Richard Nixon? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think President Nixon was a good president?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you have anything to say about our current president?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">\u003cspan style=\"font-weight: 400\">This particular video conference was conducted during lunch in my room with no other students in the room other than the two interviewing Segretti. However, Segretti so enjoyed speaking with the students that two weeks later he agreed to speak to the class as a whole and in person. To read what Segretti said during both the video conference and his in-class presentation, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Un1BWFLQZu-3OzcyjhdR3bil9tK7dwqpCoNV0nbxGXs/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529953 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM.png\" width=\"640\" height=\"320\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM.png 731w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-160x80.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-240x120.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-375x188.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-520x260.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Watergate Scandal and the Bart Porter Video Conference\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Herbert L. Porter (aka Bart Porter) was a campaign aide to President Richard M. Nixon. In 1974, Porter pleaded guilty to the charge of making a false statement, not under oath, to an agent of the FBI during the early stages of the Watergate investigation. For this, he served 25 days in prison.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initial reach out to Porter occurred after one of my students (William C.) had told his mother that he had been learning about the Watergate Scandal in my US History class. In response, the mother contacted Porter, a dear family friend, asking him if he would be willing to video conference with William.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">William asked Porter many of the same questions that Kelley and Michael had asked in their video conference, but he also asked:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any other details about Watergate, or the Nixon years, that history has gotten wrong?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From your understanding, what was the purpose of the Watergate break-in, and who knew about it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Knowing what you do now, would you have still served under Nixon? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the weeks to come, William will be writing a blog post of his own revealing how Porter answered each of these questions. Others too.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529957\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM.png\" width=\"640\" height=\"488\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM.png 350w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM-160x122.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM-240x183.png 240w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Return of the Vietnam War POWs and the Lynn Spickard Video Conference:\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video conference took place after the students in my U.S. History course saw in their textbook the \u003c/span>\u003cspan style=\"font-weight: 400\">Pulitzer Prize\u003c/span>\u003cspan style=\"font-weight: 400\">-winning photograph \u003ca href=\"https://en.wikipedia.org/wiki/Burst_of_Joy\">Burst of Joy\u003c/a> (taken in 1973 at \u003c/span>\u003cspan style=\"font-weight: 400\">Travis Air Force Base\u003c/span>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003cspan style=\"font-weight: 400\">California\u003c/span>\u003cspan style=\"font-weight: 400\"> and showing Lieutenant Colonel \u003c/span>\u003cspan style=\"font-weight: 400\">Robert Stirm\u003c/span>\u003cspan style=\"font-weight: 400\">, former Vietnam prisoner of war, returning home and being greeted by his family. ) \u003c/span>\u003cspan style=\"font-weight: 400\">You’ve no doubt seen the photograph. It’s iconic. \u003c/span>\u003c/p>\n\u003cfigure class=\"wp-caption aligncenter\" style=\"max-width: 502px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https://upload.wikimedia.org/wikipedia/en/9/96/Burst_of_Joy.jpg\" width=\"502\" height=\"389\">\u003cfigcaption class=\"wp-caption-text\">Burst of Joy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spickard is the one with outstretched arms and my students wanted to know the entire backstory and what happened to all those pictured in the years since. Here’s what the video conference looked like from inside the classroom.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529951\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM.png\" width=\"640\" height=\"396\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM.png 628w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-160x99.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-240x149.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-375x232.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-520x322.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Tinker v. Des Moines United States Supreme Court Case and the Mary Beth Tinker Video Conference:\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mary Beth Tinker is the petitioner in the 1969 Supreme Court case of Tinker v. Des Moines, the precedent-setting case in which the court ruled that Warren Harding Junior High School could not punish Mary Beth and two others, including her brother, for wearing a black armband in school in support of a truce in the Vietnam War. After reading about the case in the textbook\u003c/span>\u003cspan style=\"font-weight: 400\">, two of my students decided to reach out to Tinker. One of the more interesting questions Tinker answered during the interview \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> did you ever receive any hate mail for having stood up for your first amendment rights?\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529950\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM.png\" width=\"640\" height=\"363\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM.png 593w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-160x91.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-240x136.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-375x212.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-520x295.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>For Best Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For best results, I suggest using the video conferencing technology listed below:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A computer or laptop (rather than a tablet, iPad or iPhone)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A monitor (preferably a projector and large screen)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A webcam (preferably an external, wide-angle camera)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A microphone (preferably a tabletop microphone)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">External speakers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Google+ Hangouts, Zoom, or Skype\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Good bandwidth (DSL and cable connections, as well as T1 lines, are excellent options for video-conferencing connections, though fiber-based connections to the internet will significantly improve the quality of the interactions.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Cabling to the internet (rather than connecting wirelessly)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also suggest formatting the video conference similar to that of a television talk show where:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The host (one or more students), opens the video conference by asking a number of introductory questions of the guest(s) before giving the rest of students in the class a chance to ask questions of their own.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The video conference should last no more than an hour, as most individuals are willing to commit to a one-hour time frame. (If you teach multiple periods of the same course, you can simply brief the other classes on the details or alternatively, you could videotape the video conference and then share it with your other periods.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that the students conducting the interview and student-audience members ask high quality questions during the video conference interview, teachers should do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conduct internet research to learn as much as possible about your guest, then draft a number of questions for students to ask based on what you have learned on the internet and what was covered in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share the questions you’ve drafted with your students, soliciting student volunteers to ask one or more of the questions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give your students the opportunity to create questions of their own. I prefer to have students show me their questions to be cleared for approval (this is just a personal preference and subject to your discretion).\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And as for the question of how to find the email address or contact information of the person to be interviewed \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> just greenlight your students. They will get that job done and in no time. Such is the day and age in which we live. It also helps to ask members of your school’s community for support in this regard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the alternative, check out the offerings on the \u003c/span>\u003ca href=\"https://www.cilc.org/\">\u003cspan style=\"font-weight: 400\">Center for Interactive Learning and Collaboration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, and above all else, I highly suggest working with your school’s technology staff well ahead of the scheduled video conference to ensure that all the technology works as it should. My SMHS/SMUSD technology staff has provided immeasurable support in this regard.\u003c/span>\u003c/p>\n\u003ch4>Why I Do This\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of the school year, several years ago, an administrator said something to me that’s worth sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just think about it,” he said. “In schools K-12 of the past, lessons were limited by the breadth of knowledge imparted by the schoolteacher with the help of a few precious school books. But today, for the first time in history, teachers can create, with the help of videoconferencing technology, unlimited learning opportunities for their students.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then went on to say . . . “whether it be in terms of virtual field trips, communicating with field experts, and/or collaborating with students in other schools to share projects and ideas . . . all of this can now be done and, better yet, it can be done with clear images and great sound.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if that doesn’t hook you, just imagine what improvements will be made in terms of this technology within the course of just the next few years.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then this administrator closed by saying, “. . . if one of your primary goals as a teacher is to provide your students with highly interesting, informative and engaging learning opportunities, then providing your students with ample opportunity to use video conferencing technology is something you have to do and do now.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I took this recommendation to heart and, and with several years of video conferencing experience now behind me, I strongly encourage all teachers to do the same.\u003c/span>\u003c/p>\n\n",
