Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Students often struggle with picturing a novel’s characters and plot. Often referred to as “making a mental movie,” this skill is vital to getting through a long and complicated piece of literature. When students struggle to picture what they’re reading, reading itself becomes much more challenging. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every year, I teach \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to my senior English classes, and it is not uncommon for my students to struggle to imagine the story as we read it. Most of them have never been to Europe. Nor are they typically familiar with the streets of Geneva or the weather conditions of the Swiss Alps. How can I expect them to feel the bitter cold of the howling mountain winds as the Creature tracks Victor, if they can’t fathom the distance between Switzerland and the North Pole, or picture the mountain ranges looming over Europe?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, I have often asked students to do rudimentary contextual research before starting a novel, which I then have them use to produce short presentations using Google Slides. This works pretty well, though it won’t result in their interacting with the material as much as I’d like. When working with Slides, they’ll typically copy and paste the information (and hopefully cite it!), but they won’t \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the information in any meaningful way. And if I ask them about their presentations a few days later, they’ll often scramble to pull up their work again, having completely forgotten what they said only a few days before. \u003c/span>\u003c/p>\n\u003ch4>The KQED Making Interactive Maps Course\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a KQED Teacher Ambassador, I’m encouraged to poke around the \u003c/span>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform, and to take as many courses as I can. I started with the course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">chiefly because of the word “interactive” in the title, and because it can easily be applied to context research. It also seemed like it might be able to solve some of the issues I’ve mentioned around helping students connect with the contextual information they need before starting a novel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course clearly lays out the number of modules one needs to complete, and each module has the approximate time commitment listed. I love that you can pick at the course in pieces \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">in other words, you don’t need to complete everything all at once. You can determine your own pace, and complete the modules and course in whatever time frame works for you. The lessons build on each other, however, so you do need to complete one module before proceeding to the next. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Specifically, Making Interactive Maps has three modules: five lessons on how to make a basic interactive map; seven lessons about adding layers to maps; and three to practice making interactive maps. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course concludes with the teacher making a lesson plan that is then shared on the platform. There’s a very handy template for those of us who are no longer in the habit of writing out formal lesson plans; this can help guide you through the process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The great thing about this KQED Teach course is how the call for a lesson plans forces you to create something based on what you’ve learned, rather than just thinking abstractly about the concepts. (KQED Teach stores these lesson plans in a searchable database accessible by anyone. This allows other teachers to see your brilliant lesson plans, and for you to see theirs!)\u003c/span>\u003c/p>\n\u003ch4>The Mapping Frankenstein Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing the course, I told my students that I had just learned about some new technology and I wanted to try it out with them. I figured the students were familiar with Google Maps, but I learned how limited their comprehension of Maps actually was by the time our new project was completed. Many of my students had no idea that \u003c/span>\u003ca href=\"https://www.google.com/maps/d/u/0/edit?mid=1Ux95dOR27pAi4bwYyffVrw1MjN4&ll=59.09844397263123%2C-3.091425999999956&z=10\">\u003cspan style=\"font-weight: 400\">you can build your own map\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529074 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/1.--1020x570.png\" width=\"640\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1180x659.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--960x536.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.-.png 1339w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nor did they have an idea that you can \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14ZRdzrd6AByM_FjTGaf1DrRJfgU&usp=sharing\">\u003cspan style=\"font-weight: 400\">populate \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">it with whatever information you have.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529075 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png\" width=\"640\" height=\"353\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-800x441.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-768x423.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1180x650.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-960x529.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-375x207.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-520x287.