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": "CommonLit's Free, High-Quality, Common-Core-Aligned Reading Passages and Literacy Resources",
"headTitle": "CommonLit’s Free, High-Quality, Common-Core-Aligned Reading Passages and Literacy Resources | KQED",
"content": "\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">A few months ago, the English Department at my school found itself faced with a serious — but familiar — problem: the reading and writing that our students were doing was not relevant or rigorous enough for the requirements of the Common Core Era.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To solve this problem, I asked my department members to recommend one online resource capable of providing all of us with free, high-quality, Common-Core-aligned reading passages and literacy resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most highly-recommended suggestion was Commonlit.org. \u003c/span>\u003c/p>\n\u003ch4>What is CommonLit?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is a great resource for English, social studies, science and CTE courses, but it can be useful for all courses, regardless of the subject you teach. To learn more about Commonlit.org, watch the short video below:\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9XekqUGDTEs\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following list of perks is what has impressed most about Commonlit.org. It’s also what keeps me coming back to use it.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org is user-friendly, and the relevant and rigorous readings the website provides are outstanding. They’re clear, organized, color-coded…need i say more? \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org has resources for grades 3-12, so it’s useful for nearly all grade levels.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">free\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and by that, I don’t mean it’s “free for a year,” or “free if you don’t want the data.” It is \u003c/span>\u003cb>free.\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org will work with most technology devices: Chromebooks, iPads, Macs, etc.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org has all of its assignments in PDF format, just in case you have to print them (which is great for times when WiFi unexpectedly shuts down!). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, most importantly, it improves student learning. Commonlit.org can help with differentiation, interdisciplinary integration, and rigorous reading and writing practice. \u003c/span>\u003c/p>\n\u003ch4>Differentiation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">We hear this word so much as a teacher that I think we’ve become numb to the word. We go to the IEP (Individualized Education Program) meetings and get the documents from the EL (English Learner) teachers that list all the things we need to do to tailor our instruction to meet individual needs. In other words, we are expected to always have options built into our class for any student to receive support where and how they need it, whether by using visuals, having clear written directions (with pictures), or allowing peer tutoring. Commonlit.org provides your students with built-in support to match their abilities and learning styles with the materials and the skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each assignment comes with this toolbar (on left). It includes a dictionary, audio recording of the text, translation of the word into various languages and a highlighter tool. There is also a related media tab which links to videos and images that are connected to the text or the theme of the text. The important part of this toolbar is that the students control the type of support they need for that text. They might only need one word translated and they can choose that. They may want to highlight a particular word or section. They might want to see a video related to what they are reading. They can get that, too. The toolbar puts the students in control of their differentiation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I used this program in my Practical English course for seniors. Every one of my students had required accommodations and I wanted them to learn how to accommodate their learning styles by themselves, instead of me providing that for them. Students need to learn how to learn effectively. They need to learn how to read more than they need to simply read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are additional things that the teacher can choose to help with differentiation. Each reading is labeled with a grade level and a lexile number so you can pick the right piece for your students. You can also choose to turn on the “Guided Reading” option to an assignment. This setting forces the students to read one section at a time: it stops the student after certain sections and forces the student to answer questions about that section before they continue. \u003c/span>\u003c/p>\n\u003ch4>Interdisciplinary Integration\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is not an “English teacher resource” as much as it is a reading and writing resource. The website is designed to group the materials together by theme and text set, as well as by literary device and book supplementals. Therefore, a social studies teacher can find a text set about the Holocaust which would provide the students with a variety of media texts about that historical event. There could be a poem, article, interview and primary document all in the same text set. There are relevant articles, essays, speeches, etc. Materials are added every year that are relevant to students’ lives, interests and experience.\u003c/span>\u003c/p>\n\u003cp>I teach for the Multimedia and Technology pathway. The students are grouped by similar interests so that they can be given experiences and education specific to that industry. Therefore, when I am teaching argumentative writing to my students, I make the conscious decision not to teach the same reading materials as everyone else. I go on \u003cspan style=\"font-weight: 400\">Commonlit.org and find materials from varying perspectives on topics like the costs and benefits of technology. It connects what they are learning in English with their Career Technical Education. \u003c/span>\u003c/p>\n\u003ch4>Rigorous Reading and Writing Practice\u003c/h4>\n\u003cp>It is essential that students learn how to read and write about complex texts. However, complex reading and writing practice take time to prepare and time to grade. On Commonlit.org, each of the texts have various question types that require critical thinking. For example, “How does the author’s discussion of George Orwell’s \u003ci>Nineteen Eighty-Four\u003c/i> contribute to the text?” The next question will ask for students to find textual evidence that supports their answer.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes time for our students to get in the habit of thinking for themselves instead of looking for the right multiple choice answer. The rigor comes when we give them questions that provide opportunities for them to justify their thinking. The short answer questions take that rigor one step further by asking the students to write a complete paragraph with their evidence and analysis to support their answer. Commonlit.org offers example answers for each of those questions for the teachers to use when they score. Both the reading questions and the writing practice provide students with opportunity to express their thinking and learning. \u003c/span>\u003c/p>\n\u003ch4>How I Have Used CommonLit in my 11th Grade English Class\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few days after first having learned about CommonLit, I introduced this wonderful resource to the students in my 11th grade English class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, my students were engaged in a unit on oppression and reading \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Uncle Tom’s Children\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> — a collection of short novels detailing the lives of black people in the Deep South during the post-slavery era and exploring their resistance to white racism and oppression. Originally published in 1938, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Uncle Tom’s Children\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was the first book by Richard Wright, the author of the highly acclaimed novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Native Son\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To provide my students with a description of the difficulties African Americans faced during the slavery era, rather than after it, and to have my students learn how controlling literacy of others is a form of oppression, I directed my students to go to Commonlit.org and find the poem “\u003c/span>\u003ca href=\"https://www.commonlit.org/texts/learning-to-read\">\u003cspan style=\"font-weight: 400\">Learning to Read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cdiv style=\"text-align: center\">Very soon the Yankee teachers\u003c/div>\n\u003cdiv style=\"text-align: center\"> Came down and set up school;\u003c/div>\n\u003cdiv style=\"text-align: center\">But, oh! how the Rebs did hate it,—\u003c/div>\n\u003cdiv style=\"text-align: center\"> It was agin’ their rule.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Our masters always tried to hide\u003c/div>\n\u003cdiv style=\"text-align: center\"> Book learning from our eyes;\u003c/div>\n\u003cdiv style=\"text-align: center\">Knowledge did’nt agree with slavery—\u003c/div>\n\u003cdiv style=\"text-align: center\"> ’Twould make us all too wise.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">But some of us would try to steal\u003c/div>\n\u003cdiv style=\"text-align: center\"> A little from the book.\u003c/div>\n\u003cdiv style=\"text-align: center\">And put the words together,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And learn by hook or crook.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">I remember Uncle Caldwell,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Who took pot liquor fat\u003c/div>\n\u003cdiv style=\"text-align: center\">And greased the pages of his book,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And hid it in his hat.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And had his master ever seen\u003c/div>\n\u003cdiv style=\"text-align: center\"> The leaves upon his head,\u003c/div>\n\u003cdiv style=\"text-align: center\">He’d have thought them greasy papers,\u003c/div>\n\u003cdiv style=\"text-align: center\"> But nothing to be read.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And there was Mr. Turner’s Ben,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Who heard the children spell,\u003c/div>\n\u003cdiv style=\"text-align: center\">And picked the words right up by heart,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And learned to read ’em well.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Well, the Northern folks kept sending\u003c/div>\n\u003cdiv style=\"text-align: center\"> The Yankee teachers down;\u003c/div>\n\u003cdiv style=\"text-align: center\">And they stood right up and helped us,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Though Rebs did sneer and frown.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And I longed to read my Bible,\u003c/div>\n\u003cdiv style=\"text-align: center\"> For precious words it said;\u003c/div>\n\u003cdiv style=\"text-align: center\">But when I begun to learn it,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Folks just shook their heads,\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And said there is no use trying,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Oh! Chloe, you’re too late;\u003c/div>\n\u003cdiv style=\"text-align: center\">But as I was rising sixty,\u003c/div>\n\u003cdiv style=\"text-align: center\"> I had no time to wait.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">So I got a pair of glasses,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And straight to work I went,\u003c/div>\n\u003cdiv style=\"text-align: center\">And never stopped till I could read\u003c/div>\n\u003cdiv style=\"text-align: center\"> The hymns and Testament.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Then I got a little cabin\u003c/div>\n\u003cdiv style=\"text-align: center\"> A place to call my own—\u003c/div>\n\u003cdiv style=\"text-align: center\">And I felt independent\u003c/div>\n\u003cdiv style=\"text-align: center\"> As the queen upon her throne.\u003cspan style=\"color: #2b2b2b;font-size: 16px\"> \u003c/span>\u003c/div>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though the poem was only at the 5th grade reading level, the content and diction was unfamiliar to my students. We therefore used collaborative learning strategies to read through the poem together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then we watched the introductory video clip appearing on the CommonLit website (with this\u003c/span>\u003cspan style=\"font-weight: 400\"> video accessible only to registered users).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then let them work in groups to answer the Guided Reading questions. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11278 align=\"aligncenter\" width=\"350\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529677\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM.png\" width=\"350\" height=\"610\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM.png 322w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM-160x279.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM-240x418.png 240w\" sizes=\"(max-width: 350px) 100vw, 350px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I had the groups share out and justify their answers with the text or resource that best supported their answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then projected their answers onto a screen located at the front of the room and graded their answers on a score of 0-4 using a rubric that can be found by clicking \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1qBBZcyb0yNO1HuRP5xsR5Kg2Cf_qIAO6qkU9Tpk3Ajw/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You should have seen me during the grading process. The entire time, I had on my “my-class-got-it” smile. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then assigned another poem, “\u003c/span>\u003ca href=\"https://www.commonlit.org/texts/if-we-must-die\">\u003cspan style=\"font-weight: 400\">If We Must Die\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” This one didn’t call for any short answers, but it did call for answers to several thought-provoking, evidence-based questions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students first started to answer these questions, I was so confident that my students could ace it as well that I again plastered my “my-class-got-it” smile onto my face. Then I opened the results page and saw that the class average had dropped by 20 percent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After evaluating the well-thought out and itemized data, I was able to identify two needs. My students could define words using context clues, but they couldn’t identify what evidence guided those context clues and they couldn’t follow simple instructions beyond choosing one multiple choice answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is vital feedback for a teacher and certainly the perfect formative assessment for me. And what did I learn from it? Above all else, that though none of my students wanted to admit that they had a hard time transitioning from the traditional multiple choice question to more demanding thought-provoking evidence-based question, the data was clear. More than 50 percent of my students got the final “thought-provoking evidence-based question” at least partially wrong, in large part because they did not choose two statements as the question had prompted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, by the end of this unit on oppression, most of the students had a favorite poem, speech, interview or video that helped them form their answers to the essential question presented at the start of the question “What role does literature play in the area of pre- and post-American civil war oppression? “ \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Better yet, I watched a few students fall in love with reading. \u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is anything but common. It is a powerful resource and you don’t have to believe me because I am an English teacher, but don’t disregard me just because I am an English teacher. Try it for yourself, especially if\u003c/span>\u003cspan style=\"font-weight: 400\"> you are tired of jumping from one resource to another. \u003c/span>\u003cspan style=\"font-weight: 400\">You might just find the resource love of your life.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">A few months ago, the English Department at my school found itself faced with a serious — but familiar — problem: the reading and writing that our students were doing was not relevant or rigorous enough for the requirements of the Common Core Era.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To solve this problem, I asked my department members to recommend one online resource capable of providing all of us with free, high-quality, Common-Core-aligned reading passages and literacy resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most highly-recommended suggestion was Commonlit.org. \u003c/span>\u003c/p>\n\u003ch4>What is CommonLit?\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is a great resource for English, social studies, science and CTE courses, but it can be useful for all courses, regardless of the subject you teach. To learn more about Commonlit.org, watch the short video below:\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/9XekqUGDTEs'\n title='//www.youtube.com/embed/9XekqUGDTEs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following list of perks is what has impressed most about Commonlit.org. It’s also what keeps me coming back to use it.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org is user-friendly, and the relevant and rigorous readings the website provides are outstanding. They’re clear, organized, color-coded…need i say more? \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org has resources for grades 3-12, so it’s useful for nearly all grade levels.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">free\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and by that, I don’t mean it’s “free for a year,” or “free if you don’t want the data.” It is \u003c/span>\u003cb>free.\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org will work with most technology devices: Chromebooks, iPads, Macs, etc.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Commonlit.org has all of its assignments in PDF format, just in case you have to print them (which is great for times when WiFi unexpectedly shuts down!). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, most importantly, it improves student learning. Commonlit.org can help with differentiation, interdisciplinary integration, and rigorous reading and writing practice. \u003c/span>\u003c/p>\n\u003ch4>Differentiation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">We hear this word so much as a teacher that I think we’ve become numb to the word. We go to the IEP (Individualized Education Program) meetings and get the documents from the EL (English Learner) teachers that list all the things we need to do to tailor our instruction to meet individual needs. In other words, we are expected to always have options built into our class for any student to receive support where and how they need it, whether by using visuals, having clear written directions (with pictures), or allowing peer tutoring. Commonlit.org provides your students with built-in support to match their abilities and learning styles with the materials and the skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each assignment comes with this toolbar (on left). It includes a dictionary, audio recording of the text, translation of the word into various languages and a highlighter tool. There is also a related media tab which links to videos and images that are connected to the text or the theme of the text. The important part of this toolbar is that the students control the type of support they need for that text. They might only need one word translated and they can choose that. They may want to highlight a particular word or section. They might want to see a video related to what they are reading. They can get that, too. The toolbar puts the students in control of their differentiation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I used this program in my Practical English course for seniors. Every one of my students had required accommodations and I wanted them to learn how to accommodate their learning styles by themselves, instead of me providing that for them. Students need to learn how to learn effectively. They need to learn how to read more than they need to simply read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are additional things that the teacher can choose to help with differentiation. Each reading is labeled with a grade level and a lexile number so you can pick the right piece for your students. You can also choose to turn on the “Guided Reading” option to an assignment. This setting forces the students to read one section at a time: it stops the student after certain sections and forces the student to answer questions about that section before they continue. \u003c/span>\u003c/p>\n\u003ch4>Interdisciplinary Integration\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is not an “English teacher resource” as much as it is a reading and writing resource. The website is designed to group the materials together by theme and text set, as well as by literary device and book supplementals. Therefore, a social studies teacher can find a text set about the Holocaust which would provide the students with a variety of media texts about that historical event. There could be a poem, article, interview and primary document all in the same text set. There are relevant articles, essays, speeches, etc. Materials are added every year that are relevant to students’ lives, interests and experience.