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"description": "The last two units of my students’ 11th grade U.S. history textbook covers the years 1968 to the present. Many events of great interest are mentioned there. Of special interest to my students is the Watergate Scandal, the Fall of Saigon, the Return of the Vietnam War POWs, the Tinker v. Des Moines United States",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The last two units of my students’ 11th grade U.S. history textbook covers the years 1968 to the present. Many events of great interest are mentioned there. Of special interest to my students is the Watergate Scandal, the Fall of Saigon, the Return of the Vietnam War POWs, the Tinker v. Des Moines United States Supreme Court Case, and the Reagan, Clinton and Obama Presidencies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the years and for reasons to be mentioned at the end of this post, I’ve increasingly tried to provide my students with an opportunity to use video conferencing technology to interview individuals who have first-hand knowledge of some of these events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four of my students’ better video conference interviews are described below:\u003c/span>\u003c/p>\n\u003ch4>The Watergate Scandal and the Donald Segretti Video Conference\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Donald \u003c/span>\u003cspan style=\"font-weight: 400\">Segretti is a former Captain in the Army’s Judge Advocate General’s Office. He is also known for having run a campaign of political sabotage (aka dirty tricks) against the Democrats for Nixon’s reelection effort. For the past 35 years, Segretti has practiced civil law in Southern California.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are just some of the questions the students (Kelly W. and Michael Y.) asked Segretti:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tell us about your life from the time you entered high school until the present\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What lesson(s) do you hope we, the students, will take away from the study of the Watergate Scandal?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What lesson(s) have you taken away from this period of history?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think President Ford should have pardoned Richard Nixon? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think President Nixon was a good president?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you have anything to say about our current president?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">\u003cspan style=\"font-weight: 400\">This particular video conference was conducted during lunch in my room with no other students in the room other than the two interviewing Segretti. However, Segretti so enjoyed speaking with the students that two weeks later he agreed to speak to the class as a whole and in person. To read what Segretti said during both the video conference and his in-class presentation, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Un1BWFLQZu-3OzcyjhdR3bil9tK7dwqpCoNV0nbxGXs/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529953 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM.png\" width=\"640\" height=\"320\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM.png 731w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-160x80.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-240x120.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-375x188.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.49.29-AM-520x260.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Watergate Scandal and the Bart Porter Video Conference\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Herbert L. Porter (aka Bart Porter) was a campaign aide to President Richard M. Nixon. In 1974, Porter pleaded guilty to the charge of making a false statement, not under oath, to an agent of the FBI during the early stages of the Watergate investigation. For this, he served 25 days in prison.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The initial reach out to Porter occurred after one of my students (William C.) had told his mother that he had been learning about the Watergate Scandal in my US History class. In response, the mother contacted Porter, a dear family friend, asking him if he would be willing to video conference with William.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">William asked Porter many of the same questions that Kelley and Michael had asked in their video conference, but he also asked:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any other details about Watergate, or the Nixon years, that history has gotten wrong?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From your understanding, what was the purpose of the Watergate break-in, and who knew about it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Knowing what you do now, would you have still served under Nixon? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the weeks to come, William will be writing a blog post of his own revealing how Porter answered each of these questions. Others too.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529957\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM.png\" width=\"640\" height=\"488\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM.png 350w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM-160x122.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.54.34-AM-240x183.png 240w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Return of the Vietnam War POWs and the Lynn Spickard Video Conference:\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video conference took place after the students in my U.S. History course saw in their textbook the \u003c/span>\u003cspan style=\"font-weight: 400\">Pulitzer Prize\u003c/span>\u003cspan style=\"font-weight: 400\">-winning photograph \u003ca href=\"https://en.wikipedia.org/wiki/Burst_of_Joy\">Burst of Joy\u003c/a> (taken in 1973 at \u003c/span>\u003cspan style=\"font-weight: 400\">Travis Air Force Base\u003c/span>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003cspan style=\"font-weight: 400\">California\u003c/span>\u003cspan style=\"font-weight: 400\"> and showing Lieutenant Colonel \u003c/span>\u003cspan style=\"font-weight: 400\">Robert Stirm\u003c/span>\u003cspan style=\"font-weight: 400\">, former Vietnam prisoner of war, returning home and being greeted by his family. ) \u003c/span>\u003cspan style=\"font-weight: 400\">You’ve no doubt seen the photograph. It’s iconic. \u003c/span>\u003c/p>\n\u003cfigure class=\"wp-caption aligncenter\" style=\"max-width: 502px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https://upload.wikimedia.org/wikipedia/en/9/96/Burst_of_Joy.jpg\" width=\"502\" height=\"389\">\u003cfigcaption class=\"wp-caption-text\">Burst of Joy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spickard is the one with outstretched arms and my students wanted to know the entire backstory and what happened to all those pictured in the years since. Here’s what the video conference looked like from inside the classroom.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529951\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM.png\" width=\"640\" height=\"396\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM.png 628w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-160x99.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-240x149.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-375x232.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.46-AM-520x322.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>The Tinker v. Des Moines United States Supreme Court Case and the Mary Beth Tinker Video Conference:\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mary Beth Tinker is the petitioner in the 1969 Supreme Court case of Tinker v. Des Moines, the precedent-setting case in which the court ruled that Warren Harding Junior High School could not punish Mary Beth and two others, including her brother, for wearing a black armband in school in support of a truce in the Vietnam War. After reading about the case in the textbook\u003c/span>\u003cspan style=\"font-weight: 400\">, two of my students decided to reach out to Tinker. One of the more interesting questions Tinker answered during the interview \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> did you ever receive any hate mail for having stood up for your first amendment rights?\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529950\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM.png\" width=\"640\" height=\"363\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM.png 593w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-160x91.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-240x136.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-375x212.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/05/Screen-Shot-2018-05-05-at-10.47.55-AM-520x295.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>For Best Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For best results, I suggest using the video conferencing technology listed below:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A computer or laptop (rather than a tablet, iPad or iPhone)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A monitor (preferably a projector and large screen)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A webcam (preferably an external, wide-angle camera)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A microphone (preferably a tabletop microphone)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">External speakers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Google+ Hangouts, Zoom, or Skype\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Good bandwidth (DSL and cable connections, as well as T1 lines, are excellent options for video-conferencing connections, though fiber-based connections to the internet will significantly improve the quality of the interactions.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Cabling to the internet (rather than connecting wirelessly)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also suggest formatting the video conference similar to that of a television talk show where:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The host (one or more students), opens the video conference by asking a number of introductory questions of the guest(s) before giving the rest of students in the class a chance to ask questions of their own.