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM.png 1343w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we added each layer of information, it was fun to hear their conversations about how they might use this technology for non-school-related things, like building a map of San Jose to share with visitors. Most importantly, they learned a great deal about the various locations in the novel, which helped them form more accurate “mental movies” as they read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The KQED Teach course on interactive maps recommends that students begin with a base map and then add layers of information. For \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I broke my class into small groups and assigned each group a specific location from the story. I asked that each group include a certain amount of mapping per contextual layer of information. If distances are important to what you are teaching, you can ask students to create a layer that includes walking routes, which can be fun: how far did Victor have to walk to reach the North Pole?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps/making-interactive-maps-pt-2/lesson-plan-making-interactive-maps?id=1&type=lesson_plan&dml=1\">\u003cspan style=\"font-weight: 400\">Click here to view my lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the Mapping \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> assignment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I noticed that my students were much more engaged in processing, collecting, analyzing and interpreting contextual information in the novel as they put together the maps. Rather than simply copying and pasting information into a slideshow, they considered each piece of information, and how to include it in a relevant and informative way. There was a slightly larger time commitment upfront, as I had to lead the students through this new technology, but I consider it an investment, as they can now use both the maps for any other book or project we undertake.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\n\u003cp>https://www.youtube.com/watch?v=hAVXbop_kWs\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=dtDeZfffxWo\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=JNmfI2iCx-M\u003c/p>\n\u003ch4>\u003c/h4>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\u003c/a> on \u003ca href=\"https://teach.kqed.org/\">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\">Students often struggle with picturing a novel’s characters and plot. Often referred to as “making a mental movie,” this skill is vital to getting through a long and complicated piece of literature. When students struggle to picture what they’re reading, reading itself becomes much more challenging. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every year, I teach \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to my senior English classes, and it is not uncommon for my students to struggle to imagine the story as we read it. Most of them have never been to Europe. Nor are they typically familiar with the streets of Geneva or the weather conditions of the Swiss Alps. How can I expect them to feel the bitter cold of the howling mountain winds as the Creature tracks Victor, if they can’t fathom the distance between Switzerland and the North Pole, or picture the mountain ranges looming over Europe?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, I have often asked students to do rudimentary contextual research before starting a novel, which I then have them use to produce short presentations using Google Slides. This works pretty well, though it won’t result in their interacting with the material as much as I’d like. When working with Slides, they’ll typically copy and paste the information (and hopefully cite it!), but they won’t \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the information in any meaningful way. And if I ask them about their presentations a few days later, they’ll often scramble to pull up their work again, having completely forgotten what they said only a few days before. \u003c/span>\u003c/p>\n\u003ch4>The KQED Making Interactive Maps Course\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a KQED Teacher Ambassador, I’m encouraged to poke around the \u003c/span>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform, and to take as many courses as I can. I started with the course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">chiefly because of the word “interactive” in the title, and because it can easily be applied to context research. It also seemed like it might be able to solve some of the issues I’ve mentioned around helping students connect with the contextual information they need before starting a novel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course clearly lays out the number of modules one needs to complete, and each module has the approximate time commitment listed. I love that you can pick at the course in pieces \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">in other words, you don’t need to complete everything all at once. You can determine your own pace, and complete the modules and course in whatever time frame works for you. The lessons build on each other, however, so you do need to complete one module before proceeding to the next. \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, Making Interactive Maps has three modules: five lessons on how to make a basic interactive map; seven lessons about adding layers to maps; and three to practice making interactive maps. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course concludes with the teacher making a lesson plan that is then shared on the platform. There’s a very handy template for those of us who are no longer in the habit of writing out formal lesson plans; this can help guide you through the process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The great thing about this KQED Teach course is how the call for a lesson plans forces you to create something based on what you’ve learned, rather than just thinking abstractly about the concepts. (KQED Teach stores these lesson plans in a searchable database accessible by anyone. This allows other teachers to see your brilliant lesson plans, and for you to see theirs!)\u003c/span>\u003c/p>\n\u003ch4>The Mapping Frankenstein Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing the course, I told my students that I had just learned about some new technology and I wanted to try it out with them. I figured the students were familiar with Google Maps, but I learned how limited their comprehension of Maps actually was by the time our new project was completed. Many of my students had no idea that \u003c/span>\u003ca href=\"https://www.google.com/maps/d/u/0/edit?mid=1Ux95dOR27pAi4bwYyffVrw1MjN4&ll=59.09844397263123%2C-3.091425999999956&z=10\">\u003cspan style=\"font-weight: 400\">you can build your own map\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529074 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/1.