\u003c/span>\u003c/p>\n\u003cp>I teach for the Multimedia and Technology pathway. The students are grouped by similar interests so that they can be given experiences and education specific to that industry. Therefore, when I am teaching argumentative writing to my students, I make the conscious decision not to teach the same reading materials as everyone else. I go on \u003cspan style=\"font-weight: 400\">Commonlit.org and find materials from varying perspectives on topics like the costs and benefits of technology. It connects what they are learning in English with their Career Technical Education. \u003c/span>\u003c/p>\n\u003ch4>Rigorous Reading and Writing Practice\u003c/h4>\n\u003cp>It is essential that students learn how to read and write about complex texts. However, complex reading and writing practice take time to prepare and time to grade. On Commonlit.org, each of the texts have various question types that require critical thinking. For example, “How does the author’s discussion of George Orwell’s \u003ci>Nineteen Eighty-Four\u003c/i> contribute to the text?” The next question will ask for students to find textual evidence that supports their answer.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes time for our students to get in the habit of thinking for themselves instead of looking for the right multiple choice answer. The rigor comes when we give them questions that provide opportunities for them to justify their thinking. The short answer questions take that rigor one step further by asking the students to write a complete paragraph with their evidence and analysis to support their answer. Commonlit.org offers example answers for each of those questions for the teachers to use when they score. Both the reading questions and the writing practice provide students with opportunity to express their thinking and learning. \u003c/span>\u003c/p>\n\u003ch4>How I Have Used CommonLit in my 11th Grade English Class\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few days after first having learned about CommonLit, I introduced this wonderful resource to the students in my 11th grade English class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, my students were engaged in a unit on oppression and reading \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Uncle Tom’s Children\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> — a collection of short novels detailing the lives of black people in the Deep South during the post-slavery era and exploring their resistance to white racism and oppression. Originally published in 1938, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Uncle Tom’s Children\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was the first book by Richard Wright, the author of the highly acclaimed novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Native Son\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To provide my students with a description of the difficulties African Americans faced during the slavery era, rather than after it, and to have my students learn how controlling literacy of others is a form of oppression, I directed my students to go to Commonlit.org and find the poem “\u003c/span>\u003ca href=\"https://www.commonlit.org/texts/learning-to-read\">\u003cspan style=\"font-weight: 400\">Learning to Read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cdiv style=\"text-align: center\">Very soon the Yankee teachers\u003c/div>\n\u003cdiv style=\"text-align: center\"> Came down and set up school;\u003c/div>\n\u003cdiv style=\"text-align: center\">But, oh! how the Rebs did hate it,—\u003c/div>\n\u003cdiv style=\"text-align: center\"> It was agin’ their rule.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Our masters always tried to hide\u003c/div>\n\u003cdiv style=\"text-align: center\"> Book learning from our eyes;\u003c/div>\n\u003cdiv style=\"text-align: center\">Knowledge did’nt agree with slavery—\u003c/div>\n\u003cdiv style=\"text-align: center\"> ’Twould make us all too wise.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">But some of us would try to steal\u003c/div>\n\u003cdiv style=\"text-align: center\"> A little from the book.\u003c/div>\n\u003cdiv style=\"text-align: center\">And put the words together,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And learn by hook or crook.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">I remember Uncle Caldwell,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Who took pot liquor fat\u003c/div>\n\u003cdiv style=\"text-align: center\">And greased the pages of his book,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And hid it in his hat.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And had his master ever seen\u003c/div>\n\u003cdiv style=\"text-align: center\"> The leaves upon his head,\u003c/div>\n\u003cdiv style=\"text-align: center\">He’d have thought them greasy papers,\u003c/div>\n\u003cdiv style=\"text-align: center\"> But nothing to be read.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And there was Mr. Turner’s Ben,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Who heard the children spell,\u003c/div>\n\u003cdiv style=\"text-align: center\">And picked the words right up by heart,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And learned to read ’em well.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Well, the Northern folks kept sending\u003c/div>\n\u003cdiv style=\"text-align: center\"> The Yankee teachers down;\u003c/div>\n\u003cdiv style=\"text-align: center\">And they stood right up and helped us,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Though Rebs did sneer and frown.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And I longed to read my Bible,\u003c/div>\n\u003cdiv style=\"text-align: center\"> For precious words it said;\u003c/div>\n\u003cdiv style=\"text-align: center\">But when I begun to learn it,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Folks just shook their heads,\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">And said there is no use trying,\u003c/div>\n\u003cdiv style=\"text-align: center\"> Oh! Chloe, you’re too late;\u003c/div>\n\u003cdiv style=\"text-align: center\">But as I was rising sixty,\u003c/div>\n\u003cdiv style=\"text-align: center\"> I had no time to wait.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">So I got a pair of glasses,\u003c/div>\n\u003cdiv style=\"text-align: center\"> And straight to work I went,\u003c/div>\n\u003cdiv style=\"text-align: center\">And never stopped till I could read\u003c/div>\n\u003cdiv style=\"text-align: center\"> The hymns and Testament.\u003c/div>\n\u003cdiv style=\"text-align: center\">\u003c/div>\n\u003cdiv style=\"text-align: center\">Then I got a little cabin\u003c/div>\n\u003cdiv style=\"text-align: center\"> A place to call my own—\u003c/div>\n\u003cdiv style=\"text-align: center\">And I felt independent\u003c/div>\n\u003cdiv style=\"text-align: center\"> As the queen upon her throne.\u003cspan style=\"color: #2b2b2b;font-size: 16px\"> \u003c/span>\u003c/div>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though the poem was only at the 5th grade reading level, the content and diction was unfamiliar to my students. We therefore used collaborative learning strategies to read through the poem together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then we watched the introductory video clip appearing on the CommonLit website (with this\u003c/span>\u003cspan style=\"font-weight: 400\"> video accessible only to registered users).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then let them work in groups to answer the Guided Reading questions. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11278 align=\"aligncenter\" width=\"350\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529677\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM.png\" width=\"350\" height=\"610\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM.png 322w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM-160x279.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/04/Screen-Shot-2018-04-06-at-12.41.13-PM-240x418.png 240w\" sizes=\"(max-width: 350px) 100vw, 350px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I had the groups share out and justify their answers with the text or resource that best supported their answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then projected their answers onto a screen located at the front of the room and graded their answers on a score of 0-4 using a rubric that can be found by clicking \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1qBBZcyb0yNO1HuRP5xsR5Kg2Cf_qIAO6qkU9Tpk3Ajw/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You should have seen me during the grading process. The entire time, I had on my “my-class-got-it” smile. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then assigned another poem, “\u003c/span>\u003ca href=\"https://www.commonlit.org/texts/if-we-must-die\">\u003cspan style=\"font-weight: 400\">If We Must Die\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” This one didn’t call for any short answers, but it did call for answers to several thought-provoking, evidence-based questions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students first started to answer these questions, I was so confident that my students could ace it as well that I again plastered my “my-class-got-it” smile onto my face. Then I opened the results page and saw that the class average had dropped by 20 percent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After evaluating the well-thought out and itemized data, I was able to identify two needs. My students could define words using context clues, but they couldn’t identify what evidence guided those context clues and they couldn’t follow simple instructions beyond choosing one multiple choice answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is vital feedback for a teacher and certainly the perfect formative assessment for me. And what did I learn from it? Above all else, that though none of my students wanted to admit that they had a hard time transitioning from the traditional multiple choice question to more demanding thought-provoking evidence-based question, the data was clear. More than 50 percent of my students got the final “thought-provoking evidence-based question” at least partially wrong, in large part because they did not choose two statements as the question had prompted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, by the end of this unit on oppression, most of the students had a favorite poem, speech, interview or video that helped them form their answers to the essential question presented at the start of the question “What role does literature play in the area of pre- and post-American civil war oppression? “ \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Better yet, I watched a few students fall in love with reading. \u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Commonlit.org is anything but common. It is a powerful resource and you don’t have to believe me because I am an English teacher, but don’t disregard me just because I am an English teacher. Try it for yourself, especially if\u003c/span>\u003cspan style=\"font-weight: 400\"> you are tired of jumping from one resource to another. \u003c/span>\u003cspan style=\"font-weight: 400\">You might just find the resource love of your life.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "American Creed: Invitations for Conversation and Innovation",
"headTitle": "American Creed: Invitations for Conversation and Innovation | KQED",
"content": "\u003ch4>Student Learning Invitations\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you invite me to embrace challenging ideas and engage in developing my own original work, I’ll rise to the occasion,” one of my students said, reflecting on his experience in my class. He showed me that embracing original student constructed projects can truly offer an opportunity for learning that is both engaging and challenging for the learner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His sentiment also reflected the importance of invitation. He told me that because I offered the opportunity to compose an original project that he was able to achieve more than he thought possible. He gladly accepted the invitation because it was original and he trusted that he would grow in the process.\u003c/span>\u003c/p>\n\u003ch4>Civic Conversation Invitation\u003c/h4>\n\u003cp>\u003ca href=\"https://www.americancreed.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 2018 PBS documentary, is designed to encourage civic conversation through invitation.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=IG_IDuDQYPg\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several Americans of various backgrounds share their American values through their stories. From immigration stories to values they hold dear as United States citizens, to tackling discourse meant to encourage more conversation with people from various backgrounds, this documentary offers encouragement for civic conversation to reflect back on where we have been as a country and where we are going.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Specifically, Pulitzer Prize-winning historian David M. Kennedy and former Secretary of State Condoleezza Rice establish an open forum discussion at Stanford University to explore the meaning of an American creed or identification of what being an American truly means. This is explored starting with dialogue at the university and is extended with stories from coast to coast of reflective Americans sharing their commitments to our country. Stories of families starting their lives in the United States to the acknowledgment of values that bring people of diverse backgrounds together are at the heart of this film. Citizens of the United States are invited to reflect on their experiences and beliefs to define their own American creed. Further, citizens are invited to think about their pasts and futures, as well as how to foster civil conversation with others of varying perspectives.\u003c/span>.\u003c/p>\n\u003ch4>Inviting Students into the Conversation: \u003cb>\u003ci>American Creed\u003c/i>\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to engage in civic conversation is an important learning opportunity. Wrestling with the complexities of civic discourse is one that my high school students easily understand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Together, we explored big concepts of defining American culture, beliefs, values and creeds. We read numerous texts, from recent news articles to short stories and poems, in order to inform our thinking on these topics. Following this careful critical reading and discussing, students were positioned to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1rHYS-yONnyWSjl55HPb-2MKv7obwANvv6Ca4QVQ0PdQ/edit\">\u003cspan style=\"font-weight: 400\">compose an argument\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explaining what is important in describing American culture, values, beliefs and/or creeds. These pieces were published on \u003c/span>\u003ca href=\"https://www.youthvoices.live/\">\u003cspan style=\"font-weight: 400\">Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a collaborative learning space for youth conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through this work, students entered a conversation with other youth across the country around American values. See the\u003c/span>\u003ca href=\"https://www.youthvoices.live/category/american-creed/\">\u003cspan style=\"font-weight: 400\"> American Creed category on Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which highlights some of this student work. A few specific student examples, that reflect careful critical thinking and furthered conversation through comments from other youth learners from coast to coast can be found at the following links.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/03/freedom-and-equality-throughout-history/\">\u003cspan style=\"font-weight: 400\">Freedom and Equality Throughout History\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/03/what-do-we-stand-for/\">What do we stand for?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To explore my class and other classes involved in this work, click \u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">here\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Invitation to Further our Thinking: Extended Reading and Documentary Review\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an effort to continue this conversation, my students also engaged in independent reading related to topics they lifted up about American culture and values. After taking careful notes and responding to the text as they read, they composed a final piece pulling ideas from their argument work into their analysis of an extended text (see \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1u46ZidZv-a34x3eGkOAtj38R0gyeseoMZaDxcpunkOE/edit\">\u003cspan style=\"font-weight: 400\">American Literature Independent Reading\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1u46ZidZv-a34x3eGkOAtj38R0gyeseoMZaDxcpunkOE/edit\">\u003cspan style=\"font-weight: 400\">American Culture, Values, Creed: Reading and Writing Rhetorically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for assignment details). These pieces were also published on \u003c/span>\u003ca href=\"https://www.youthvoices.live/\">\u003cspan style=\"font-weight: 400\">Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student example responses:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/27/understanding-american-culture/\">\u003cspan style=\"font-weight: 400\">Understanding American Culture\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/26/the-american-melting-pot/\">\u003cspan style=\"font-weight: 400\">The American “Melting Pot”\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/27/answering-essential-questions/\">\u003cspan style=\"font-weight: 400\">Answering Essential Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/26/understanding-our-differences/\">\u003cspan style=\"font-weight: 400\">Understanding our Differences\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/24/how-faults-create-values-in-american-society/\">How Faults Create Values in American Society\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Following this work and their critical read of the documentary, \u003c/span>\u003ca href=\"https://www.americancreed.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, I invited students to develop their own final composition in response to the ideas presented in the film.\u003c/span>\u003c/p>\n\u003ch4>Invitation to Create: Collaboratively Constructed Compositions\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">My American Literature students accepted the invitations to reflect on ideas from the film and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13X-RPEfuJ3LfKpAG34bSupKZ6RV-yQy6BB5Vc8n--0Q/edit\">\u003cspan style=\"font-weight: 400\">create projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in response to this work. Youth across the country also have this invitation of response through the Youth Publishing site, \u003c/span>\u003ca href=\"https://writingourfuture.nwp.org/americancreed\">\u003cspan style=\"font-weight: 400\">Writing Our Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through our work with thoughtful composing, I served as teacher and facilitator. Students created projects that offered a response to the film. This response could be in a variety of genres for composition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students embraced topics such as immigration stories, family stories, poverty in the United States, education in the United States, views from particular groups in the United States and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout this process students explored genres, such as interviews, letters, essays, photo essays, slideshows, digital stories, documentaries, video reflections, scrapbooks and more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The work that students produced is powerful in offering original insights in response to the text. The freedom to create their own response offered students an opportunity to embrace civic conversation around sharing stories and researching topics they care about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This project pushes the line.” \u003c/span>\u003cspan style=\"font-weight: 400\">“What do you mean?” I asked my student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Well, our \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> work pushed the line because the work I completed was not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">doing school. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I actually cared about it and enjoyed it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As this student shared his reflection on this specific work, I knew that the invitation to respond through your own constructed composition was a powerful one. Students need guidance and careful scaffolding in this work, but the work starts with an invitation to recognize they can compose more than one specific prompt, rather, they can tackle big issues and embrace civic discourse offered in an invitation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To see my student’s work, click \u003ca href=\"https://writingourfuture.nwp.org/americancreed/responses?state=MI\">here \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">and for details on curriculum from my classroom and others, click \u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">here:\u003c/a> \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We invite you to join the conversation as well. Check out the \u003c/span>\u003ca href=\"https://www.americancreed.org/\">\u003cspan style=\"font-weight: 400\">film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">\u003cspan style=\"font-weight: 400\">resources from classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/writing-prompts-models?authuser=0\">\u003cspan style=\"font-weight: 400\">writing prompts and models\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://writingourfuture.nwp.org/americancreed/pages/about\">\u003cspan style=\"font-weight: 400\">youth publishing site\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accept our invitation to respond in a way that best serves your classroom learning.\u003c/span>\u003c/p>\n\n",