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The video conference should last no more than an hour, as most individuals are willing to commit to a one-hour time frame. (If you teach multiple periods of the same course, you can simply brief the other classes on the details or alternatively, you could videotape the video conference and then share it with your other periods.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that the students conducting the interview and student-audience members ask high quality questions during the video conference interview, teachers should do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conduct internet research to learn as much as possible about your guest, then draft a number of questions for students to ask based on what you have learned on the internet and what was covered in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share the questions you’ve drafted with your students, soliciting student volunteers to ask one or more of the questions.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give your students the opportunity to create questions of their own. I prefer to have students show me their questions to be cleared for approval (this is just a personal preference and subject to your discretion).\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And as for the question of how to find the email address or contact information of the person to be interviewed \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> just greenlight your students. They will get that job done and in no time. Such is the day and age in which we live. It also helps to ask members of your school’s community for support in this regard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the alternative, check out the offerings on the \u003c/span>\u003ca href=\"https://www.cilc.org/\">\u003cspan style=\"font-weight: 400\">Center for Interactive Learning and Collaboration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, and above all else, I highly suggest working with your school’s technology staff well ahead of the scheduled video conference to ensure that all the technology works as it should. My SMHS/SMUSD technology staff has provided immeasurable support in this regard.\u003c/span>\u003c/p>\n\u003ch4>Why I Do This\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of the school year, several years ago, an administrator said something to me that’s worth sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just think about it,” he said. “In schools K-12 of the past, lessons were limited by the breadth of knowledge imparted by the schoolteacher with the help of a few precious school books. But today, for the first time in history, teachers can create, with the help of videoconferencing technology, unlimited learning opportunities for their students.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then went on to say . . . “whether it be in terms of virtual field trips, communicating with field experts, and/or collaborating with students in other schools to share projects and ideas . . . all of this can now be done and, better yet, it can be done with clear images and great sound.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if that doesn’t hook you, just imagine what improvements will be made in terms of this technology within the course of just the next few years.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then this administrator closed by saying, “. . . if one of your primary goals as a teacher is to provide your students with highly interesting, informative and engaging learning opportunities, then providing your students with ample opportunity to use video conferencing technology is something you have to do and do now.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I took this recommendation to heart and, and with several years of video conferencing experience now behind me, I strongly encourage all teachers to do the same.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The First Ever HMS News Broadcast - Inspired by a KQED In the Classroom Post",
"headTitle": "The First Ever HMS News Broadcast – Inspired by a KQED In the Classroom Post | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In April of 2017, \u003c/span>\u003ca href=\"https://www.petalumacityschools.org/kenilworth\">\u003cspan style=\"font-weight: 400\">Kenilworth Junior High Schoool\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teacher Laura Bradley wrote an article for KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> website. \u003c/span>\u003cspan style=\"font-weight: 400\">The article – \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/11/broadcasting-class-creates-an-authentic-real-world-learning-experience/\">\u003cspan style=\"font-weight: 400\">Broadcasting Class Creates an Authentic Real-World Learning Experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – described Bradley’s student-run television station KTV and the KTV daily news broadcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some months after the article was published, \u003c/span>\u003ca href=\"https://www.hehms.us/\">\u003cspan style=\"font-weight: 400\">Henry E. Huntington Middle School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teacher José Caire read the article and found himself inspired to start a student-run news broadcast program at the school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Step #1 of his plan? See what the kids enrolled in his journalism class could do without a studio and using nothing more complicated than their cell phone or SLR camera to film the broadcast. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Less than nine months later, mission accomplished. Caire and his students had posted to the middle school’s \u003c/span>\u003ca href=\"https://hmshuntinghorn.com/\">\u003cspan style=\"font-weight: 400\">Hunting Horn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online newspaper the first ever Huntington Middle School news broadcast. \u003c/span>\u003c/p>\n\u003cp>https://youtu.be/sZfCJGuv7uU\u003c/p>\n\u003ch4>The Back Story\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the summer before the start of the 2017-2018 academic school year, Caire was asked by his principal to teach a class on how to create an online school newspaper. Such a newspaper had never before been produced by Huntington Middle School students. In fact, the school hadn’t produced any kind of newspaper in about five years.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nonetheless, Caire agreed to take on the challenge. His initiative surprised no one. Ever since coming to San Marino Unified near Los Angeles in 1995, Caire has developed a reputation as one of the district’s all time great utility players, someone who, year in and out, would consistently demonstrate both the ability and the versatility to take on a variety of new tasks, challenges, and entirely new responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mr. Caire is also a nationally award-winning yearbook adviser. Under his advisement, his high school student-produced yearbooks have received Pacemaker awards from NSPA, Crown Awards from CSPA, Gold Medalist Publication rankings, and All American Publication rankings. \u003c/span>\u003c/p>\n\u003cp>In any event, 16 students enrolled in Caire’s one semester broadcast elective. And several months after that they had indeed produced the desired online publication.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was while working to produce the online newspaper that Caire read Bradley’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">article.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One paragraph of the article particularly caught his attention:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was after reading this paragraph that Caire decided to call upon his students to try to produce a digital news broadcast of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire work, according to Caire, was student-produced, including the drone film footage of the school that opens the broadcast and the accompanying music.\u003c/span>\u003c/p>\n\u003ch4>Plans for the Future\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caire was so satisfied with this first ever HMS news broadcast that he committed himself to doing the following three things between now and the end of the school year.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging his students to produce at least three more news broadcasts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Exploring, with his middle school principal, the possibility of purchasing a green screen, and using the newly remodeled maker space of the school’s library as a more ideal indoor filming environment.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Connecting with Bradley in a phone or email conversation to see if she could provide any great second-year pointers.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>Reflections\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what did Caire think about all of this? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids who produced each of these news broadcast have worked extremely hard and they are now in the process of completing their fourth broadcast,” Caire said. “And this in a little more than a month. And why – because they have complete ownership of the project. If you have high expectations, the kids will not disappoint.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In April of 2017, \u003c/span>\u003ca href=\"https://www.petalumacityschools.org/kenilworth\">\u003cspan style=\"font-weight: 400\">Kenilworth Junior High Schoool\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teacher Laura Bradley wrote an article for KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> website. \u003c/span>\u003cspan style=\"font-weight: 400\">The article – \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/11/broadcasting-class-creates-an-authentic-real-world-learning-experience/\">\u003cspan style=\"font-weight: 400\">Broadcasting Class Creates an Authentic Real-World Learning Experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – described Bradley’s student-run television station KTV and the KTV daily news broadcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some months after the article was published, \u003c/span>\u003ca href=\"https://www.hehms.us/\">\u003cspan style=\"font-weight: 400\">Henry E. Huntington Middle School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teacher José Caire read the article and found himself inspired to start a student-run news broadcast program at the school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Step #1 of his plan? See what the kids enrolled in his journalism class could do without a studio and using nothing more complicated than their cell phone or SLR camera to film the broadcast. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Less than nine months later, mission accomplished. Caire and his students had posted to the middle school’s \u003c/span>\u003ca href=\"https://hmshuntinghorn.com/\">\u003cspan style=\"font-weight: 400\">Hunting Horn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online newspaper the first ever Huntington Middle School news broadcast. \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/sZfCJGuv7uU'\n title='//www.youtube.com/embed/sZfCJGuv7uU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>The Back Story\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the summer before the start of the 2017-2018 academic school year, Caire was asked by his principal to teach a class on how to create an online school newspaper. Such a newspaper had never before been produced by Huntington Middle School students. In fact, the school hadn’t produced any kind of newspaper in about five years.