--1020x570.png\" width=\"640\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1180x659.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--960x536.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.-.png 1339w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nor did they have an idea that you can \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14ZRdzrd6AByM_FjTGaf1DrRJfgU&usp=sharing\">\u003cspan style=\"font-weight: 400\">populate \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">it with whatever information you have.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529075 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png\" width=\"640\" height=\"353\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-800x441.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-768x423.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1180x650.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-960x529.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-375x207.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-520x287.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM.png 1343w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we added each layer of information, it was fun to hear their conversations about how they might use this technology for non-school-related things, like building a map of San Jose to share with visitors. Most importantly, they learned a great deal about the various locations in the novel, which helped them form more accurate “mental movies” as they read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The KQED Teach course on interactive maps recommends that students begin with a base map and then add layers of information. For \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I broke my class into small groups and assigned each group a specific location from the story. I asked that each group include a certain amount of mapping per contextual layer of information. If distances are important to what you are teaching, you can ask students to create a layer that includes walking routes, which can be fun: how far did Victor have to walk to reach the North Pole?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps/making-interactive-maps-pt-2/lesson-plan-making-interactive-maps?id=1&type=lesson_plan&dml=1\">\u003cspan style=\"font-weight: 400\">Click here to view my lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the Mapping \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> assignment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I noticed that my students were much more engaged in processing, collecting, analyzing and interpreting contextual information in the novel as they put together the maps. Rather than simply copying and pasting information into a slideshow, they considered each piece of information, and how to include it in a relevant and informative way. There was a slightly larger time commitment upfront, as I had to lead the students through this new technology, but I consider it an investment, as they can now use both the maps for any other book or project we undertake.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\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/hAVXbop_kWs'\n title='//www.youtube.com/embed/hAVXbop_kWs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>https://www.youtube.com/watch?v=dtDeZfffxWo\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/JNmfI2iCx-M'\n title='//www.youtube.com/embed/JNmfI2iCx-M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>\u003c/h4>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\u003c/a> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Using Flipgrid in the High School U.S. History Class",
"headTitle": "Using Flipgrid in the High School U.S. History Class | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I am a high school U.S. History teacher and since 2016 have been using \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a video discussion platform designed to further K-12 student classroom conversation in a fun and interactive way. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s how it works.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_A-pbE9qXD4&t=145s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since first coming onto the educational scene in 2015, Flipgrid has exploded in popularity and for very good reason. In the high school U.S. History class alone, it’s an especially great teaching, learning and assessment tool. Better yet, it can be used in a variety of ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a Fligrid Ambassador, I’ve seen it used mostly to assess students’ factual knowledge. (How did the Spanish colonies differ from the colonies of the French and the British?; What was the most important turning point in the Vietnam War?) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fligrid also provides students with an opportunity to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reveal where they stand on a modern day, all-important issue \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at the same time hear where adults stand on the issue (as with this Flipgrid video: “\u003c/span>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">Do you think that statues located in a public space and honoring leaders of the Confederacy should be permitted to remain as a historical symbol or should they be removed because they are offensive to some people\u003c/span>\u003c/a>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take on a persona of a historical figure no longer alive and then, on Flipgrid, offer up comments as if that figure were to come back to life today. (What would Theodore Roosevelt say about President Trump? What would Thomas Jefferson say about the state of our democracy? What would John Dewey say about Common Core?)