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"description": "Student Learning Invitations “If you invite me to embrace challenging ideas and engage in developing my own original work, I’ll rise to the occasion,” one of my students said, reflecting on his experience in my class. He showed me that embracing original student constructed projects can truly offer an opportunity for learning that is both",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Student Learning Invitations\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you invite me to embrace challenging ideas and engage in developing my own original work, I’ll rise to the occasion,” one of my students said, reflecting on his experience in my class. He showed me that embracing original student constructed projects can truly offer an opportunity for learning that is both engaging and challenging for the learner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His sentiment also reflected the importance of invitation. He told me that because I offered the opportunity to compose an original project that he was able to achieve more than he thought possible. He gladly accepted the invitation because it was original and he trusted that he would grow in the process.\u003c/span>\u003c/p>\n\u003ch4>Civic Conversation Invitation\u003c/h4>\n\u003cp>\u003ca href=\"https://www.americancreed.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 2018 PBS documentary, is designed to encourage civic conversation through invitation.\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/IG_IDuDQYPg'\n title='//www.youtube.com/embed/IG_IDuDQYPg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Several Americans of various backgrounds share their American values through their stories. From immigration stories to values they hold dear as United States citizens, to tackling discourse meant to encourage more conversation with people from various backgrounds, this documentary offers encouragement for civic conversation to reflect back on where we have been as a country and where we are going.\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\">Specifically, Pulitzer Prize-winning historian David M. Kennedy and former Secretary of State Condoleezza Rice establish an open forum discussion at Stanford University to explore the meaning of an American creed or identification of what being an American truly means. This is explored starting with dialogue at the university and is extended with stories from coast to coast of reflective Americans sharing their commitments to our country. Stories of families starting their lives in the United States to the acknowledgment of values that bring people of diverse backgrounds together are at the heart of this film. Citizens of the United States are invited to reflect on their experiences and beliefs to define their own American creed. Further, citizens are invited to think about their pasts and futures, as well as how to foster civil conversation with others of varying perspectives.\u003c/span>.\u003c/p>\n\u003ch4>Inviting Students into the Conversation: \u003cb>\u003ci>American Creed\u003c/i>\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to engage in civic conversation is an important learning opportunity. Wrestling with the complexities of civic discourse is one that my high school students easily understand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Together, we explored big concepts of defining American culture, beliefs, values and creeds. We read numerous texts, from recent news articles to short stories and poems, in order to inform our thinking on these topics. Following this careful critical reading and discussing, students were positioned to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1rHYS-yONnyWSjl55HPb-2MKv7obwANvv6Ca4QVQ0PdQ/edit\">\u003cspan style=\"font-weight: 400\">compose an argument\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explaining what is important in describing American culture, values, beliefs and/or creeds. These pieces were published on \u003c/span>\u003ca href=\"https://www.youthvoices.live/\">\u003cspan style=\"font-weight: 400\">Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a collaborative learning space for youth conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through this work, students entered a conversation with other youth across the country around American values. See the\u003c/span>\u003ca href=\"https://www.youthvoices.live/category/american-creed/\">\u003cspan style=\"font-weight: 400\"> American Creed category on Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which highlights some of this student work. A few specific student examples, that reflect careful critical thinking and furthered conversation through comments from other youth learners from coast to coast can be found at the following links.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/03/freedom-and-equality-throughout-history/\">\u003cspan style=\"font-weight: 400\">Freedom and Equality Throughout History\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/03/what-do-we-stand-for/\">What do we stand for?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To explore my class and other classes involved in this work, click \u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">here\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Invitation to Further our Thinking: Extended Reading and Documentary Review\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an effort to continue this conversation, my students also engaged in independent reading related to topics they lifted up about American culture and values. After taking careful notes and responding to the text as they read, they composed a final piece pulling ideas from their argument work into their analysis of an extended text (see \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1u46ZidZv-a34x3eGkOAtj38R0gyeseoMZaDxcpunkOE/edit\">\u003cspan style=\"font-weight: 400\">American Literature Independent Reading\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1u46ZidZv-a34x3eGkOAtj38R0gyeseoMZaDxcpunkOE/edit\">\u003cspan style=\"font-weight: 400\">American Culture, Values, Creed: Reading and Writing Rhetorically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for assignment details). These pieces were also published on \u003c/span>\u003ca href=\"https://www.youthvoices.live/\">\u003cspan style=\"font-weight: 400\">Youth Voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student example responses:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/27/understanding-american-culture/\">\u003cspan style=\"font-weight: 400\">Understanding American Culture\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/26/the-american-melting-pot/\">\u003cspan style=\"font-weight: 400\">The American “Melting Pot”\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/27/answering-essential-questions/\">\u003cspan style=\"font-weight: 400\">Answering Essential Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/26/understanding-our-differences/\">\u003cspan style=\"font-weight: 400\">Understanding our Differences\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youthvoices.live/2017/10/24/how-faults-create-values-in-american-society/\">How Faults Create Values in American Society\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Following this work and their critical read of the documentary, \u003c/span>\u003ca href=\"https://www.americancreed.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, I invited students to develop their own final composition in response to the ideas presented in the film.\u003c/span>\u003c/p>\n\u003ch4>Invitation to Create: Collaboratively Constructed Compositions\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">My American Literature students accepted the invitations to reflect on ideas from the film and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13X-RPEfuJ3LfKpAG34bSupKZ6RV-yQy6BB5Vc8n--0Q/edit\">\u003cspan style=\"font-weight: 400\">create projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in response to this work. Youth across the country also have this invitation of response through the Youth Publishing site, \u003c/span>\u003ca href=\"https://writingourfuture.nwp.org/americancreed\">\u003cspan style=\"font-weight: 400\">Writing Our Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through our work with thoughtful composing, I served as teacher and facilitator. Students created projects that offered a response to the film. This response could be in a variety of genres for composition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students embraced topics such as immigration stories, family stories, poverty in the United States, education in the United States, views from particular groups in the United States and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout this process students explored genres, such as interviews, letters, essays, photo essays, slideshows, digital stories, documentaries, video reflections, scrapbooks and more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The work that students produced is powerful in offering original insights in response to the text. The freedom to create their own response offered students an opportunity to embrace civic conversation around sharing stories and researching topics they care about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This project pushes the line.” \u003c/span>\u003cspan style=\"font-weight: 400\">“What do you mean?” I asked my student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Well, our \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">American Creed\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> work pushed the line because the work I completed was not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">doing school. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I actually cared about it and enjoyed it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As this student shared his reflection on this specific work, I knew that the invitation to respond through your own constructed composition was a powerful one. Students need guidance and careful scaffolding in this work, but the work starts with an invitation to recognize they can compose more than one specific prompt, rather, they can tackle big issues and embrace civic discourse offered in an invitation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To see my student’s work, click \u003ca href=\"https://writingourfuture.nwp.org/americancreed/responses?state=MI\">here \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">and for details on curriculum from my classroom and others, click \u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">here:\u003c/a> \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\">We invite you to join the conversation as well. Check out the \u003c/span>\u003ca href=\"https://www.americancreed.org/\">\u003cspan style=\"font-weight: 400\">film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/visit-our-classrooms\">\u003cspan style=\"font-weight: 400\">resources from classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/nwp.org/writingourfuture-ac/writing-prompts-models?authuser=0\">\u003cspan style=\"font-weight: 400\">writing prompts and models\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://writingourfuture.nwp.org/americancreed/pages/about\">\u003cspan style=\"font-weight: 400\">youth publishing site\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accept our invitation to respond in a way that best serves your classroom learning.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Instagram as a Means to Create and Implement Chemistry Class Portfolios",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In my last \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KQED In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2018/02/22/snapchat-worthy-science-lessons-connect-and-engage-an-entire-class/\">\u003cspan style=\"font-weight: 400\">“Snapchat Worthy Science Lessons Connect and Engage an Entire Class,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I shared a Chemistry lesson that encouraged the use of Snapchat to inspire students to “snap” Chemistry lessons to share with their peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, trying to find other teachers that used Snapchat was not easy. Most of the teachers in my school believe Snapchat to be the nefarious cousin of Instagram. Their perception of Snapchat was so negative that many of them simply refused to use it in their classroom \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for any reason.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Instagram seemed more well-intentioned according to many teachers. When I mentioned the possibility of using Instagram as a way to digitally maintain a student portfolio, the teachers were interested in learning more about it and how it could be used in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an Instructional Coach at a large, urban high school, part of my job is to help teachers find engaging and motivating ways to help students connect with that which is being taught. What can I do to support teachers in finding engaging opportunities to connect with students? In addition, how can I help to transfer those opportunities to other content areas?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, a Chemistry teacher and I recently teamed up to utilize Instagram as a means to create and implement Chemistry portfolios in Science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We began to explore the possibility of creating Chemistry lessons uploaded to Instagram that students could watch at home for extra review and study. Students could have ownership over their learning; they could determine when and where to create their digital narratives; and they had the freedom of when and where to view their peers’ portfolio. In addition, they would be encouraged to comment on each other’s work thereby prompting critical feedback and critique. This type of choice is indicative of 21st-century\u003cspan style=\"font-weight: 400\"> learning; giving students opportunities to make their learning meaningful to them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therefore\u003c/span>\u003cspan style=\"font-weight: 400\">, in an attempt to have students engage in creating a digital portfolio, the \u003c/span>\u003cspan style=\"font-weight: 400\">Chemistry teacher \u003c/span>\u003cspan style=\"font-weight: 400\">began to use Instagram as a way to permanently document their learning. After creating an Instagram account specifically for classroom purposes, she had students follow her by posting her username on the board.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529601\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png\" width=\"540\" height=\"728\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png 331w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-160x216.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-240x323.png 240w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529601\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png\" width=\"540\" height=\"728\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png 331w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-160x216.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-240x323.png 240w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the major benefits of Instagram is that following is one-way. As the teacher, she could not see any of her students’ posts on her feed, since she did not follow them. Then, as her students completed various activities, such as lab-based inquiry, group work or practice, she encouraged students to snap a photo or video (if modeling a problem) and post it on their Instagram account using a prescribed hashtag (i.e.: #mychemstudentinitials).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the hashtag is clicked, students can access not only their photos and videos, but also the photos and videos of other students. Then, as a review, students can pull up their digital Instagram portfolios and see visual clues that might inspire better recall prior to an assessment. In addition, when searching for the hashtags, the teacher can quickly pull strong and weak examples from random students and work with those students who need more specific support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In short, in order to effectively utilize this particular social media in the classroom, here are the recommended steps to create an Instagram Portfolio:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a professional Instagram account (i.e. @msfaheyscience).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Post the Instagram handle on the board.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Encourage students to also create a professional Instagram account, modeling your Instagram handle: (i.e., @student’snamescience).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ask students to follow your professional Instagram account.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Encourage students to take photos and videos using the prescribed hashtag.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Refer and reflect on photos and videos taken. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is imperative that students follow the professional Instagram account. That way there is no concern regarding the unprofessionalism of the account. The account remains specifically used for classroom use and students have the opportunity to see photos and videos from that account only. In addition, this also gives students an opportunity to practice managing a professional account. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What might Instagram portfolios look like in other courses? Imagine students using an Instagram Portfolio when recreating scenes from a drama in English class or giving a presentation about an artist. The scenes and presentation can be uploaded, with the prescribed hashtag, for student comments, again supporting critical feedback and peer evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What about the possibility of using an Instagram portfolio as a formative assessment tool? Students can upload their responses in creative ways, sharing with each other what they have learned. For visual students who have difficulty using the traditional method of paper and pencil responses, an Instagram portfolio could be a way to capture their thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In closing, we know there are many ways to connect with students. Using social media, such as Instagram, is just one way to create engaging and motivating learning. Designing, utilizing and applying digital portfolios gave students an opportunity to connect in a way they felt comfortable – empowered by choice, challenge and change.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">(Special thanks to Ashley Fahey, Chemistry teacher extraordinaire who shared with me her use of Instagram technology in her classroom).\u003c/span>\u003c/i>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In my last \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KQED In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2018/02/22/snapchat-worthy-science-lessons-connect-and-engage-an-entire-class/\">\u003cspan style=\"font-weight: 400\">“Snapchat Worthy Science Lessons Connect and Engage an Entire Class,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I shared a Chemistry lesson that encouraged the use of Snapchat to inspire students to “snap” Chemistry lessons to share with their peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, trying to find other teachers that used Snapchat was not easy. Most of the teachers in my school believe Snapchat to be the nefarious cousin of Instagram. Their perception of Snapchat was so negative that many of them simply refused to use it in their classroom \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for any reason.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Instagram seemed more well-intentioned according to many teachers. When I mentioned the possibility of using Instagram as a way to digitally maintain a student portfolio, the teachers were interested in learning more about it and how it could be used in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an Instructional Coach at a large, urban high school, part of my job is to help teachers find engaging and motivating ways to help students connect with that which is being taught. What can I do to support teachers in finding engaging opportunities to connect with students? In addition, how can I help to transfer those opportunities to other content areas?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, a Chemistry teacher and I recently teamed up to utilize Instagram as a means to create and implement Chemistry portfolios in Science. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We began to explore the possibility of creating Chemistry lessons uploaded to Instagram that students could watch at home for extra review and study. Students could have ownership over their learning; they could determine when and where to create their digital narratives; and they had the freedom of when and where to view their peers’ portfolio. In addition, they would be encouraged to comment on each other’s work thereby prompting critical feedback and critique. This type of choice is indicative of 21st-century\u003cspan style=\"font-weight: 400\"> learning; giving students opportunities to make their learning meaningful to them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therefore\u003c/span>\u003cspan style=\"font-weight: 400\">, in an attempt to have students engage in creating a digital portfolio, the \u003c/span>\u003cspan style=\"font-weight: 400\">Chemistry teacher \u003c/span>\u003cspan style=\"font-weight: 400\">began to use Instagram as a way to permanently document their learning. After creating an Instagram account specifically for classroom purposes, she had students follow her by posting her username on the board.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529601\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png\" width=\"540\" height=\"728\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png 331w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-160x216.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-240x323.png 240w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529601\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png\" width=\"540\" height=\"728\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM.png 331w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-160x216.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Screen-Shot-2018-03-19-at-3.47.12-PM-240x323.png 240w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the major benefits of Instagram is that following is one-way. As the teacher, she could not see any of her students’ posts on her feed, since she did not follow them. Then, as her students completed various activities, such as lab-based inquiry, group work or practice, she encouraged students to snap a photo or video (if modeling a problem) and post it on their Instagram account using a prescribed hashtag (i.e.: #mychemstudentinitials).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the hashtag is clicked, students can access not only their photos and videos, but also the photos and videos of other students. Then, as a review, students can pull up their digital Instagram portfolios and see visual clues that might inspire better recall prior to an assessment. In addition, when searching for the hashtags, the teacher can quickly pull strong and weak examples from random students and work with those students who need more specific support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In short, in order to effectively utilize this particular social media in the classroom, here are the recommended steps to create an Instagram Portfolio:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a professional Instagram account (i.e. @msfaheyscience).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Post the Instagram handle on the board.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Encourage students to also create a professional Instagram account, modeling your Instagram handle: (i.e., @student’snamescience).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ask students to follow your professional Instagram account.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Encourage students to take photos and videos using the prescribed hashtag.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Refer and reflect on photos and videos taken. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is imperative that students follow the professional Instagram account. That way there is no concern regarding the unprofessionalism of the account. The account remains specifically used for classroom use and students have the opportunity to see photos and videos from that account only. In addition, this also gives students an opportunity to practice managing a professional account. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What might Instagram portfolios look like in other courses? Imagine students using an Instagram Portfolio when recreating scenes from a drama in English class or giving a presentation about an artist. The scenes and presentation can be uploaded, with the prescribed hashtag, for student comments, again supporting critical feedback and peer evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What about the possibility of using an Instagram portfolio as a formative assessment tool? Students can upload their responses in creative ways, sharing with each other what they have learned. For visual students who have difficulty using the traditional method of paper and pencil responses, an Instagram portfolio could be a way to capture their thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In closing, we know there are many ways to connect with students. Using social media, such as Instagram, is just one way to create engaging and motivating learning. Designing, utilizing and applying digital portfolios gave students an opportunity to connect in a way they felt comfortable – empowered by choice, challenge and change.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">(Special thanks to Ashley Fahey, Chemistry teacher extraordinaire who shared with me her use of Instagram technology in her classroom).\u003c/span>\u003c/i>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "KQED Learn - A Platform for Collaborative Investigations",
"headTitle": "KQED Learn – A Platform for Collaborative Investigations | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a Science teacher, working with both NGSS and CCSS, I’m always looking for ways for my students to develop investigative skills. That is why I was thrilled when last fall I was invited to participate in the \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a> pilot. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“KQED Learn is a free, online platform that supports student inquiry, investigation and media making. It is a place students can collaborate, interact and share their work with other students on the platform.” – KQED \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you may imagine, I was immediately intrigued by this statement. Having a platform dedicated to investigations was appealing, but the addition of the authentic audience and collaboration is something we do not see very often in education these days. The idea of my students being able to interact with other “investigators” and share their work beyond my little classroom was something I could only dream of, so I began thinking about what specific assignment I would be using as an entry point to KQED Learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A couple of years ago my district implemented “Writing Across the Curriculum” (WAC) assignments. This requires that all students write at least three essays per year in all content areas. As it happens with these types of assignments, the students find it quite onerous and do not see the point of writing them. They are often heard complaining about how the only person that reads their essay is the person who grades it. As I thought about the KQED Learn possibilities, it came to me that I could transform that WAC assignment into a KQED Learn assignment and give my eighth graders control of what they wanted to write about. They could use the platform as a place to curate and share their resources, providing them with the authentic audience they desperately wanted. \u003c/span>\u003c/p>\n\u003ch4>Joining\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of joining the KQED Learn community was incredibly easy. I set up my teacher account, created my virtual classroom and simply gave the students the Join Code. Students registered using their school email, completed their profile information, added themselves to my classroom and were ready to go.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once everyone had joined, but before we started participating in the community, I knew that I had to make sure that we all knew that anything that was posted was going to be looked at by students and teachers outside of our own little community. I reviewed the concept of digital citizenship using a \u003c/span>\u003ca href=\"https://youtu.be/toK_BAYnjoU\">\u003cspan style=\"font-weight: 400\">video by Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and shared \u003c/span>\u003ca href=\"https://www.notion.so/KQED-Learn-Code-of-Conduct-29441e0efc954d659b21f30e7a306327\">\u003cspan style=\"font-weight: 400\">KQED Learn’s code of conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch4>Our First Make & Share: Go Above the Noise\u003c/h4>\n\u003cp>Our first foray into the KQED Learn platform included responding to a ‘Go Above the Noise’ question – “Should Schools Start Later?” These questions are the perfect entry point to the platform since they already have many resources attached to them, including not only the content itself but documents such as \u003ca href=\"https://docs.google.com/document/d/1Ok-MsCBoX5pBTSUL5VCMg7oD4yZE2rnI3x6XWb6k0yU/edit?usp=sharing\">What Makes an Excellent ‘Go Above the Noise’ Response?\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1fXFK1v2iF1P6GBR2Bzfj2-oB0RFyXqvZIOGDHLIqrDM/edit?usp=sharing\">Sentence Frames for ‘Go Above the Noise’\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/17mQUolJQB_FZDnZlU3bx-ggGimGxrdtMaswfZQ04PQM/edit?usp=sharing\">Rubric for ‘Go Above the Noise’ Responses\u003c/a>. As I shared all of this with the students, they quickly became engrossed in crafting thoughtful and responsible responses. My fear of students using the platform as a way to communicate negatively was assuaged as they started calling me over to read what they had written before posting, asking “I disagree with ___’s point, but I do not want to sound mean. Is this okay?” That authentic audience that the platform provides created a sense of citizenship and “THINK before you post” in my students!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529540\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg\" width=\"640\" height=\"289\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-960x433.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-240x108.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-375x169.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-520x235.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED.jpg 1019w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, my students became very careful about providing evidence for their answers. They knew that high-schoolers would be reading what they were writing and they wanted to impress. This sense of ownership of their work is hard to encourage in the walled-in environment of many classrooms, which is one of the reasons why KQED Learn becomes such a powerful tool in any environment.\u003c/span>\u003c/p>\n\u003ch4>The Assigned Investigation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building on this first round of ‘Go Above the Noise,’ I continued on to the second part of the pilot. KQED Education published an array of questions on a wide variety of topics in the form of “Investigations” that my students could join. Two things were immediately evident as I perused the questions.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">I would need to be the one selecting the questions. This was simply because of the sheer number of questions, which I knew would overwhelm my students. I also needed my students to focus on my content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">My students would need to be taught how to find relevant and reliable sources. I found resources to teach this within the Teacher Resources on KQED Learn: (1) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-How-Do-I-Search-for-Relevant-Resources-b6329e7c47704aa89d8e4efd54d0fcd2\">Investigate: How do I Search for Relevant Resources?\u003c/a> (2) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-What-IS-a-Reliable-Source-Anyway-97b309a685b24aacafd5659d7b200c1f\">Investigate: What is a Reliable Source Anyway\u003c/a>? and (3) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-Is-This-Source-Reliable-c7b4bbcbe62548a3a21cfcfb2177e5fe\">Investigate: Is This Source Reliable?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Armed with this, I asked my students to choose one of the following Investigations to join:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">What invention from a science fiction book or television show is a reality now and how has this invention changed our lives?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is an example of a past technology that has influenced a technology we have today?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose a technological invention. How has it changed in response to society’s changing needs?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students happily started adding resources as they investigated and did a good job of posting resources that were relevant and reliable. However, I was also expecting them to apply what they had learned about commenting on each other’s work on the first Make & Share, but only a handful of students took the opportunity to comment on the resources they were sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did happen was an increased interest in finding the “most” relevant and reliable source. As Make & Shares from other schools started appearing, a sort of competition developed in my classroom to see whose resource these “foreign” students were citing. Even though this was not the goal, I did find that this bit of competition pushed my students to re-evaluate the sources they had added and being mindful of how relevant new additions were \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> basically practicing their skills at gathering information from a variety of sources and evaluating its relevance and credibility.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"653\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529541 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg\" width=\"653\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg 653w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-240x200.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-375x312.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-520x432.jpg 520w\" sizes=\"(max-width: 653px) 100vw, 653px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Needless to say, I am incredibly pleased with what my students produced within \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I invite you to give it a try and let me know what you think. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a Science teacher, working with both NGSS and CCSS, I’m always looking for ways for my students to develop investigative skills. That is why I was thrilled when last fall I was invited to participate in the \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a> pilot. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“KQED Learn is a free, online platform that supports student inquiry, investigation and media making. It is a place students can collaborate, interact and share their work with other students on the platform.” – KQED \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you may imagine, I was immediately intrigued by this statement. Having a platform dedicated to investigations was appealing, but the addition of the authentic audience and collaboration is something we do not see very often in education these days. The idea of my students being able to interact with other “investigators” and share their work beyond my little classroom was something I could only dream of, so I began thinking about what specific assignment I would be using as an entry point to KQED Learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A couple of years ago my district implemented “Writing Across the Curriculum” (WAC) assignments. This requires that all students write at least three essays per year in all content areas. As it happens with these types of assignments, the students find it quite onerous and do not see the point of writing them. They are often heard complaining about how the only person that reads their essay is the person who grades it. As I thought about the KQED Learn possibilities, it came to me that I could transform that WAC assignment into a KQED Learn assignment and give my eighth graders control of what they wanted to write about. They could use the platform as a place to curate and share their resources, providing them with the authentic audience they desperately wanted. \u003c/span>\u003c/p>\n\u003ch4>Joining\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of joining the KQED Learn community was incredibly easy. I set up my teacher account, created my virtual classroom and simply gave the students the Join Code. Students registered using their school email, completed their profile information, added themselves to my classroom and were ready to go.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once everyone had joined, but before we started participating in the community, I knew that I had to make sure that we all knew that anything that was posted was going to be looked at by students and teachers outside of our own little community. I reviewed the concept of digital citizenship using a \u003c/span>\u003ca href=\"https://youtu.be/toK_BAYnjoU\">\u003cspan style=\"font-weight: 400\">video by Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and shared \u003c/span>\u003ca href=\"https://www.notion.so/KQED-Learn-Code-of-Conduct-29441e0efc954d659b21f30e7a306327\">\u003cspan style=\"font-weight: 400\">KQED Learn’s code of conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch4>Our First Make & Share: Go Above the Noise\u003c/h4>\n\u003cp>Our first foray into the KQED Learn platform included responding to a ‘Go Above the Noise’ question – “Should Schools Start Later?” These questions are the perfect entry point to the platform since they already have many resources attached to them, including not only the content itself but documents such as \u003ca href=\"https://docs.google.com/document/d/1Ok-MsCBoX5pBTSUL5VCMg7oD4yZE2rnI3x6XWb6k0yU/edit?usp=sharing\">What Makes an Excellent ‘Go Above the Noise’ Response?\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1fXFK1v2iF1P6GBR2Bzfj2-oB0RFyXqvZIOGDHLIqrDM/edit?usp=sharing\">Sentence Frames for ‘Go Above the Noise’\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/17mQUolJQB_FZDnZlU3bx-ggGimGxrdtMaswfZQ04PQM/edit?usp=sharing\">Rubric for ‘Go Above the Noise’ Responses\u003c/a>. As I shared all of this with the students, they quickly became engrossed in crafting thoughtful and responsible responses. My fear of students using the platform as a way to communicate negatively was assuaged as they started calling me over to read what they had written before posting, asking “I disagree with ___’s point, but I do not want to sound mean. Is this okay?” That authentic audience that the platform provides created a sense of citizenship and “THINK before you post” in my students!\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=11282 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529540\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg\" width=\"640\" height=\"289\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-960x433.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-240x108.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-375x169.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED-520x235.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED.jpg 1019w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, my students became very careful about providing evidence for their answers. They knew that high-schoolers would be reading what they were writing and they wanted to impress. This sense of ownership of their work is hard to encourage in the walled-in environment of many classrooms, which is one of the reasons why KQED Learn becomes such a powerful tool in any environment.\u003c/span>\u003c/p>\n\u003ch4>The Assigned Investigation\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building on this first round of ‘Go Above the Noise,’ I continued on to the second part of the pilot. KQED Education published an array of questions on a wide variety of topics in the form of “Investigations” that my students could join. Two things were immediately evident as I perused the questions.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">I would need to be the one selecting the questions. This was simply because of the sheer number of questions, which I knew would overwhelm my students. I also needed my students to focus on my content. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">My students would need to be taught how to find relevant and reliable sources. I found resources to teach this within the Teacher Resources on KQED Learn: (1) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-How-Do-I-Search-for-Relevant-Resources-b6329e7c47704aa89d8e4efd54d0fcd2\">Investigate: How do I Search for Relevant Resources?\u003c/a> (2) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-What-IS-a-Reliable-Source-Anyway-97b309a685b24aacafd5659d7b200c1f\">Investigate: What is a Reliable Source Anyway\u003c/a>? and (3) \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.notion.so/Investigate-Is-This-Source-Reliable-c7b4bbcbe62548a3a21cfcfb2177e5fe\">Investigate: Is This Source Reliable?\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Armed with this, I asked my students to choose one of the following Investigations to join:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">What invention from a science fiction book or television show is a reality now and how has this invention changed our lives?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is an example of a past technology that has influenced a technology we have today?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Choose a technological invention. How has it changed in response to society’s changing needs?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students happily started adding resources as they investigated and did a good job of posting resources that were relevant and reliable. However, I was also expecting them to apply what they had learned about commenting on each other’s work on the first Make & Share, but only a handful of students took the opportunity to comment on the resources they were sharing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did happen was an increased interest in finding the “most” relevant and reliable source. As Make & Shares from other schools started appearing, a sort of competition developed in my classroom to see whose resource these “foreign” students were citing. Even though this was not the goal, I did find that this bit of competition pushed my students to re-evaluate the sources they had added and being mindful of how relevant new additions were \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> basically practicing their skills at gathering information from a variety of sources and evaluating its relevance and credibility.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"alignnone\" width=\"653\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529541 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg\" width=\"653\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2.jpg 653w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-160x133.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-240x200.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-375x312.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/03/Response_KQED2-520x432.jpg 520w\" sizes=\"(max-width: 653px) 100vw, 653px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Needless to say, I am incredibly pleased with what my students produced within \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I invite you to give it a try and let me know what you think. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Ten Tips for a Successful Class Blog",