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nonetheless, Caire agreed to take on the challenge. His initiative surprised no one. Ever since coming to San Marino Unified near Los Angeles in 1995, Caire has developed a reputation as one of the district’s all time great utility players, someone who, year in and out, would consistently demonstrate both the ability and the versatility to take on a variety of new tasks, challenges, and entirely new responsibilities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mr. Caire is also a nationally award-winning yearbook adviser. Under his advisement, his high school student-produced yearbooks have received Pacemaker awards from NSPA, Crown Awards from CSPA, Gold Medalist Publication rankings, and All American Publication rankings. \u003c/span>\u003c/p>\n\u003cp>In any event, 16 students enrolled in Caire’s one semester broadcast elective. And several months after that they had indeed produced the desired online publication.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was while working to produce the online newspaper that Caire read Bradley’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">article.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One paragraph of the article particularly caught his attention:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology.\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was after reading this paragraph that Caire decided to call upon his students to try to produce a digital news broadcast of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire work, according to Caire, was student-produced, including the drone film footage of the school that opens the broadcast and the accompanying music.\u003c/span>\u003c/p>\n\u003ch4>Plans for the Future\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caire was so satisfied with this first ever HMS news broadcast that he committed himself to doing the following three things between now and the end of the school year.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging his students to produce at least three more news broadcasts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Exploring, with his middle school principal, the possibility of purchasing a green screen, and using the newly remodeled maker space of the school’s library as a more ideal indoor filming environment.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Connecting with Bradley in a phone or email conversation to see if she could provide any great second-year pointers.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch4>Reflections\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">And what did Caire think about all of this? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids who produced each of these news broadcast have worked extremely hard and they are now in the process of completing their fourth broadcast,” Caire said. “And this in a little more than a month. And why – because they have complete ownership of the project. If you have high expectations, the kids will not disappoint.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "A New Inquiry-Based, NGSS Learning Opportunity That’s Ideal for Middle School and High School",
"headTitle": "A New Inquiry-Based, NGSS Learning Opportunity That’s Ideal for Middle School and High School | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Are you a middle school or high school science teacher looking to provide your students with a new, inquiry-based, NGSS-oriented learning opportunity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If so, you may want to check out the recently launched\u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\"> KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">KQED Learn is a free, flexible platform for inquiry-based learning, a hub for student-voice, a launching pad for exploration, and a showcase for student-made media that inspires students to research, reflect and respond to timely issues.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all is said and done, I wouldn’t be the least bit surprised if your students describe what they find on Learn as having provided them with a very interesting, informative, and engaging learning experience.\u003c/span>\u003c/p>\n\u003ch4>To Explore Learn\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Begin by\u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\"> registering as a teacher and creating your class.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Then have your students do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Register at KQED Learn and join your class using your class code.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go to the most recent \u003c/span>\u003ca href=\"https://learn.kqed.org/topics\">\u003cspan style=\"font-weight: 400\">Go Above the Noise topic.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">View the video.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the accompanying article.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Respond to the Go Above the Noise question for the topic. (This your students can do as they would with anything in your class . . . by first making a claim and then providing their supporting evidence and reasoning.) But, since they’re participating in an online community, they can also respond to comments from students in different schools and classrooms.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, invite your students to go deeper into the topic by joining an Investigation. In Investigations, your students can:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Join other students who are investigating the same topic. Participants’ names will appear on the right side of the screen. This collaborative space is one of the best and most distinctive aspects of KQED Learn.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Upload a video, article or other online resource they have found that helps answer the core Investigation question. All students in the Investigation will be able to see, rate and comment on the resource.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Upload their own Make & Share–a digital media piece that your students have produced that answers the core Investigation question. This could be a video, slideshow, PSA, blog post, infographic, music clip, etc.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reflect on the Make & Shares that other students have uploaded.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the great beauties of KQED Learn is that when students post/upload something to the site, other students, as long as they are registered to access Learn, can respond to that post/upload, but the rest of the world cannot.\u003c/span>\u003c/p>\n\u003ch4>How I\u003cb> Made Use of \u003c/b>\u003cb>Learn in my High School \u003c/b>\u003cb>Physics Class\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by having my students take each step described above. Then I decided to have my students make some additional use of KQED Learn.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pilot of KQED Learn, one of our Go Above the Noise topics was about climate change and extreme weather. During the pilot of KQED Learn, I first had my students watch the Above the Noise video, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=L4U4H5xLCoM\">\u003cspan style=\"font-weight: 400\">Does Climate Change Cause Extreme Weather?\u003c/span>\u003c/a>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=L4U4H5xLCoM\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After watching the video, they read these articles from The Lowdown: \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/10/27/when-disaster-strikes-bringing-disaster-preparedness-into-the-classroom/\">\u003cspan style=\"font-weight: 400\">After the Fires\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/lowdown/28638/when-disaster-strikes-bringing-disaster-preparedness-into-the-classroom\">\u003cspan style=\"font-weight: 400\">North Bay Teachers and Students Talk Disaster Readiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/07/video-is-climate-change-to-blame-for-hurricane-harvey-and-other-kinds-of-extreme-weather/\">\u003cspan style=\"font-weight: 400\">Is Climate Change to Blame for Hurricane Harvey and Other Extreme Weather Disasters?\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked my students to investigate whether climate change is to blame for the increase in the intensity of forest fires, Hurricane Harvey and other extreme weather disasters. They posted their conclusions and supporting evidence to KQED Learn. I then had my students create a digital media piece related to the core Investigation question and post it to KQED Learn. Here are two representative samples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/presentation/d/1SBz8IhdHvC7S2QbostUMkWBVnpMtut8itHU26LoNaGY/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Forest Fires and How they Behave\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a Google Slideshow presentation)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1rDLgfDAZ53ZLIhcH0B3O2pRYtewDSo5npzXnm63rCOw/edit\">The Physics of Forest Fires and How We Can Help Forest Fires?\u003c/a> (A 600-word blog post)\u003c/li>\n\u003c/ul>\n\u003ch4>What I Thought About Learn\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When recently asked to describe what I thought about the new KQED Learn platform, I said I loved it! There are so many current, relevant, and NGSS-based topics to choose from and new ones are always being added. I also greatly appreciate the fact that KQED has provided my students with such a safe and reliable online resource, a place where my students can use the internet for good, not evil. And on top of everything else, with KQED Learn, my students — as a result of their knowing that their work would/could be viewed by students world-wide — elevated their game.\u003c/span>\u003c/p>\n\u003ch4>Sidenote #1\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In October of last year, the Northern California wine country wildfires, the costliest group of wildfires on record, caused at least $9.4 billion in insured damages. As the fires raged, questions arose as to why were these fires so intense and what caused them to spread at such a fast rate. Since my physics students were part of the KQED Learn pilot program, I asked KQED to add two more questions to the list of Investigations: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can people best help their community in a time of need?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Has climate change increased the frequency and intensity of forest fires? If so, what can be done to mitigate these effects?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the sake of their KQED Learn work, I had my students answer these two questions as well.