"headTitle": "Ten Tips for a Successful Class Blog | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If you’re looking to take your students’ work to the next level, creating a class blog is a great way to motivate students to produce their best work — precisely because with a class blog, your students, who are usually limited to an audience of peers, parents and teachers, are now exposed (and strategically marketed) to an entire world of potential viewers! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a blog is not merely a collection of written articles. Any assignment or project that can be digitized, filmed or photographed is perfect for an exciting, interactive educational experience that honors the input of every student and utilizes the skills taught in all content areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently took KQED Teach’s free online course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">\u003cspan style=\"font-weight: 400\">Developing a Blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It offers invaluable advice and practice sessions to begin your own class blog. Through seven self-paced lessons, teachers identify their students’ potential audience and explore other \u003c/span>\u003ca href=\"https://www.theedublogger.com/2018/01/03/10-great-class-blogs/\">\u003cspan style=\"font-weight: 400\">successful class blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gain inspiration for content and structure. I also recommend the class blog suggestions and examples of \u003c/span>\u003ca href=\"https://teach.kqed.org/2018/blogging-at-adventure\">\u003cspan style=\"font-weight: 400\">Maria Garcia Serrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400\">Alice Chen\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and\u003c/span> \u003ca href=\"https://laurabradley.me/category/blogging/\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reflecting upon what has made my own professional blog a success, I have compiled 10 tenets that extend the lessons learned in the KQED course and can be readily applied to any blog to expand its audience and reach. Share these strategies with your students for a class blog that actually gets read and gains a following.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#1\u003cbr>\n\u003cb>Quality Content\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Polished, practical articles and informative, artistic multimedia presentations garner views and shares. Therefore, a thorough editing process that includes peer and teacher feedback is crucial. Team with English and media teachers to make this an interdisciplinary project. Word and content limits are also a great way to encourage students to focus and refine their ideas.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#2\u003cbr>\n\u003cstrong>Blogging Platforms\u003c/strong>\u003c/h4>\n\u003cp>There are many\u003ca href=\"https://www.creativebloq.com/web-design/best-blogging-platforms-121413634\"> free blog sites\u003c/a> to choose from, and most provide analytics to visitors and views — broken down by what countries your audience is coming from, how they found you, which posts they viewed and what links they clicked on. Students will marvel at hits from diverse locales. Team with social studies and math teachers to plot the blog’s reach on a world map and to graph its weekly results.\u003c/p>\n\u003ch4 style=\"text-align: center\">#3\u003cbr>\n\u003cb>Links\u003c/b>\u003c/h4>\n\u003cp>In every post, embed\u003ca href=\"https://moz.com/learn/seo/internal-link\"> internal links\u003c/a> that take the viewer to related posts within your blog site. Work toward getting multiple views per visit to your blog.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Also, embed\u003ca href=\"https://moz.com/learn/seo/external-link\"> external links\u003c/a> to reputable related posts and websites. According to\u003ca href=\"https://www.searchenginejournal.com/study-shows-outgoing-links-have-positive-effects-on-seo/157431/\"> Search Engine Journal\u003c/a>, “There is a positive correlation between a page’s outgoing links and its search rankings … Google determines a website’s authority based on what other sources it links to.” Searching for appropriate external links is a great way for the entire class to engage in quality research on the net.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Be sure all links\u003c/span>\u003ca href=\"http://www.wpbeginner.com/plugins/how-to-open-external-links-in-a-new-window-in-wordpress/\"> \u003cspan style=\"font-weight: 400\">open in a new window\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than causing the viewer completely leave your blog site.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#4\u003cbr>\n\u003cb>Titles and Listicles\u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://rewardingeducation.wordpress.com/2016/06/17/12-ways-to-teach-engaging-titles-effective-conclusions/\">Titles\u003c/a> should hook your reader by being dramatic, interesting, mysterious, challenging or clever. Alliteration is another way to craft a catchy title. Enlist the whole class to suggest and vote on titles for upcoming published student posts.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://www.bustle.com/articles/134854-8-tips-for-writing-a-listicle-that-will-get-published\"> \u003cspan style=\"font-weight: 400\">listicle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a compelling way to title and format a post (“The Top Ten…” “Six Ways to…”). Use listicles as a way to brainstorm new topics, as well as to force students to synthesize their most salient points. Also be sure that titles contain relevant\u003c/span>\u003ca href=\"https://www.lifewire.com/tricks-to-use-keywords-in-blog-posts-3476654\"> \u003cspan style=\"font-weight: 400\">keywords\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so the article appears in related web searches.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#5\u003cbr>\n\u003cb>Images and Headings\u003c/b>\u003c/h4>\n\u003cp>\u003cb> \u003c/b>Include an appropriate featured image with each post. Along with the title, this image will draw readers in. Also, use lots of headers and short paragraphs to break up large chunks of text. Add images above each header to make posts more visual. Get all students involved in finding or designing the most effective images. Team with an art or photography teacher if possible. \u003ca href=\"https://mashable.com/2017/05/23/where-to-find-royalty-free-images/#b6C1yH.I.OqL\">Royalty-free images\u003c/a> are also readily available on the web.\u003c/p>\n\u003ch4 style=\"text-align: center\">#6\u003cbr>\n\u003cb>Share Buttons\u003c/b>\u003c/h4>\n\u003cp>Include social media share buttons with every post so visitors can easily pass it on to their followers (who hopefully, in turn, will share your article with their followers as well!). Twitter, Facebook, Pinterest, Google+, Tumblr and LinkedIn are some of the most popular share buttons.\u003c/p>\n\u003ch4 style=\"text-align: center\">#7\u003cbr>\n\u003cb>Promote\u003c/b>\u003c/h4>\n\u003cp>Create a student marketing team responsible for the \u003ca href=\"https://www.socialmediaexaminer.com/how-to-promote-blog-posts-using-social-media-guide-for-marketers/\">promotion\u003c/a> of each blog post. \u003ca href=\"https://thrivehive.com/how-to-tag-someone-on-facebook-twitter/\">Tag\u003c/a> loyal followers and include a few relevant \u003ca href=\"https://www.oberlo.com/blog/best-instagram-hashtags-for-likes\">hashtags\u003c/a> in social media posts.\u003c/p>\n\u003ch4 style=\"text-align: center\">#8\u003cbr>\n\u003cb>Guest Blog\u003c/b>\u003c/h4>\n\u003cp>Submit the best student posts to guest blog on other sites, especially on other school’s blogs. This could be the catalyst for continued collaboration between schools from all over the world.\u003c/p>\n\u003ch4 style=\"text-align: center\">#9\u003cbr>\n\u003cb>Invite Guest Bloggers\u003c/b>\u003c/h4>\n\u003cp>Ask others to guest blog on your site. Your class can act as an editorial team as they review submissions. Actively promote these guest posts on social media as you would your own. Collaboration exponentially increases both bloggers’ potential audiences and is a great way to find dependable supporters.\u003c/p>\n\u003ch4 style=\"text-align: center\">#10\u003cbr>\n\u003cb>Share, Recommend and Comment\u003c/b>\u003c/h4>\n\u003cp>Have students share and sincerely respond to other bloggers’ posts they admire in order to establish mutual goodwill. Once they begin blogging, students will fully appreciate comments on their posts and be more willing than ever to take the time to write a few lines about posts they respect.\u003c/p>\n\u003ch4>Model the Blogging Process for Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers have a class website, but an increasing number of educators are eager to share their experiences, insights, advice and lessons with their colleagues around the globe through blogging. While the teacher will act as executive editor of their class blog, there are several benefits of a teacher creating a personal professional blog. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important for teachers of every subject to walk their talk in terms of modeling lifelong learning, exemplifying global citizenship and being creators who share their work and opinions with others. Whether you begin your own blog to gain practice before starting a class blog to feature student work or you want to become an edu-influencer in your own right, blogging is a satisfying way to tell your teaching story.\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 blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you’re looking to take your students’ work to the next level, creating a class blog is a great way to motivate students to produce their best work — precisely because with a class blog, your students, who are usually limited to an audience of peers, parents and teachers, are now exposed (and strategically marketed) to an entire world of potential viewers! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a blog is not merely a collection of written articles. Any assignment or project that can be digitized, filmed or photographed is perfect for an exciting, interactive educational experience that honors the input of every student and utilizes the skills taught in all content areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently took KQED Teach’s free online course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/developing-a-blog\">\u003cspan style=\"font-weight: 400\">Developing a Blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It offers invaluable advice and practice sessions to begin your own class blog. Through seven self-paced lessons, teachers identify their students’ potential audience and explore other \u003c/span>\u003ca href=\"https://www.theedublogger.com/2018/01/03/10-great-class-blogs/\">\u003cspan style=\"font-weight: 400\">successful class blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gain inspiration for content and structure. I also recommend the class blog suggestions and examples of \u003c/span>\u003ca href=\"https://teach.kqed.org/2018/blogging-at-adventure\">\u003cspan style=\"font-weight: 400\">Maria Garcia Serrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400\">Alice Chen\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and\u003c/span> \u003ca href=\"https://laurabradley.me/category/blogging/\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reflecting upon what has made my own professional blog a success, I have compiled 10 tenets that extend the lessons learned in the KQED course and can be readily applied to any blog to expand its audience and reach. Share these strategies with your students for a class blog that actually gets read and gains a following.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#1\u003cbr>\n\u003cb>Quality Content\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Polished, practical articles and informative, artistic multimedia presentations garner views and shares. Therefore, a thorough editing process that includes peer and teacher feedback is crucial. Team with English and media teachers to make this an interdisciplinary project. Word and content limits are also a great way to encourage students to focus and refine their ideas.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#2\u003cbr>\n\u003cstrong>Blogging Platforms\u003c/strong>\u003c/h4>\n\u003cp>There are many\u003ca href=\"https://www.creativebloq.com/web-design/best-blogging-platforms-121413634\"> free blog sites\u003c/a> to choose from, and most provide analytics to visitors and views — broken down by what countries your audience is coming from, how they found you, which posts they viewed and what links they clicked on. Students will marvel at hits from diverse locales. Team with social studies and math teachers to plot the blog’s reach on a world map and to graph its weekly results.\u003c/p>\n\u003ch4 style=\"text-align: center\">#3\u003cbr>\n\u003cb>Links\u003c/b>\u003c/h4>\n\u003cp>In every post, embed\u003ca href=\"https://moz.com/learn/seo/internal-link\"> internal links\u003c/a> that take the viewer to related posts within your blog site. Work toward getting multiple views per visit to your blog.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also, embed\u003ca href=\"https://moz.com/learn/seo/external-link\"> external links\u003c/a> to reputable related posts and websites. According to\u003ca href=\"https://www.searchenginejournal.com/study-shows-outgoing-links-have-positive-effects-on-seo/157431/\"> Search Engine Journal\u003c/a>, “There is a positive correlation between a page’s outgoing links and its search rankings … Google determines a website’s authority based on what other sources it links to.” Searching for appropriate external links is a great way for the entire class to engage in quality research on the net.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Be sure all links\u003c/span>\u003ca href=\"http://www.wpbeginner.com/plugins/how-to-open-external-links-in-a-new-window-in-wordpress/\"> \u003cspan style=\"font-weight: 400\">open in a new window\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than causing the viewer completely leave your blog site.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#4\u003cbr>\n\u003cb>Titles and Listicles\u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://rewardingeducation.wordpress.com/2016/06/17/12-ways-to-teach-engaging-titles-effective-conclusions/\">Titles\u003c/a> should hook your reader by being dramatic, interesting, mysterious, challenging or clever. Alliteration is another way to craft a catchy title. Enlist the whole class to suggest and vote on titles for upcoming published student posts.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://www.bustle.com/articles/134854-8-tips-for-writing-a-listicle-that-will-get-published\"> \u003cspan style=\"font-weight: 400\">listicle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a compelling way to title and format a post (“The Top Ten…” “Six Ways to…”). Use listicles as a way to brainstorm new topics, as well as to force students to synthesize their most salient points. Also be sure that titles contain relevant\u003c/span>\u003ca href=\"https://www.lifewire.com/tricks-to-use-keywords-in-blog-posts-3476654\"> \u003cspan style=\"font-weight: 400\">keywords\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so the article appears in related web searches.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: center\">#5\u003cbr>\n\u003cb>Images and Headings\u003c/b>\u003c/h4>\n\u003cp>\u003cb> \u003c/b>Include an appropriate featured image with each post. Along with the title, this image will draw readers in. Also, use lots of headers and short paragraphs to break up large chunks of text. Add images above each header to make posts more visual. Get all students involved in finding or designing the most effective images. Team with an art or photography teacher if possible. \u003ca href=\"https://mashable.com/2017/05/23/where-to-find-royalty-free-images/#b6C1yH.I.OqL\">Royalty-free images\u003c/a> are also readily available on the web.\u003c/p>\n\u003ch4 style=\"text-align: center\">#6\u003cbr>\n\u003cb>Share Buttons\u003c/b>\u003c/h4>\n\u003cp>Include social media share buttons with every post so visitors can easily pass it on to their followers (who hopefully, in turn, will share your article with their followers as well!). Twitter, Facebook, Pinterest, Google+, Tumblr and LinkedIn are some of the most popular share buttons.\u003c/p>\n\u003ch4 style=\"text-align: center\">#7\u003cbr>\n\u003cb>Promote\u003c/b>\u003c/h4>\n\u003cp>Create a student marketing team responsible for the \u003ca href=\"https://www.socialmediaexaminer.com/how-to-promote-blog-posts-using-social-media-guide-for-marketers/\">promotion\u003c/a> of each blog post. \u003ca href=\"https://thrivehive.com/how-to-tag-someone-on-facebook-twitter/\">Tag\u003c/a> loyal followers and include a few relevant \u003ca href=\"https://www.oberlo.com/blog/best-instagram-hashtags-for-likes\">hashtags\u003c/a> in social media posts.\u003c/p>\n\u003ch4 style=\"text-align: center\">#8\u003cbr>\n\u003cb>Guest Blog\u003c/b>\u003c/h4>\n\u003cp>Submit the best student posts to guest blog on other sites, especially on other school’s blogs. This could be the catalyst for continued collaboration between schools from all over the world.\u003c/p>\n\u003ch4 style=\"text-align: center\">#9\u003cbr>\n\u003cb>Invite Guest Bloggers\u003c/b>\u003c/h4>\n\u003cp>Ask others to guest blog on your site. Your class can act as an editorial team as they review submissions. Actively promote these guest posts on social media as you would your own. Collaboration exponentially increases both bloggers’ potential audiences and is a great way to find dependable supporters.\u003c/p>\n\u003ch4 style=\"text-align: center\">#10\u003cbr>\n\u003cb>Share, Recommend and Comment\u003c/b>\u003c/h4>\n\u003cp>Have students share and sincerely respond to other bloggers’ posts they admire in order to establish mutual goodwill. Once they begin blogging, students will fully appreciate comments on their posts and be more willing than ever to take the time to write a few lines about posts they respect.\u003c/p>\n\u003ch4>Model the Blogging Process for Students\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers have a class website, but an increasing number of educators are eager to share their experiences, insights, advice and lessons with their colleagues around the globe through blogging. While the teacher will act as executive editor of their class blog, there are several benefits of a teacher creating a personal professional blog. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important for teachers of every subject to walk their talk in terms of modeling lifelong learning, exemplifying global citizenship and being creators who share their work and opinions with others. Whether you begin your own blog to gain practice before starting a class blog to feature student work or you want to become an edu-influencer in your own right, blogging is a satisfying way to tell your teaching story.\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 blogging in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/developing-a-blog?utm_source=ITC&utm_medium=blog\">Developing a Blog\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Student-Produced Kahoot and Learning How to Ask Good Questions",