\u003c/span>\u003c/p>\n\u003ch4>Sidenote #2\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">While exploring KQED Learn, my students were also engaging in a multiple class project on climate change. In other words, they were exploring the topic of climate change with students enrolled in chemistry, environmental and English classes, but with the students in each class exploring the topic of climate change through the lens of their particular course content. When some of the students in these classes completed their KQED Learn related work, they presented that work at the \u003c/span>\u003ca href=\"http://www.sparetheairyouth.org/2018-yes-conference\">\u003cspan style=\"font-weight: 400\">2018 YES Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Final Thought\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn doesn’t just provide science students with inquiry-based learning opportunities. It provides inquiry-based learning opportunities for students enrolled in all other major middle school and high school courses of study.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Are you a middle school or high school science teacher looking to provide your students with a new, inquiry-based, NGSS-oriented learning opportunity?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If so, you may want to check out the recently launched\u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\"> KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">KQED Learn is a free, flexible platform for inquiry-based learning, a hub for student-voice, a launching pad for exploration, and a showcase for student-made media that inspires students to research, reflect and respond to timely issues.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When all is said and done, I wouldn’t be the least bit surprised if your students describe what they find on Learn as having provided them with a very interesting, informative, and engaging learning experience.\u003c/span>\u003c/p>\n\u003ch4>To Explore Learn\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Begin by\u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\"> registering as a teacher and creating your class.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Then have your students do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Register at KQED Learn and join your class using your class code.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go to the most recent \u003c/span>\u003ca href=\"https://learn.kqed.org/topics\">\u003cspan style=\"font-weight: 400\">Go Above the Noise topic.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">View the video.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read the accompanying article.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Respond to the Go Above the Noise question for the topic. (This your students can do as they would with anything in your class . . . by first making a claim and then providing their supporting evidence and reasoning.) But, since they’re participating in an online community, they can also respond to comments from students in different schools and classrooms.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, invite your students to go deeper into the topic by joining an Investigation. In Investigations, your students can:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Join other students who are investigating the same topic. Participants’ names will appear on the right side of the screen. This collaborative space is one of the best and most distinctive aspects of KQED Learn.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Upload a video, article or other online resource they have found that helps answer the core Investigation question. All students in the Investigation will be able to see, rate and comment on the resource.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Upload their own Make & Share–a digital media piece that your students have produced that answers the core Investigation question. This could be a video, slideshow, PSA, blog post, infographic, music clip, etc.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reflect on the Make & Shares that other students have uploaded.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the great beauties of KQED Learn is that when students post/upload something to the site, other students, as long as they are registered to access Learn, can respond to that post/upload, but the rest of the world cannot.\u003c/span>\u003c/p>\n\u003ch4>How I\u003cb> Made Use of \u003c/b>\u003cb>Learn in my High School \u003c/b>\u003cb>Physics Class\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by having my students take each step described above. Then I decided to have my students make some additional use of KQED Learn.\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\">During the pilot of KQED Learn, one of our Go Above the Noise topics was about climate change and extreme weather. During the pilot of KQED Learn, I first had my students watch the Above the Noise video, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=L4U4H5xLCoM\">\u003cspan style=\"font-weight: 400\">Does Climate Change Cause Extreme Weather?\u003c/span>\u003c/a>\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/L4U4H5xLCoM'\n title='//www.youtube.com/embed/L4U4H5xLCoM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After watching the video, they read these articles from The Lowdown: \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/10/27/when-disaster-strikes-bringing-disaster-preparedness-into-the-classroom/\">\u003cspan style=\"font-weight: 400\">After the Fires\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/lowdown/28638/when-disaster-strikes-bringing-disaster-preparedness-into-the-classroom\">\u003cspan style=\"font-weight: 400\">North Bay Teachers and Students Talk Disaster Readiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/07/video-is-climate-change-to-blame-for-hurricane-harvey-and-other-kinds-of-extreme-weather/\">\u003cspan style=\"font-weight: 400\">Is Climate Change to Blame for Hurricane Harvey and Other Extreme Weather Disasters?\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked my students to investigate whether climate change is to blame for the increase in the intensity of forest fires, Hurricane Harvey and other extreme weather disasters. They posted their conclusions and supporting evidence to KQED Learn. I then had my students create a digital media piece related to the core Investigation question and post it to KQED Learn. Here are two representative samples:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/presentation/d/1SBz8IhdHvC7S2QbostUMkWBVnpMtut8itHU26LoNaGY/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Forest Fires and How they Behave\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a Google Slideshow presentation)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1rDLgfDAZ53ZLIhcH0B3O2pRYtewDSo5npzXnm63rCOw/edit\">The Physics of Forest Fires and How We Can Help Forest Fires?\u003c/a> (A 600-word blog post)\u003c/li>\n\u003c/ul>\n\u003ch4>What I Thought About Learn\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When recently asked to describe what I thought about the new KQED Learn platform, I said I loved it! There are so many current, relevant, and NGSS-based topics to choose from and new ones are always being added. I also greatly appreciate the fact that KQED has provided my students with such a safe and reliable online resource, a place where my students can use the internet for good, not evil. And on top of everything else, with KQED Learn, my students — as a result of their knowing that their work would/could be viewed by students world-wide — elevated their game.\u003c/span>\u003c/p>\n\u003ch4>Sidenote #1\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In October of last year, the Northern California wine country wildfires, the costliest group of wildfires on record, caused at least $9.4 billion in insured damages. As the fires raged, questions arose as to why were these fires so intense and what caused them to spread at such a fast rate. Since my physics students were part of the KQED Learn pilot program, I asked KQED to add two more questions to the list of Investigations: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can people best help their community in a time of need?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Has climate change increased the frequency and intensity of forest fires? If so, what can be done to mitigate these effects?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the sake of their KQED Learn work, I had my students answer these two questions as well.\u003c/span>\u003c/p>\n\u003ch4>Sidenote #2\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">While exploring KQED Learn, my students were also engaging in a multiple class project on climate change. In other words, they were exploring the topic of climate change with students enrolled in chemistry, environmental and English classes, but with the students in each class exploring the topic of climate change through the lens of their particular course content. When some of the students in these classes completed their KQED Learn related work, they presented that work at the \u003c/span>\u003ca href=\"http://www.sparetheairyouth.org/2018-yes-conference\">\u003cspan style=\"font-weight: 400\">2018 YES Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Final Thought\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn doesn’t just provide science students with inquiry-based learning opportunities. It provides inquiry-based learning opportunities for students enrolled in all other major middle school and high school courses of study.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Various Google Products of Benefit to Students with an Executive Function Deficit",