"headTitle": "The Student-Produced Kahoot and Learning How to Ask Good Questions | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school social studies teacher who believes that when students learn how to ask good questions, they take greater ownership of their learning, deepen comprehension, and are more inclined to make new connections and meaningful discoveries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help my students learn how to ask good questions, I recently provided them with an opportunity to produce a Kahoot.\u003c/span>\u003c/p>\n\u003ch4>What is 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.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PlXpKHH5kh0\u003c/p>\n\u003ch4>My Honors US History Course and their Kahoots\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I teach at San Marino High School, one of the better public high school in the state of California, and even though the school doesn’t offer an AP U.S. History course, it offers five sections of Honors U.S. History. I teach all five sections and the 140 juniors annually admitted into that course are generally considered San Marino’s best and brightest. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some weeks ago, I asked all 140 students to either work alone, or in groups of 2-3, to produce a 15-question, multiple choice Kahoot quiz, with each Kahoot quiz relating to a particular chapter of the text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003ca href=\"https://www.youtube.com/watch?v=x5R_s-3Yn7Q&feature=youtu.be\">below\u003c/a> to view a 2:02-minute video filmed, edited and uploaded to YouTube by junior Hanna Von, showing not only the steps my students took to produce their Kahoots but also what it looked like when my 3rd-period class took a Kahoot quiz produced by a student in my 2nd-period class.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=x5R_s-3Yn7Q&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are a high school U.S. History teacher and would like to present any one of my student-produced Kahoots to the students in your class, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>\u003cb>Process and Procedure\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before asking my students to produce a Kahoot of their own, I asked junior Wesley Huang to field test the concept. Needless to say, I was quite impressed with his work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a successful field test behind me, I decided to have all of my students make a quiz of their own. I let each student choose whether or not he/she wanted to work alone, or in a group of 2-3 students. I then directed my students to do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a Google Doc (so that they could collaborate, in real time, at school or from home).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">Write 15 multiple-choice questions in the Google Doc, making sure that all questions (a) pertain to the most important content covered in their assigned chapter, and (b) steer clear of Kahoot’s 95-question character limit. (I wanted each quiz question to be brief and to the point, rather than wordy and complicated).\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to each question.\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to the title of the chapter assigned.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two class periods to produce their Kahoot. During this period of time, the students also received some “teacher advice” on how to write good quiz questions. “No trivial pursuit questions. No silly or ridiculous answer choices. Both questions and answers should be worded in a way that can be deemed neither vague nor ambiguous. No grammar or punctuation errors, etc.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking back, I wish I had also directed the students to read the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/\">\u003cspan style=\"font-weight: 400\">Writing Good Multiple Choice Test Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://theelearningcoach.com/elearning_design/rules-for-multiple-choice-questions/\">\u003cspan style=\"font-weight: 400\">10 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://testing.byu.edu/handbooks/14%20Rules%20for%20Writing%20Multiple-Choice%20Questions.pdf\">\u003cspan style=\"font-weight: 400\">14 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two more class periods to engage in peer reviews of their various Google Doc/Kahoot quiz Q&A drafts. My hope was that incorporating peer reviews into the process would help my students become better writers, readers and collaborators. In this regard, I wish I had looked to \u003c/span>\u003ca href=\"http://teachingcenter.wustl.edu/resources/writing-assignments-feedback/planning-and-guiding-in-class-peer-review/\">\u003cspan style=\"font-weight: 400\">Planning and Guiding In-Class Peer Reviews\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Next time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon completion of the peer reviews, I asked a number of my students whether the peer reviews had led them to produce better-worded questions and answers. Unanimously, the students said yes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given one more period to score the quizzes produced by their classmates. \u003c/span>\u003c/p>\n\u003ch4>The Scoring Rubric\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1I7AFbjxTuZksiXyzurdMdW0tngdOHxyZIFdZUaZHZko/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a simple yet effective 16-point rubric that I created for the purpose of scoring the student-produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Student-Produced Kahoot and the Common Core\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers wondering to what extent a project like this can be justified given the amount of time needed to complete it, teachers need only look to the Common Core Standards. There, teachers are expressly called upon to provide their students with a chance to write for “a range of discipline-specific tasks, purposes and audiences.”\u003c/span>\u003c/p>\n\u003ch4>Alternatives to Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot to like about Kahoot: it’s free, capable of working on tablets, smartphones, and computers, and (as your students will surely agree), it’s a super engaging, user-friendly way to check for understanding. But there are also many great Kahoot alternatives \u003c/span>\u003ca href=\"http://appinformers.com/four-games-like-kahoot/9100/\">\u003cspan style=\"font-weight: 400\">(Alternative’s to Kahoot – 2018)\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>Final Thoughts\u003c/h4>\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, though I would have found something less than a 7 to be troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, I think Kahoot would have earned a higher average score if the students hadn’t bucked up against either the 95 character per question limit or the 65 character per answer limit. Both of these character limits forced the students to create questions/answers that weren’t “challenging enough,” to some.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, I also heard from my students that the character limits not only forced them to keep their Q&As short and sweet, but that they also forced them to produce a quiz that their fellow classmates would not perceive as unfairly complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, from my vantage point, the students as a whole appeared to get into this project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">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\">Given the above, I will therefore provide my students with a chance to produce a Kahoot of their own in the years to come.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do the same, please let me know how it goes via Twitter \u003c/span>\u003ca href=\"https://twitter.com/PeterPaccone?lang=en\">\u003cspan style=\"font-weight: 400\">@PeterPaccone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school social studies teacher who believes that when students learn how to ask good questions, they take greater ownership of their learning, deepen comprehension, and are more inclined to make new connections and meaningful discoveries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help my students learn how to ask good questions, I recently provided them with an opportunity to produce a Kahoot.\u003c/span>\u003c/p>\n\u003ch4>What is 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.\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/PlXpKHH5kh0'\n title='//www.youtube.com/embed/PlXpKHH5kh0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>My Honors US History Course and their Kahoots\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I teach at San Marino High School, one of the better public high school in the state of California, and even though the school doesn’t offer an AP U.S. History course, it offers five sections of Honors U.S. History. I teach all five sections and the 140 juniors annually admitted into that course are generally considered San Marino’s best and brightest. \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\">Some weeks ago, I asked all 140 students to either work alone, or in groups of 2-3, to produce a 15-question, multiple choice Kahoot quiz, with each Kahoot quiz relating to a particular chapter of the text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003ca href=\"https://www.youtube.com/watch?v=x5R_s-3Yn7Q&feature=youtu.be\">below\u003c/a> to view a 2:02-minute video filmed, edited and uploaded to YouTube by junior Hanna Von, showing not only the steps my students took to produce their Kahoots but also what it looked like when my 3rd-period class took a Kahoot quiz produced by a student in my 2nd-period class.\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/x5R_s-3Yn7Q'\n title='//www.youtube.com/embed/x5R_s-3Yn7Q'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you are a high school U.S. History teacher and would like to present any one of my student-produced Kahoots to the students in your class, click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1VihLphkPRKYo7p28bmZ0cDG9bFzY6HEqOT84Syol44o/edit\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>\u003cb>Process and Procedure\u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before asking my students to produce a Kahoot of their own, I asked junior Wesley Huang to field test the concept. Needless to say, I was quite impressed with his work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a successful field test behind me, I decided to have all of my students make a quiz of their own. I let each student choose whether or not he/she wanted to work alone, or in a group of 2-3 students. I then directed my students to do the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a Google Doc (so that they could collaborate, in real time, at school or from home).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">Write 15 multiple-choice questions in the Google Doc, making sure that all questions (a) pertain to the most important content covered in their assigned chapter, and (b) steer clear of Kahoot’s 95-question character limit. (I wanted each quiz question to be brief and to the point, rather than wordy and complicated).\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to each question.\u003c/li>\n\u003cli style=\"font-weight: 400\">Find an image online that relates to the title of the chapter assigned.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two class periods to produce their Kahoot. During this period of time, the students also received some “teacher advice” on how to write good quiz questions. “No trivial pursuit questions. No silly or ridiculous answer choices. Both questions and answers should be worded in a way that can be deemed neither vague nor ambiguous. No grammar or punctuation errors, etc.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking back, I wish I had also directed the students to read the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/\">\u003cspan style=\"font-weight: 400\">Writing Good Multiple Choice Test Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://theelearningcoach.com/elearning_design/rules-for-multiple-choice-questions/\">\u003cspan style=\"font-weight: 400\">10 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://testing.byu.edu/handbooks/14%20Rules%20for%20Writing%20Multiple-Choice%20Questions.pdf\">\u003cspan style=\"font-weight: 400\">14 Rules for Writing Multiple Choice Questions\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were then given two more class periods to engage in peer reviews of their various Google Doc/Kahoot quiz Q&A drafts. My hope was that incorporating peer reviews into the process would help my students become better writers, readers and collaborators. In this regard, I wish I had looked to \u003c/span>\u003ca href=\"http://teachingcenter.wustl.edu/resources/writing-assignments-feedback/planning-and-guiding-in-class-peer-review/\">\u003cspan style=\"font-weight: 400\">Planning and Guiding In-Class Peer Reviews\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Next time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon completion of the peer reviews, I asked a number of my students whether the peer reviews had led them to produce better-worded questions and answers. Unanimously, the students said yes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were then given one more period to score the quizzes produced by their classmates. \u003c/span>\u003c/p>\n\u003ch4>The Scoring Rubric\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1I7AFbjxTuZksiXyzurdMdW0tngdOHxyZIFdZUaZHZko/edit\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view a simple yet effective 16-point rubric that I created for the purpose of scoring the student-produced Kahoots.\u003c/span>\u003c/p>\n\u003ch4>The Student-Produced Kahoot and the Common Core\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers wondering to what extent a project like this can be justified given the amount of time needed to complete it, teachers need only look to the Common Core Standards. There, teachers are expressly called upon to provide their students with a chance to write for “a range of discipline-specific tasks, purposes and audiences.”\u003c/span>\u003c/p>\n\u003ch4>Alternatives to Kahoot\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot to like about Kahoot: it’s free, capable of working on tablets, smartphones, and computers, and (as your students will surely agree), it’s a super engaging, user-friendly way to check for understanding. But there are also many great Kahoot alternatives \u003c/span>\u003ca href=\"http://appinformers.com/four-games-like-kahoot/9100/\">\u003cspan style=\"font-weight: 400\">(Alternative’s to Kahoot – 2018)\u003c/span>\u003c/a>\u003c/p>\n\u003ch4>Final Thoughts\u003c/h4>\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, though I would have found something less than a 7 to be troubling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, I think Kahoot would have earned a higher average score if the students hadn’t bucked up against either the 95 character per question limit or the 65 character per answer limit. Both of these character limits forced the students to create questions/answers that weren’t “challenging enough,” to some.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, I also heard from my students that the character limits not only forced them to keep their Q&As short and sweet, but that they also forced them to produce a quiz that their fellow classmates would not perceive as unfairly complex. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any event, from my vantage point, the students as a whole appeared to get into this project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">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. 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"title": "Snapchat Worthy Science Lessons Connect and Engage an Entire Class",
"headTitle": "Snapchat Worthy Science Lessons Connect and Engage an Entire Class | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As an instructional coach and former teacher at a large urban high school, I am in classrooms every day observing lessons, modeling skills and collaborating with teachers. The part of my job that I like the best is listening to teachers connect with their students in a variety of creative ways. We know the significance of those connections and know that without them, our classrooms would not be the community we work so hard to achieve.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are creating deeper connections between students and complex subject matter through creative uses of technology — often ones that are already popular with students and readily available on their smartphones. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after the start of the school year, I visited a sophomore Chemistry class. A day-one survey the teacher had administered revealed that many students had an overall disdain for Science, had not been successful in previous Science classes, already had preconceived notions of Science being boring and pointless, viewed themselves as “stupid” or “dumb” when it came to Science and were not looking forward to the class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the survey findings, the teacher immediately realized the need to create enthusiasm for the course. One of her first lessons was a demonstration of how various chemicals, when mixed, can set off different reactions. This lesson was exciting enough, but to leave her students feeling even more connected and engaged, she decided to make her lesson “Snapchat-worthy.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=meYfSApnyPQ\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She did this by first encouraging her students to gather around as she lit the Bunsen burner, waiting for the inevitable poof from the match. Then, as she explained the chemicals and what she was about to do, she commented, “Get ready with those phones, everybody. This is gonna be Snapchat worthy!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students quickly took out their phones and waited for the moment. As she struck the match and lit the fluid, a whitish cloud arose from the beaker causing students to “ohhh,” “ahhh,” and snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Very cool!” said one student. “Can you do that again?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Wait, I wanna post it!” another student added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She proceeded to do the demonstration two more times. The second time, she explained the steps in far greater detail, sharing the whys and hows of the chemical reactions. Students listened, nodded and were eager to see the demonstration again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the teacher set up to do the demonstration a final time, she encouraged students to get their phones ready once again. Students felt empowered and innovative as they prepared to snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding to their excitement may have been the fact that our school does not allow phone use unless approved by the teacher, making Snapchatting in the classroom a special treat. In addition, social media is especially frowned upon, unless once again, authorized by the classroom teacher. As you can imagine, not many teachers allow social media opportunities in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that day, the use of social media proved to be integral in helping to create the classroom community. As students watched each demonstration, they believed they, too, could create experiments of interest and importance. They asked questions — why did the mixed chemicals create that color? Why did they create that sound? What happens if you add more of this chemical or that chemical?\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529383 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1020x574.png\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1.png 1193w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What might have been the routine chemistry demonstration turned into something much more engaging. The students’ initial expectations of boring, stupid, or dull Chemistry classroom lessons were quickly changed as they took their Snapchat photos. In contrast, the questions they asked showed their curiosity and wonder — two vital characteristics of every scientist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students the permission to record the moment and snap it meant that the lesson was meant to be shared; that it was interesting and stimulating enough \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">to\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be shared. The snapping created an action for the students and made them more engaged because they felt like they were participating. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the lesson, I shared my enthusiasm with the teacher about her use of Snapchat. She smiled and said, “Students really like taking pictures and posting them about the experiments and demonstrations we do in class. I always tell them to take pictures of the demos and never of other students. I want students to know that our work is important enough and serious enough to be posted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“After all,” she continued, “by posting our Chemistry experiments and demonstrations, students are telling me they like what we’re doing and want to share it with others, even if it is just a simple chem experiment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, we know there is nothing simple about engagement or building a sense of community. The teacher had created an environment where students were encouraged, even empowered to share their learning in a format most comfortable for them. How “very cool” is that?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As an instructional coach and former teacher at a large urban high school, I am in classrooms every day observing lessons, modeling skills and collaborating with teachers. The part of my job that I like the best is listening to teachers connect with their students in a variety of creative ways. We know the significance of those connections and know that without them, our classrooms would not be the community we work so hard to achieve.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are creating deeper connections between students and complex subject matter through creative uses of technology — often ones that are already popular with students and readily available on their smartphones. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after the start of the school year, I visited a sophomore Chemistry class. A day-one survey the teacher had administered revealed that many students had an overall disdain for Science, had not been successful in previous Science classes, already had preconceived notions of Science being boring and pointless, viewed themselves as “stupid” or “dumb” when it came to Science and were not looking forward to the class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the survey findings, the teacher immediately realized the need to create enthusiasm for the course. One of her first lessons was a demonstration of how various chemicals, when mixed, can set off different reactions. This lesson was exciting enough, but to leave her students feeling even more connected and engaged, she decided to make her lesson “Snapchat-worthy.”\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/meYfSApnyPQ'\n title='//www.youtube.com/embed/meYfSApnyPQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She did this by first encouraging her students to gather around as she lit the Bunsen burner, waiting for the inevitable poof from the match. Then, as she explained the chemicals and what she was about to do, she commented, “Get ready with those phones, everybody. This is gonna be Snapchat worthy!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students quickly took out their phones and waited for the moment. As she struck the match and lit the fluid, a whitish cloud arose from the beaker causing students to “ohhh,” “ahhh,” and snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Very cool!” said one student. “Can you do that again?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Wait, I wanna post it!” another student added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She proceeded to do the demonstration two more times. The second time, she explained the steps in far greater detail, sharing the whys and hows of the chemical reactions. Students listened, nodded and were eager to see the demonstration again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the teacher set up to do the demonstration a final time, she encouraged students to get their phones ready once again. Students felt empowered and innovative as they prepared to snap. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding to their excitement may have been the fact that our school does not allow phone use unless approved by the teacher, making Snapchatting in the classroom a special treat. In addition, social media is especially frowned upon, unless once again, authorized by the classroom teacher. As you can imagine, not many teachers allow social media opportunities in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that day, the use of social media proved to be integral in helping to create the classroom community. As students watched each demonstration, they believed they, too, could create experiments of interest and importance. They asked questions — why did the mixed chemicals create that color? Why did they create that sound? What happens if you add more of this chemical or that chemical?\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11486 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529383 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1020x574.png\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-21-at-11.16.38-AM-1.png 1193w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What might have been the routine chemistry demonstration turned into something much more engaging. The students’ initial expectations of boring, stupid, or dull Chemistry classroom lessons were quickly changed as they took their Snapchat photos. In contrast, the questions they asked showed their curiosity and wonder — two vital characteristics of every scientist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students the permission to record the moment and snap it meant that the lesson was meant to be shared; that it was interesting and stimulating enough \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">to\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be shared. The snapping created an action for the students and made them more engaged because they felt like they were participating. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the lesson, I shared my enthusiasm with the teacher about her use of Snapchat. She smiled and said, “Students really like taking pictures and posting them about the experiments and demonstrations we do in class. I always tell them to take pictures of the demos and never of other students. I want students to know that our work is important enough and serious enough to be posted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“After all,” she continued, “by posting our Chemistry experiments and demonstrations, students are telling me they like what we’re doing and want to share it with others, even if it is just a simple chem experiment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, we know there is nothing simple about engagement or building a sense of community. The teacher had created an environment where students were encouraged, even empowered to share their learning in a format most comfortable for them. How “very cool” is that?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Student Online Branding and Social Media Marketing Project",
"headTitle": "The Student Online Branding and Social Media Marketing Project | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">My niece Nina, a high school senior, recently showed me her new\u003c/span>\u003ca href=\"https://classicnina.weebly.com/\"> \u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.youtube.com/c/ninaward\"> \u003cspan style=\"font-weight: 400\">YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offering tips about makeup. Her homepage alone boasts more than 50 photos of creative ways to apply eyeshadow!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I discovered this was all part of her AP English Literature assignment, however, I began to ask more questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina’s teacher had explained to the class how his cousin had been laid off and couldn’t find employment for over a year. The cousin eventually took to the web and began to brand himself on social media. His efforts finally paid off when an employer reached out and offered him a good job. This inspired Nina’s teacher to prepare his students for the competition of the 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\"> century work world and to teach them how to market themselves on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of which made me think: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Should children of any age be promoting themselves on the world wide web? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Although my initial response was no, I wanted more details and to know what Nina herself thought about its benefits.\u003c/span>\u003c/p>\n\u003ch4>The Student Online Branding and Social Media Marketing Project\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project-based assignment requires students to choose one aspect about themselves they wish to brand. The emphasis doesn’t have to be academic or a serious life goal; it can merely be a personal interest, talent, or hobby the student wishes to actively promote on the web. Popular subjects in Nina’s class include comedy sketches, cooking, music, pets, fashion, sports, art, social justice and the environment. The objective is for students to gain experience with making themselves appealing so that future employers and contacts come to them.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students must create a website and YouTube channel for their brand, as well as use four types of social media (Twitter, Instagram, Pinterest, Facebook, Snapchat, SoundCloud, etc.) to promote it. During this ongoing assignment, students are required to upload two new videos per month, to show growth in followers and views and to do monthly class presentations using Google Slides explaining the techniques they’ve used to expand their brand and to engage with the online community they represent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(A similar student branding project could be justified through the\u003c/span>\u003ca href=\"https://namleboard.files.wordpress.com/2015/04/namlemleccssguide.pdf\"> \u003cspan style=\"font-weight: 400\">Media Literacy Education & The Common Core State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Expanding the Concept of Literacy; Empowering Students as Critical Thinkers through Media Production and Analysis.)\u003c/span>\u003c/p>\n\u003ch4>Lessons Learned\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though this project is a large time commitment, Nina enjoys updating her social media platforms and interacting with her global audience. She often goes well beyond what is required because the subject she has chosen is intrinsically motivating to her and because she doesn’t want to disappoint her followers. In fact, Nina wishes she began this project as a freshman because she sees how the experience can be applied to her future chosen profession, most likely in finance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When asked what advice she would give to students beginning a similar self-marketing project, Nina recommends personally reaching out to people you admire in your online community, as opposed to waiting around for others to find you. She sagely states that quality is always better than quantity and advises students to be genuine, not phony or halfhearted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my part, I suggested she explore\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/09/15/twitter-education-chats-expanding-your-personalized-learning-network-edutopia/\"> \u003cspan style=\"font-weight: 400\">Twitter chats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to perhaps create a chat of her own. To show off and refine her literary skills, I also recommended that she start her own blog.\u003c/span>\u003c/p>\n\u003ch4>Assessing Advantages\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know sincere self-promotion works in the adult world because the reason I am now a KQED \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> blogger is due to the articles I have written and shared online. Although I have only been on social media for two years, I have been offered several professional opportunities, garnered many accolades and formed supportive friendships with colleagues from all over the globe — all directly stemming from my online presence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When one diligently shares their passion, wisdom and experience in an online forum where others in your field gather and connect, tangible and emotional benefits follow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet I come back to my original question: Is it right for us to encourage children to market themselves online? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina certainly thinks so, and she even asked me, “Uncle Robbie, don’t you wish you had begun your social media platforms way earlier?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I do, and I know it would’ve been much easier to promote my first two books if I had the online following and recognition I have now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In cyberspace, I have defined my professional brand. I write about meeting the needs of the whole child and how teachers and parents must be allies in education. In fact, my friend Rita Platt, who I met on social media, wrote a compelling article on\u003c/span>\u003ca href=\"https://www.middleweb.com/36637/branding-can-strengthen-your-classroom-culture/\"> \u003cspan style=\"font-weight: 400\">why teachers themselves should define their own brand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Balancing Branding With Benefit\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When creating their own social media student project, I strongly suggest that teachers avoid these possibly pejorative terms: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">branding, marketing \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">promoting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Students can still gain valuable experience with those very real aspects of the work world while using words that instead emphasize contribution over consumption.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encourage your students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">share\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a part of themselves with the world that brings them joy. Embolden students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">define\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> what is important to them, to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> more about it and to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interact\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with others of like minds. Ask students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">pay homage\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to works and people who inspire them, so they can in turn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">inspire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> others. With children, make the measure of success less about followers and likes and more about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">message and meaning\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before launching straight onto the web, students can first present their passions to the class.\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/12/04/the-super-ordinary-hero-project-matching-growth-mindset-with-benefit-mindset/\"> \u003cspan style=\"font-weight: 400\">The Super-Ordinary Hero Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assignment that serves this purpose. By beginning small, by having the opportunity to view other projects that balance altruism with ambition, and by gaining formative feedback from classmates, teachers, and parents, our students will be better prepared to create online content worthy of deeper exploration and exposure.\u003c/span>\u003c/p>\n\u003ch4>Related Articles\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/personal-branding-a-must-for-the-college-bound-ceo-and-everyone-in-between_b_8039674.html\">\u003cb>Personal Branding: A Must for the College-Bound, CEO and Everyone in Between\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html\">\u003cb>Why Every Personal Brand Deserves an Early Start\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.seenmagazine.us/Articles/Article-Detail/ArticleId/5994/Developing-A-Personal-Brand-The-Younger-The-Better-Challenge\">\u003cb>Developing A Personal Brand: The Younger, The Better Challenge\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.slideshare.net/lizjostes1/memphis-prep-programliz\">\u003cb>Social Media & Personal Branding Tips for High School Students\u003c/b>\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"description": "My niece Nina, a high school senior, recently showed me her new website and YouTube channel offering tips about makeup. Her homepage alone boasts more than 50 photos of creative ways to apply eyeshadow! When I discovered this was all part of her AP English Literature assignment, however, I began to ask more questions. Nina’s",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">My niece Nina, a high school senior, recently showed me her new\u003c/span>\u003ca href=\"https://classicnina.weebly.com/\"> \u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://www.youtube.com/c/ninaward\"> \u003cspan style=\"font-weight: 400\">YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offering tips about makeup. Her homepage alone boasts more than 50 photos of creative ways to apply eyeshadow!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I discovered this was all part of her AP English Literature assignment, however, I began to ask more questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina’s teacher had explained to the class how his cousin had been laid off and couldn’t find employment for over a year. The cousin eventually took to the web and began to brand himself on social media. His efforts finally paid off when an employer reached out and offered him a good job. This inspired Nina’s teacher to prepare his students for the competition of the 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\"> century work world and to teach them how to market themselves on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of which made me think: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Should children of any age be promoting themselves on the world wide web? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Although my initial response was no, I wanted more details and to know what Nina herself thought about its benefits.\u003c/span>\u003c/p>\n\u003ch4>The Student Online Branding and Social Media Marketing Project\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project-based assignment requires students to choose one aspect about themselves they wish to brand. The emphasis doesn’t have to be academic or a serious life goal; it can merely be a personal interest, talent, or hobby the student wishes to actively promote on the web. Popular subjects in Nina’s class include comedy sketches, cooking, music, pets, fashion, sports, art, social justice and the environment. The objective is for students to gain experience with making themselves appealing so that future employers and contacts come to them.\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\">Students must create a website and YouTube channel for their brand, as well as use four types of social media (Twitter, Instagram, Pinterest, Facebook, Snapchat, SoundCloud, etc.) to promote it. During this ongoing assignment, students are required to upload two new videos per month, to show growth in followers and views and to do monthly class presentations using Google Slides explaining the techniques they’ve used to expand their brand and to engage with the online community they represent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(A similar student branding project could be justified through the\u003c/span>\u003ca href=\"https://namleboard.files.wordpress.com/2015/04/namlemleccssguide.pdf\"> \u003cspan style=\"font-weight: 400\">Media Literacy Education & The Common Core State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Expanding the Concept of Literacy; Empowering Students as Critical Thinkers through Media Production and Analysis.)\u003c/span>\u003c/p>\n\u003ch4>Lessons Learned\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though this project is a large time commitment, Nina enjoys updating her social media platforms and interacting with her global audience. She often goes well beyond what is required because the subject she has chosen is intrinsically motivating to her and because she doesn’t want to disappoint her followers. In fact, Nina wishes she began this project as a freshman because she sees how the experience can be applied to her future chosen profession, most likely in finance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When asked what advice she would give to students beginning a similar self-marketing project, Nina recommends personally reaching out to people you admire in your online community, as opposed to waiting around for others to find you. She sagely states that quality is always better than quantity and advises students to be genuine, not phony or halfhearted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my part, I suggested she explore\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/09/15/twitter-education-chats-expanding-your-personalized-learning-network-edutopia/\"> \u003cspan style=\"font-weight: 400\">Twitter chats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to perhaps create a chat of her own. To show off and refine her literary skills, I also recommended that she start her own blog.\u003c/span>\u003c/p>\n\u003ch4>Assessing Advantages\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know sincere self-promotion works in the adult world because the reason I am now a KQED \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">In the Classroom\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> blogger is due to the articles I have written and shared online. Although I have only been on social media for two years, I have been offered several professional opportunities, garnered many accolades and formed supportive friendships with colleagues from all over the globe — all directly stemming from my online presence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When one diligently shares their passion, wisdom and experience in an online forum where others in your field gather and connect, tangible and emotional benefits follow.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet I come back to my original question: Is it right for us to encourage children to market themselves online? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nina certainly thinks so, and she even asked me, “Uncle Robbie, don’t you wish you had begun your social media platforms way earlier?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I do, and I know it would’ve been much easier to promote my first two books if I had the online following and recognition I have now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In cyberspace, I have defined my professional brand. I write about meeting the needs of the whole child and how teachers and parents must be allies in education. In fact, my friend Rita Platt, who I met on social media, wrote a compelling article on\u003c/span>\u003ca href=\"https://www.middleweb.com/36637/branding-can-strengthen-your-classroom-culture/\"> \u003cspan style=\"font-weight: 400\">why teachers themselves should define their own brand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch4>Balancing Branding With Benefit\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When creating their own social media student project, I strongly suggest that teachers avoid these possibly pejorative terms: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">branding, marketing \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">promoting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Students can still gain valuable experience with those very real aspects of the work world while using words that instead emphasize contribution over consumption.