"headTitle": "Various Google Products of Benefit to Students with an Executive Function Deficit | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Have you ever had a student who suffers from something called “an executive function deficit?” In other words, a student who struggles to \u003c/span>\u003cspan style=\"font-weight: 400\">plan, organize, remember things, prioritize, pay attention and get started on tasks?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More specifically, this is the kind of student who constantly fails to pay attention, is frequently misplacing his/her backpack or items inside it, struggles to remember more than one step of either a math problem or a writing assignment, and always has a messy desk or work area?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help these students manage their executive function deficits, I use various Google products, specifically Google Docs, Google Slides and Google Calendar. \u003c/span>\u003c/p>\n\u003ch4>Google Docs\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, one of the first things I did to help my special education students manage their executive functioning deficit\u003c/span>\u003cspan style=\"font-weight: 400\"> is to \u003c/span>\u003cspan style=\"font-weight: 400\">call upon them to create a Google Doc. Then I worked with them to create, on their Google Doc, an Executive Function Rubric.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1yATBheTxWkqt-79spwAwZPmFTrJYjDb2AjFFp2mtQII/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view one of the completed rubrics.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For this work, I first shared a Google Doc with the students, entitled Executive Function Rubric and consisting of four columns, the first column listing 11 common executive function skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second column, I had the students define \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> in their own definitions \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">each of the 11 executive function skills appearing in column one; and then in the third column, I wrote down my own definition for each of these skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, in the fourth column, I had my students rate themselves on a scale of 1-4, with a 1 being “low skill” and a 4 being “impressive skill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This rubric was a nice way to get my students to think about themselves more as they would if they were being evaluated \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> focusing on the areas where they have strengths and those areas where they have struggles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After doing the rubric, students were able see where they were currently and could easily pull up this rubric later in the year to see how far they had come in a particular area of executive function based on the lessons and work we did throughout the school year. \u003c/span>\u003c/p>\n\u003ch4>Google Slides\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">From there, I called upon my students to develop a Google Slideshow presentation, with these presentations, which when completed, would be shared with the class. For their Google Slideshow presentation, the students were required to describe, for the class, the three executive functioning skills for which they specifically need support. Students could choose from the executive function skills appearing below:\u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cb>Executive function skill\u003c/b>\u003c/td>\n\u003ctd>\u003cb>Definition \u003c/b>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Response inhibition\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to ignore distractions in your environment \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Working memory\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to keep information in your head to use \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Emotional control\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to regulate emotional responses to different things that happen in our lives \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Flexibility\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to think things out in more than one possible way \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Sustained attention\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Staying on task and avoiding distractions \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Task initiation\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to independently begin and organize tasks\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Planning/prioritization\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to plan out your tasks so that they meet an expectation or objective \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Organization\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Putting your life into organized areas – school, work, personal and maintaining this \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Time management\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">The ability to use your time effectively\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Goal-directed persistence\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Using and maintaining goals to help you meet objectives, being able to refuse to give up when things get too difficult\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Metacognition\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Awareness and understanding of your own thought process \u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my students who struggle with identifying their three areas of need, I sat down with them individually and looked at their rubric to figure out which areas they wanted to focus on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students’ slideshow presentation consisted of at least four slides \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> one being an introduction slide which includes their name and the title of their project. The other three slides included the three main executive function skills and details about each. The details they included were definitions they worked on from their rubric, as well as details about what the skills looked like in a student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the slideshow presentations were complete, I had each of my students present their slideshows to the class as an understanding of who they were and what skills they had or needed to work on. \u003c/span>\u003c/p>\n\u003ch4>Google Calendar\u003c/h4>\n\u003cp>In addition to the above, I would call upon my students to access Google Calendar via their Chromebooks or cell phones on a daily basis and then to write down their assignments for each of the classes in their schedule. Some students have an easier time with this than others as it teaches them three of these executive function skills (planning, organization and time management all at once.) However, many other students require assistance in one or more of the areas we go over, which is supported through their Individualized Education Plan (IEP). For some, the idea of an entirely digital calendar is scary, so for these students a handwritten planner is still the best way to go. However, for most of my students, they find it easy to use Google Calendar and they even seem to enjoy the task of entering assignments and due dates.\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the Google programs to help support my students in their class with their executive function needs has really helped them to develop an understanding of both real-world technology and how it can easily be applied to how they manage their lives. Learning how to organize information, write things out appropriately and professionally, as well as keeping track of their time, are all important skills that the students have been learning throughout the school year in my class. Although there are many programs out there, Google products work the best with my students in our classroom because of the students’ access to Google Chromebooks and internet accessibility.\u003c/span>\u003c/p>\n\n",
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"description": "Have you ever had a student who suffers from something called “an executive function deficit?” In other words, a student who struggles to plan, organize, remember things, prioritize, pay attention and get started on tasks? More specifically, this is the kind of student who constantly fails to pay attention, is frequently misplacing his/her backpack or",
"title": "Various Google Products of Benefit to Students with an Executive Function Deficit | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Have you ever had a student who suffers from something called “an executive function deficit?” In other words, a student who struggles to \u003c/span>\u003cspan style=\"font-weight: 400\">plan, organize, remember things, prioritize, pay attention and get started on tasks?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More specifically, this is the kind of student who constantly fails to pay attention, is frequently misplacing his/her backpack or items inside it, struggles to remember more than one step of either a math problem or a writing assignment, and always has a messy desk or work area?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help these students manage their executive function deficits, I use various Google products, specifically Google Docs, Google Slides and Google Calendar. \u003c/span>\u003c/p>\n\u003ch4>Google Docs\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, one of the first things I did to help my special education students manage their executive functioning deficit\u003c/span>\u003cspan style=\"font-weight: 400\"> is to \u003c/span>\u003cspan style=\"font-weight: 400\">call upon them to create a Google Doc. Then I worked with them to create, on their Google Doc, an Executive Function Rubric.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1yATBheTxWkqt-79spwAwZPmFTrJYjDb2AjFFp2mtQII/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view one of the completed rubrics.\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\">For this work, I first shared a Google Doc with the students, entitled Executive Function Rubric and consisting of four columns, the first column listing 11 common executive function skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second column, I had the students define \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> in their own definitions \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">each of the 11 executive function skills appearing in column one; and then in the third column, I wrote down my own definition for each of these skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, in the fourth column, I had my students rate themselves on a scale of 1-4, with a 1 being “low skill” and a 4 being “impressive skill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This rubric was a nice way to get my students to think about themselves more as they would if they were being evaluated \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> focusing on the areas where they have strengths and those areas where they have struggles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After doing the rubric, students were able see where they were currently and could easily pull up this rubric later in the year to see how far they had come in a particular area of executive function based on the lessons and work we did throughout the school year. \u003c/span>\u003c/p>\n\u003ch4>Google Slides\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">From there, I called upon my students to develop a Google Slideshow presentation, with these presentations, which when completed, would be shared with the class. For their Google Slideshow presentation, the students were required to describe, for the class, the three executive functioning skills for which they specifically need support. Students could choose from the executive function skills appearing below:\u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cb>Executive function skill\u003c/b>\u003c/td>\n\u003ctd>\u003cb>Definition \u003c/b>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Response inhibition\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to ignore distractions in your environment \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Working memory\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to keep information in your head to use \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Emotional control\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to regulate emotional responses to different things that