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encourage your students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">share\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a part of themselves with the world that brings them joy. Embolden students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">define\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> what is important to them, to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> more about it and to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">interact\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with others of like minds. Ask students to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">pay homage\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to works and people who inspire them, so they can in turn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">inspire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> others. With children, make the measure of success less about followers and likes and more about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">message and meaning\u003c/span>\u003c/i>\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>\u003cspan style=\"font-weight: 400\">Before launching straight onto the web, students can first present their passions to the class.\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/12/04/the-super-ordinary-hero-project-matching-growth-mindset-with-benefit-mindset/\"> \u003cspan style=\"font-weight: 400\">The Super-Ordinary Hero Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assignment that serves this purpose. By beginning small, by having the opportunity to view other projects that balance altruism with ambition, and by gaining formative feedback from classmates, teachers, and parents, our students will be better prepared to create online content worthy of deeper exploration and exposure.\u003c/span>\u003c/p>\n\u003ch4>Related Articles\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/personal-branding-a-must-for-the-college-bound-ceo-and-everyone-in-between_b_8039674.html\">\u003cb>Personal Branding: A Must for the College-Bound, CEO and Everyone in Between\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html\">\u003cb>Why Every Personal Brand Deserves an Early Start\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.seenmagazine.us/Articles/Article-Detail/ArticleId/5994/Developing-A-Personal-Brand-The-Younger-The-Better-Challenge\">\u003cb>Developing A Personal Brand: The Younger, The Better Challenge\u003c/b>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.slideshare.net/lizjostes1/memphis-prep-programliz\">\u003cb>Social Media & Personal Branding Tips for High School Students\u003c/b>\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"title": "Student Produced Podcasts Provide Opportunity to Demonstrate Content Knowledge and a Variety of Skills",
"headTitle": "Student Produced Podcasts Provide Opportunity to Demonstrate Content Knowledge and a Variety of Skills | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The students in my English classes read some of the best in nonfiction literature — Bryan Stevenson’s \u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Ta-Nehisi Coates’ \u003c/span>\u003ca href=\"http://ta-nehisicoates.com/books/between-the-world-and-me/\">\u003ci>\u003cspan style=\"font-weight: 400\">Between the World and Me\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Rebecca Skloot’s \u003c/span>\u003ca href=\"http://rebeccaskloot.com/the-immortal-life/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and to demonstrate their understanding of these texts, I recently decided to have them make a podcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the students were skeptical, even fearful, at the thought of having to plan and produce this kind of work. And who could blame them? We all know how cringeworthy it can be to listen to our own voice. But the end results were inspiring and worthwhile.\u003c/span>\u003cspan style=\"font-weight: 400\">To listen to one particularly well-done, student produced podcast, click \u003c/span>\u003ca href=\"https://m.soundcloud.com/corinne-jackson-454043261/henrietta-lacks-podcast-52917\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11284 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529278\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png\" width=\"640\" height=\"340\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png 714w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-240x127.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-375x199.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-520x276.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For starters, the students read the book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">This book\u003c/span> \u003cspan style=\"font-weight: 400\">tells the story of how an African-American woman becomes an unwitting pioneer for medical breakthroughs when her cells were used without her consent to create the first immortal human cell line in the early 1950s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading the book, I encouraged my students to work in groups and start “low-tech” by using the voice memo apps on their cell phones. Some groups conducted campus-wide polls. Others interviewed fellow students. Still others wrote scripts and then staged reenactments. After recording all of their content, I had them edit their podcasts in class using \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\"> and \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the editing phase was over, I asked each group to upload their podcast to \u003c/span>\u003ca href=\"https://soundcloud.com/\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and then send me the link (consider using a hashtag for searchability). That way, I could easily share the links with their peers as well as any other interested party — colleagues, parents, the community at large.\u003c/span>\u003c/p>\n\u003ch4>Skills Demonstrated\u003c/h4>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Mastery of content: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">First off, they had to know the content well enough to be able to discuss it at length. I required that they reference a minimum of two passages from their books, which ultimately resulted in a kind of on-air close reading. Their discussions spanned everything from a rhetorical analysis to a conversation about the nuances of the political and social implications of their issue. Bottom line: they couldn’t fake their way through this assignment.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Tone development: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Inevitably, after listening to hours of professionally-produced podcasts, my students began to develop a mature tone for discussions. They spoke with fewer sentence fillers and more substance. They maintained focus on a particular question or passage until coming to a natural conclusion. And, it helped that they knew they would have listeners — their peers — who were both familiar with the medium and the content of the episode.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Group dynamics:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> I realize that group projects often result in some students getting stuck doing the work of three or four when other group members ditch them. Producing a podcast can escape this common problem if group members are asked to speak for an equal amount of time during the recording. The real fairness comes at the editing phase. If you have students edit their podcasts outside of class, it is not unlikely that one student will get stuck doing all the work, like adding intro music and cutting out all the “ums.” I tried to avoid this by giving students a significant amount of in-class editing time, as well as stressing that I didn’t expect the production aspect to be professional on their very first podcast. If you partner with an audiovisual class, though, you might make the editing more important. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Problem-solving:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Because this assignment requires students to engage with some form of technology, the problem-solving learning curve is always going to be steep. I tell my students that most professionals record and edit about four or five “trashed” podcasts before sharing their final product with the world,so they have realistic expectations for their final product. I try my best to remove the pressure by emphasizing that their final products might not sound like something on the iTunes Top 100. Experimenting with the tools is a lesson in itself.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Risk taking: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once students start hitting the record\u003c/span> \u003cspan style=\"font-weight: 400\">button, their creative fears seem to dwindle and the number of creative risks that they were willing to take became extremely satisfying to see. I’m not sure how many other projects would have resulted in (no joke) a group actually calling up the \u003c/span>\u003ca href=\"https://www.eji.org/\">\u003cspan style=\"font-weight: 400\">Equal Justice Initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and trying to schedule an interview with Bryan Stevenson himself (they got an on-air interview with a first-year Stanford law student working for the EJI, which is not a bad consolation prize). \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Putting out a finished product:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Having students create something that “lives” on the internet was both satisfying and terrifying. Sure, we think that this generation is comfortable putting their lives online, but in reality, publishing their final project was pretty intimidating. With the right encouragement, though, this pressure can result in a better product and some equally constructive feedback from peers. Publishing their podcasts to SoundCloud also showed them that they could produce a podcast for mass consumption on their own if they wanted. I realize most of them won’t, but I still like that it puts the idea in their minds … there’s no better reward than watching students learn to creatively and analytically think for themselves.\u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I didn’t care so much if the podcasts were ready for primetime. I was just satisfied that my students were invested in their final project — even proud of the final results — and that they seemed more invested in the texts we had studied. Best part, I got the impression that students would take some aspect of the project away and apply it to other classes and experiences. That for me was a win.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=22lGbAVWhro&vl=en\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.edutopia.org/podcasting-student-broadcasts\">Listening to Themselves: Podcasting Takes Lessons Beyond the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.chronicle.com/blogs/profhacker/four-mistakes-i-made-when-assigning-podcasts/41377\">Four Mistakes I Made When Assigning Podcasts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.readingrockets.org/article/creating-podcasts-your-students\">Creating Podcasts with Your Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Inspired By Serial, Teens Create Podcasts As A Final Exam\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/10/in-defense-of-podcasting/\">The Power of Podcasting: A New Way for Students to Experience Narrative\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Employing the ‘Serial’ Podcast as a Primary Text\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://www.usnews.com/education/blogs/high-school-notes/2016/02/29/high-school-teachers-tune-in-students-with-podcasts\">High School Teachers Tune In Students With Podcasts\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/10/how-listening-to-podcasts-helps-students-read-and-learn/\">How Listening to Podcasts Helps Students Read and Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The students in my English classes read some of the best in nonfiction literature — Bryan Stevenson’s \u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Ta-Nehisi Coates’ \u003c/span>\u003ca href=\"http://ta-nehisicoates.com/books/between-the-world-and-me/\">\u003ci>\u003cspan style=\"font-weight: 400\">Between the World and Me\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Rebecca Skloot’s \u003c/span>\u003ca href=\"http://rebeccaskloot.com/the-immortal-life/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and to demonstrate their understanding of these texts, I recently decided to have them make a podcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the students were skeptical, even fearful, at the thought of having to plan and produce this kind of work. And who could blame them? We all know how cringeworthy it can be to listen to our own voice. But the end results were inspiring and worthwhile.\u003c/span>\u003cspan style=\"font-weight: 400\">To listen to one particularly well-done, student produced podcast, click \u003c/span>\u003ca href=\"https://m.soundcloud.com/corinne-jackson-454043261/henrietta-lacks-podcast-52917\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11284 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529278\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png\" width=\"640\" height=\"340\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png 714w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-240x127.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-375x199.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-520x276.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For starters, the students read the book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">This book\u003c/span> \u003cspan style=\"font-weight: 400\">tells the story of how an African-American woman becomes an unwitting pioneer for medical breakthroughs when her cells were used without her consent to create the first immortal human cell line in the early 1950s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading the book, I encouraged my students to work in groups and start “low-tech” by using the voice memo apps on their cell phones. Some groups conducted campus-wide polls. Others interviewed fellow students. Still others wrote scripts and then staged reenactments. After recording all of their content, I had them edit their podcasts in class using \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\"> and \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the editing phase was over, I asked each group to upload their podcast to \u003c/span>\u003ca href=\"https://soundcloud.com/\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and then send me the link (consider using a hashtag for searchability). That way, I could easily share the links with their peers as well as any other interested party — colleagues, parents, the community at large.\u003c/span>\u003c/p>\n\u003ch4>Skills Demonstrated\u003c/h4>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Mastery of content: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">First off, they had to know the content well enough to be able to discuss it at length. I required that they reference a minimum of two passages from their books, which ultimately resulted in a kind of on-air close reading. Their discussions spanned everything from a rhetorical analysis to a conversation about the nuances of the political and social implications of their issue. Bottom line: they couldn’t fake their way through this assignment.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Tone development: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Inevitably, after listening to hours of professionally-produced podcasts, my students began to develop a mature tone for discussions. They spoke with fewer sentence fillers and more substance. They maintained focus on a particular question or passage until coming to a natural conclusion. And, it helped that they knew they would have listeners — their peers — who were both familiar with the medium and the content of the episode.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Group dynamics:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> I realize that group projects often result in some students getting stuck doing the work of three or four when other group members ditch them. Producing a podcast can escape this common problem if group members are asked to speak for an equal amount of time during the recording. The real fairness comes at the editing phase. If you have students edit their podcasts outside of class, it is not unlikely that one student will get stuck doing all the work, like adding intro music and cutting out all the “ums.” I tried to avoid this by giving students a significant amount of in-class editing time, as well as stressing that I didn’t expect the production aspect to be professional on their very first podcast. If you partner with an audiovisual class, though, you might make the editing more important. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Problem-solving:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Because this assignment requires students to engage with some form of technology, the problem-solving learning curve is always going to be steep. I tell my students that most professionals record and edit about four or five “trashed” podcasts before sharing their final product with the world,so they have realistic expectations for their final product. I try my best to remove the pressure by emphasizing that their final products might not sound like something on the iTunes Top 100. Experimenting with the tools is a lesson in itself.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Risk taking: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once students start hitting the record\u003c/span> \u003cspan style=\"font-weight: 400\">button, their creative fears seem to dwindle and the number of creative risks that they were willing to take became extremely satisfying to see. I’m not sure how many other projects would have resulted in (no joke) a group actually calling up the \u003c/span>\u003ca href=\"https://www.eji.org/\">\u003cspan style=\"font-weight: 400\">Equal Justice Initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and trying to schedule an interview with Bryan Stevenson himself (they got an on-air interview with a first-year Stanford law student working for the EJI, which is not a bad consolation prize). \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Putting out a finished product:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Having students create something that “lives” on the internet was both satisfying and terrifying. Sure, we think that this generation is comfortable putting their lives online, but in reality, publishing their final project was pretty intimidating. With the right encouragement, though, this pressure can result in a better product and some equally constructive feedback from peers. Publishing their podcasts to SoundCloud also showed them that they could produce a podcast for mass consumption on their own if they wanted. I realize most of them won’t, but I still like that it puts the idea in their minds … there’s no better reward than watching students learn to creatively and analytically think for themselves.\u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I didn’t care so much if the podcasts were ready for primetime. I was just satisfied that my students were invested in their final project — even proud of the final results — and that they seemed more invested in the texts we had studied. Best part, I got the impression that students would take some aspect of the project away and apply it to other classes and experiences. That for me was a win.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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"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.",
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},
"link": "https://www.cityarts.net",
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"order": 1
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"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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"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.",
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"source": "Commonwealth Club of California"
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"order": 9
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
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"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",
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"link": "/radio/program/latino-usa",
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},
"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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"masters-of-scale": {
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"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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"source": "WaitWhat"
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"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/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
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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.