happen in our lives \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Flexibility\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to think things out in more than one possible way \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Sustained attention\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Staying on task and avoiding distractions \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Task initiation\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to independently begin and organize tasks\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Planning/prioritization\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Being able to plan out your tasks so that they meet an expectation or objective \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Organization\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Putting your life into organized areas – school, work, personal and maintaining this \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Time management\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">The ability to use your time effectively\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Goal-directed persistence\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Using and maintaining goals to help you meet objectives, being able to refuse to give up when things get too difficult\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Metacognition\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Awareness and understanding of your own thought process \u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my students who struggle with identifying their three areas of need, I sat down with them individually and looked at their rubric to figure out which areas they wanted to focus on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students’ slideshow presentation consisted of at least four slides \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> one being an introduction slide which includes their name and the title of their project. The other three slides included the three main executive function skills and details about each. The details they included were definitions they worked on from their rubric, as well as details about what the skills looked like in a student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the slideshow presentations were complete, I had each of my students present their slideshows to the class as an understanding of who they were and what skills they had or needed to work on. \u003c/span>\u003c/p>\n\u003ch4>Google Calendar\u003c/h4>\n\u003cp>In addition to the above, I would call upon my students to access Google Calendar via their Chromebooks or cell phones on a daily basis and then to write down their assignments for each of the classes in their schedule. Some students have an easier time with this than others as it teaches them three of these executive function skills (planning, organization and time management all at once.) However, many other students require assistance in one or more of the areas we go over, which is supported through their Individualized Education Plan (IEP). For some, the idea of an entirely digital calendar is scary, so for these students a handwritten planner is still the best way to go. However, for most of my students, they find it easy to use Google Calendar and they even seem to enjoy the task of entering assignments and due dates.\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the Google programs to help support my students in their class with their executive function needs has really helped them to develop an understanding of both real-world technology and how it can easily be applied to how they manage their lives. Learning how to organize information, write things out appropriately and professionally, as well as keeping track of their time, are all important skills that the students have been learning throughout the school year in my class. Although there are many programs out there, Google products work the best with my students in our classroom because of the students’ access to Google Chromebooks and internet accessibility.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Turning Passive Video into Active Learning",
"headTitle": "Turning Passive Video into Active Learning | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Instructional video is a key component of many flipped learning classrooms, but even if you aren’t flipping, adding video to your classroom instruction can help you monitor the content you deliver while conserving grading time for major learning activities. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.playposit.com/\">\u003cspan style=\"font-weight: 400\">Playposit \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://edpuzzle.com/\">\u003cspan style=\"font-weight: 400\">EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the leading successors to Zaption, who left the K-12 interactive video market in 2016 to focus on corporate learning (check out my 2016 story on Zaption:“\u003c/span>\u003ca href=\"https://www.scribd.com/doc/313561844/2016-Spring-Issue-The-Leader-Zaption\">\u003cspan style=\"font-weight: 400\">Five Reasons to Add Video to Your Social Science Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”) These apps allow teachers to embed different types of questions into videos, improving the students’ learning experience by up to three times over regular video.\u003c/span>\u003c/p>\n\u003ch4>Setting Up Interactive Video\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit offers a quick \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=VuNZiKQDTww\">\u003cspan style=\"font-weight: 400\">two-minute video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that demonstrates how easy their platform is to use. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=VuNZiKQDTww\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They also have \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=23&v=2ND3MtYcUBU\">\u003cspan style=\"font-weight: 400\">longer videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that emphasize the benefits of flipped content. \u003c/span>\u003cspan style=\"font-weight: 400\">However, the best Playposit feature enables you to search through other teachers’ bulbs and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zYnIBPOIRT0\">\u003cspan style=\"font-weight: 400\">repurpose them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for your own classroom. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, I use \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastomatic\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Loom\u003c/span>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastify \u003c/span>\u003cspan style=\"font-weight: 400\">to create a video lecture from my traditional powerpoint slides. Years back, my school purchased \u003c/span>\u003ca href=\"https://www.socialstudies.com/c/product.web?nocache@8+s@VC4x3zauD0s4E+record@TF37804+Title@WORLD%20WAR%20II+ISBN@9781560047117\">\u003cspan style=\"font-weight: 400\">PowerPoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.socialstudies.com/\">\u003cspan style=\"font-weight: 400\">Social Studies School Services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and I shortened them into a series of 15-minute video-lectures. I assign them to students as note-taking drills. Before recording the lecture, I create five multiple choice questions that will keep students focused during the lecture and embed them in the final product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your video lectures are recorded, you can easily assign them to students in an LMS or via \u003c/span>\u003ca href=\"https://www.playposit.com/share/218770/452350?\">\u003cspan style=\"font-weight: 400\">web links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Playposit tracks who watches them, how long they watch and reports back how many questions they got right. I have removed student names from the image below for privacy reasons.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529716\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png\" width=\"650\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png 683w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-520x353.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers interested in using data to drive their instruction will find these features extremely valuable. The data is easily downloaded into Excel files for deeper analysis. \u003c/span>\u003c/p>\n\u003ch4>Evaluating Your Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit provides detailed analytics that help teachers respond in real time. For instance, after reviewing the results from this video lecture, it is clear that my students struggled to understand two important points. Q5) The Munich conference was an example of appeasement.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529717\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png\" width=\"650\" height=\"294\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png 710w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-240x109.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-375x170.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-520x235.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These students also struggled with Q6) defining the German idea of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lebensraum\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This immediate feedback allows me to intervene by creating quick-writes or direct students back to specific passages in the textbook to fill these learning gaps.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"313\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529718\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png\" width=\"313\" height=\"167\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png 313w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-240x128.png 240w\" sizes=\"(max-width: 313px) 100vw, 313px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My 10th grade World History students were assigned eight, approximately 15-minute video lectures on the Holocaust. These videos were viewed 1,129 times and 585 responses were recorded during these viewings. The average test score of the students who watched all eight instructional videos was 70 percent, while the average test score of the students who watched zero videos was 47 percent. While this data confirms that instructional video has a strong, positive correlation on student achievement, a more important consideration is did the students enjoy the learning activity? \u003c/span>\u003c/p>\n\u003ch4>Listening to Your Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit asks students to evaluate each bulb and students can provide feedback directly to the instructor. Here is a sample of some recent feedback my lectures received:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I feel like this is really helpful, and lots of students will have less trouble in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watching video lectures makes it easier for me to understand the textbook.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It was good. I lost track at times, but the transcript is helpful because I can follow along while the video is playing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I enjoyed this more than reading on my own to be completely honest and it helped me understand better.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I think this is a great way of teaching us because it forces us to pay attention in order to get the questions correct.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, I am pleased with the results I have gotten using interactive video in my classroom. Blended or digital learning assignments have helped me lower my course failure rates by 50 percent. Be wary of making these video lectures worth too many points, or you may create a culture of cheaters that share their answers via social media and group chats. See how this UC Riverside professor determined who was \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B7kLd8xIo6FdTjQySU9QazZyZlloOGdzR3M0Y2hHM0tnMUZv/view\">\u003cspan style=\"font-weight: 400\">cheating \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on his video lectures. The next step is creating engaging, whole-class activities that help students apply the new knowledge learned from your instructional videos, whether it be in the form of a \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#CC\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#role\">\u003cspan style=\"font-weight: 400\">role-playing simulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Providing students with options to learn from instructional video has increased effort and engagement in my classroom. I hope you will have a similar experience.\u003c/span>\u003c/p>\n\n",
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"description": "Instructional video is a key component of many flipped learning classrooms, but even if you aren’t flipping, adding video to your classroom instruction can help you monitor the content you deliver while conserving grading time for major learning activities. Playposit and EdPuzzle are the leading successors to Zaption, who left the K-12 interactive video market",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Instructional video is a key component of many flipped learning classrooms, but even if you aren’t flipping, adding video to your classroom instruction can help you monitor the content you deliver while conserving grading time for major learning activities. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.playposit.com/\">\u003cspan style=\"font-weight: 400\">Playposit \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://edpuzzle.com/\">\u003cspan style=\"font-weight: 400\">EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the leading successors to Zaption, who left the K-12 interactive video market in 2016 to focus on corporate learning (check out my 2016 story on Zaption:“\u003c/span>\u003ca href=\"https://www.scribd.com/doc/313561844/2016-Spring-Issue-The-Leader-Zaption\">\u003cspan style=\"font-weight: 400\">Five Reasons to Add Video to Your Social Science Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”) These apps allow teachers to embed different types of questions into videos, improving the students’ learning experience by up to three times over regular video.\u003c/span>\u003c/p>\n\u003ch4>Setting Up Interactive Video\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit offers a quick \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=VuNZiKQDTww\">\u003cspan style=\"font-weight: 400\">two-minute video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that demonstrates how easy their platform is to use. \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/VuNZiKQDTww'\n title='//www.youtube.com/embed/VuNZiKQDTww'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">They also have \u003c/span>\u003ca href=\"https://www.youtube.com/watch?time_continue=23&v=2ND3MtYcUBU\">\u003cspan style=\"font-weight: 400\">longer videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that emphasize the benefits of flipped content. \u003c/span>\u003cspan style=\"font-weight: 400\">However, the best Playposit feature enables you to search through other teachers’ bulbs and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zYnIBPOIRT0\">\u003cspan style=\"font-weight: 400\">repurpose them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for your own classroom. \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\">First, I use \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastomatic\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Loom\u003c/span>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003cspan style=\"font-weight: 400\">Screencastify \u003c/span>\u003cspan style=\"font-weight: 400\">to create a video lecture from my traditional powerpoint slides. Years back, my school purchased \u003c/span>\u003ca href=\"https://www.socialstudies.com/c/product.web?nocache@8+s@VC4x3zauD0s4E+record@TF37804+Title@WORLD%20WAR%20II+ISBN@9781560047117\">\u003cspan style=\"font-weight: 400\">PowerPoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.socialstudies.com/\">\u003cspan style=\"font-weight: 400\">Social Studies School Services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and I shortened them into a series of 15-minute video-lectures. I assign them to students as note-taking drills. Before recording the lecture, I create five multiple choice questions that will keep students focused during the lecture and embed them in the final product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your video lectures are recorded, you can easily assign them to students in an LMS or via \u003c/span>\u003ca href=\"https://www.playposit.com/share/218770/452350?\">\u003cspan style=\"font-weight: 400\">web links\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Playposit tracks who watches them, how long they watch and reports back how many questions they got right. I have removed student names from the image below for privacy reasons.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529716\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png\" width=\"650\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1.png 683w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-160x109.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-240x163.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-375x255.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.19.01-PM-1-520x353.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers interested in using data to drive their instruction will find these features extremely valuable. The data is easily downloaded into Excel files for deeper analysis. \u003c/span>\u003c/p>\n\u003ch4>Evaluating Your Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit provides detailed analytics that help teachers respond in real time. For instance, after reviewing the results from this video lecture, it is clear that my students struggled to understand two important points. Q5) The Munich conference was an example of appeasement.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"650\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529717\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png\" width=\"650\" height=\"294\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM.png 710w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-240x109.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-375x170.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.37-PM-520x235.png 520w\" sizes=\"(max-width: 650px) 100vw, 650px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These students also struggled with Q6) defining the German idea of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">lebensraum\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This immediate feedback allows me to intervene by creating quick-writes or direct students back to specific passages in the textbook to fill these learning gaps.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"313\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529718\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png\" width=\"313\" height=\"167\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM.png 313w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-16-at-3.21.48-PM-240x128.png 240w\" sizes=\"(max-width: 313px) 100vw, 313px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My 10th grade World History students were assigned eight, approximately 15-minute video lectures on the Holocaust. These videos were viewed 1,129 times and 585 responses were recorded during these viewings. The average test score of the students who watched all eight instructional videos was 70 percent, while the average test score of the students who watched zero videos was 47 percent. While this data confirms that instructional video has a strong, positive correlation on student achievement, a more important consideration is did the students enjoy the learning activity? \u003c/span>\u003c/p>\n\u003ch4>Listening to Your Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playposit asks students to evaluate each bulb and students can provide feedback directly to the instructor. Here is a sample of some recent feedback my lectures received:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I feel like this is really helpful, and lots of students will have less trouble in class.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watching video lectures makes it easier for me to understand the textbook.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It was good. I lost track at times, but the transcript is helpful because I can follow along while the video is playing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I enjoyed this more than reading on my own to be completely honest and it helped me understand better.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I think this is a great way of teaching us because it forces us to pay attention in order to get the questions correct.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Obviously, I am pleased with the results I have gotten using interactive video in my classroom. Blended or digital learning assignments have helped me lower my course failure rates by 50 percent. Be wary of making these video lectures worth too many points, or you may create a culture of cheaters that share their answers via social media and group chats. See how this UC Riverside professor determined who was \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B7kLd8xIo6FdTjQySU9QazZyZlloOGdzR3M0Y2hHM0tnMUZv/view\">\u003cspan style=\"font-weight: 400\">cheating \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on his video lectures. The next step is creating engaging, whole-class activities that help students apply the new knowledge learned from your instructional videos, whether it be in the form of a \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#CC\">\u003cspan style=\"font-weight: 400\">civil conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"http://www.crf-usa.org/t2t/curriculum-library#role\">\u003cspan style=\"font-weight: 400\">role-playing simulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Providing students with options to learn from instructional video has increased effort and engagement in my classroom. I hope you will have a similar experience.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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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.