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give three reasons why the U.S. was justified, or not justified, to engage in some action. (for example: the entry into the Cuban War of Independence; the annexation of Hawaii; the internment of the Japanese during World War II.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a diary entry recorded at the end of some all-important day in American history with each student in the class being called upon to take on a different role. (The Great Chicago Fire \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a fireman, a student walking home from school and seeing the flames for the first time, a shop owner about to lose his business, etc.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, yes, of course Flipgrid is also used to assess students’ public speaking and listening skills.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet for as popular and versatile as Flipgrid is, teachers using Flipgrid will probably experience a learning curve before being able to master the platform. The below offers six ways to minimize that learning curve. \u003c/span>\u003c/p>\n\u003ch4>1. Use One Flipgrid Per Period\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This makes viewing, grading and evaluating the student videos easier. I open one window for Flipgrid and one window for my gradebook. With only one grid, you will waste time tabbing between the class periods in your gradebook as you view individual responses and try to remember which period that student is in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is hard to record in a class of 36, so most of my students record their videos at home. Since some do not have reliable access to the internet, I give students a range of days to complete their Flipgrids. This teaches students to be problem solvers. They figure out a way to get their work done whether they use the computer lab after school, go to a friend’s house or visit the public library. Don’t make all five classes turn in their Flipgrids at the same time! You just gave yourself 180-200+ videos to review. Make period one due on Monday, period two due on Wednesday, and so on. This makes it much easier for you to provide timely feedback without going crazy. \u003c/span>\u003c/p>\n\u003ch4>2. Provide Some Choice in What Students Are Recording\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you ask all of your students to summarize how the Panama Canal was built, you are going to get 180 plus videos that say the same thing. Your feedback will be repetitive, monotonous and you will want to stab yourself before you are halfway done. \u003c/span>\u003c/p>\n\u003ch4>3. Try to Give Students Some Video Feedback, Even if it Is Only 10-20 Seconds\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://youtu.be/hh72Mf8l9ps\">\u003cspan style=\"font-weight: 400\">reply \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that appears below was to a student who mispronounced key names practicing his speech on Flipgrid before giving the speech live in front of the class. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hh72Mf8l9ps&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, Elvis was the student’s real name. Don’t be cruel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I like to use Erik Palmer’s \u003c/span>\u003ca href=\"http://pvlegs.com/effectiverubrics/\">\u003cspan style=\"font-weight: 400\">PVLEGS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework and evaluate student speaking one element at a time. Flipgrid’s feedback tool allows you to quickly assess student ideas and performances along a five-point scale. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Require that students provide their email address when recording a response. Otherwise, they will never see or hear your brilliant advice. I was able to correct this student’s error in the number of men killed in the Civil War before he printed out his paper. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528932\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528932\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png\" width=\"640\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png 449w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-375x228.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The feedback box reads: “Not really close to 1 million. 640K is beleived to be the more accurate total.”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://twitter.com/seanjfahey/status/907330228032294912?lang=en\">\u003cspan style=\"font-weight: 400\">Flipgrid Emoji Reaction Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created by @seanjfahey, is another pretty awesome way to provide students with some feedback.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528934\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg\" width=\"640\" height=\"866\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg 379w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-240x325.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-375x508.jpg 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>4. Set Participation Norms\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I started using Flipgrid for the first time, it was August and incredibly hot in Southern California. I got videos from 11\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> grade students whom I will call shirtless boy and sports bra girl. Remind your students that Flipgrid is a social platform so their peers, parents and maybe even the principal will be viewing their videos. You should caution students to avoid distracting background music, gum chewing, bad lighting and inappropriate language.\u003c/span>\u003c/p>\n\u003ch4>5. Don’t Go Overboard\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using Flipgrid too frequently will burn out your students on a great tool. When I first started, I got so excited by the tool that I assigned weekly Flipgrid assignments, which stressed out my students and participation plunged. Now I try to make my Flipgrid assignments a thought-processing piece on the way to a bigger project. I only assign them once or twice a month now. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>6. Leverage the Flipgrid community online. \u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Follow \u003c/span>\u003ca href=\"https://twitter.com/flipgrid\">\u003cspan style=\"font-weight: 400\">@Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Twitter. Scroll through the hashtags #Flipgrid, #FlipgridFever and #FlipgridAmbassador. This user base is not shy about sharing its best practices. Check out the \u003c/span>\u003ca href=\"http://blog.flipgrid.com/news/discovery\">\u003cspan style=\"font-weight: 400\">Topic Discovery Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and begin learning from creative teachers on a regular basis. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Conclusion\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the comment section below, I would love to hear about the Flipgrid assignments that you have created to challenge your students. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I am a high school U.S. History teacher and since 2016 have been using \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a video discussion platform designed to further K-12 student classroom conversation in a fun and interactive way. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s how it works.\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/_A-pbE9qXD4'\n title='//www.youtube.com/embed/_A-pbE9qXD4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Since first coming onto the educational scene in 2015, Flipgrid has exploded in popularity and for very good reason. In the high school U.S. History class alone, it’s an especially great teaching, learning and assessment tool. Better yet, it can be used in a variety of ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a Fligrid Ambassador, I’ve seen it used mostly to assess students’ factual knowledge. (How did the Spanish colonies differ from the colonies of the French and the British?; What was the most important turning point in the Vietnam War?) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fligrid also provides students with an opportunity to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reveal where they stand on a modern day, all-important issue \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at the same time hear where adults stand on the issue (as with this Flipgrid video: “\u003c/span>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">Do you think that statues located in a public space and honoring leaders of the Confederacy should be permitted to remain as a historical symbol or should they be removed because they are offensive to some people\u003c/span>\u003c/a>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take on a persona of a historical figure no longer alive and then, on Flipgrid, offer up comments as if that figure were to come back to life today. (What would Theodore Roosevelt say about President Trump? What would Thomas Jefferson say about the state of our democracy? What would John Dewey say about Common Core?)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give three reasons why the U.S. was justified, or not justified, to engage in some action. (for example: the entry into the Cuban War of Independence; the annexation of Hawaii; the internment of the Japanese during World War II.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a diary entry recorded at the end of some all-important day in American history with each student in the class being called upon to take on a different role. (The Great Chicago Fire \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a fireman, a student walking home from school and seeing the flames for the first time, a shop owner about to lose his business, etc.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, yes, of course Flipgrid is also used to assess students’ public speaking and listening skills.\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\">Yet for as popular and versatile as Flipgrid is, teachers using Flipgrid will probably experience a learning curve before being able to master the platform. The below offers six ways to minimize that learning curve. \u003c/span>\u003c/p>\n\u003ch4>1. Use One Flipgrid Per Period\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This makes viewing, grading and evaluating the student videos easier. I open one window for Flipgrid and one window for my gradebook. With only one grid, you will waste time tabbing between the class periods in your gradebook as you view individual responses and try to remember which period that student is in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is hard to record in a class of 36, so most of my students record their videos at home. Since some do not have reliable access to the internet, I give students a range of days to complete their Flipgrids. This teaches students to be problem solvers. They figure out a way to get their work done whether they use the computer lab after school, go to a friend’s house or visit the public library. Don’t make all five classes turn in their Flipgrids at the same time! You just gave yourself 180-200+ videos to review. Make period one due on Monday, period two due on Wednesday, and so on. This makes it much easier for you to provide timely feedback without going crazy. \u003c/span>\u003c/p>\n\u003ch4>2. Provide Some Choice in What Students Are Recording\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you ask all of your students to summarize how the Panama Canal was built, you are going to get 180 plus videos that say the same thing. Your feedback will be repetitive, monotonous and you will want to stab yourself before you are halfway done. \u003c/span>\u003c/p>\n\u003ch4>3. Try to Give Students Some Video Feedback, Even if it Is Only 10-20 Seconds\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://youtu.be/hh72Mf8l9ps\">\u003cspan style=\"font-weight: 400\">reply \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that appears below was to a student who mispronounced key names practicing his speech on Flipgrid before giving the speech live in front of the 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/hh72Mf8l9ps'\n title='//www.youtube.com/embed/hh72Mf8l9ps'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Yes, Elvis was the student’s real name. Don’t be cruel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I like to use Erik Palmer’s \u003c/span>\u003ca href=\"http://pvlegs.com/effectiverubrics/\">\u003cspan style=\"font-weight: 400\">PVLEGS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework and evaluate student speaking one element at a time. Flipgrid’s feedback tool allows you to quickly assess student ideas and performances along a five-point scale. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Require that students provide their email address when recording a response. Otherwise, they will never see or hear your brilliant advice. I was able to correct this student’s error in the number of men killed in the Civil War before he printed out his paper. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528932\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528932\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png\" width=\"640\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png 449w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-375x228.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The feedback box reads: “Not really close to 1 million. 640K is beleived to be the more accurate total.”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://twitter.com/seanjfahey/status/907330228032294912?lang=en\">\u003cspan style=\"font-weight: 400\">Flipgrid Emoji Reaction Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created by @seanjfahey, is another pretty awesome way to provide students with some feedback.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528934\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg\" width=\"640\" height=\"866\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg 379w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-240x325.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-375x508.jpg 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>4. Set Participation Norms\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I started using Flipgrid for the first time, it was August and incredibly hot in Southern California. I got videos from 11\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> grade students whom I will call shirtless boy and sports bra girl. Remind your students that Flipgrid is a social platform so their peers, parents and maybe even the principal will be viewing their videos. You should caution students to avoid distracting background music, gum chewing, bad lighting and inappropriate language.\u003c/span>\u003c/p>\n\u003ch4>5. Don’t Go Overboard\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using Flipgrid too frequently will burn out your students on a great tool. When I first started, I got so excited by the tool that I assigned weekly Flipgrid assignments, which stressed out my students and participation plunged. Now I try to make my Flipgrid assignments a thought-processing piece on the way to a bigger project. I only assign them once or twice a month now. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>6. Leverage the Flipgrid community online. \u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Follow \u003c/span>\u003ca href=\"https://twitter.com/flipgrid\">\u003cspan style=\"font-weight: 400\">@Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Twitter. Scroll through the hashtags #Flipgrid, #FlipgridFever and #FlipgridAmbassador. This user base is not shy about sharing its best practices. Check out the \u003c/span>\u003ca href=\"http://blog.flipgrid.com/news/discovery\">\u003cspan style=\"font-weight: 400\">Topic Discovery Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and begin learning from creative teachers on a regular basis. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Conclusion\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the comment section below, I would love to hear about the Flipgrid assignments that you have created to challenge your students. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Using Animated GIFs to Teach the Elements of Art",
"headTitle": "Using Animated GIFs to Teach the Elements of Art | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This past summer, I sat down to think how I might incorporate more technology into my Art 1 classroom. My students had already created digital portfolios, but I wanted something more hands on, something that involved drawing yet also required students to use their digital devices, software and the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For inspiration, I spent some time on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/category/arts/\">\u003cspan style=\"font-weight: 400\">KQED Education Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website and I watched the KQED Elements of Art video.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PLiOil1qP-cMURN_8baOr3QWfySmIjqKIj\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were so many amazing ideas there, but I wanted to come up with something new. Still, if you’re looking to integrate tech and digital media into your Art classroom, I strongly suggest that you too take a look at the \u003ca href=\"https://ww2.kqed.org/education/category/arts/\">KQED Education Arts\u003c/a> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I got the idea for using GIFs to teach the elements of art after watching a group of students laughing loudly at their phones and while \u003c/span>\u003cspan style=\"font-weight: 400\">The students were sharing an animated GIF. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GIF is short for \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/GIF\">\u003cspan style=\"font-weight: 400\">Graphic Interface Format\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, usually a short video clip that repeats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What the students were laughing at was not especially important, let’s just say it had something to do with Lebron James’ finger and his nose. It was silly yet endearing, and it made the lightbulb in my mind go off. Kids on phones, sharing animated GIFs of celebrities is a common pastime. Students know how to create their own GIFs, but they rip the photos or videos from Google. Instead of cutting and pasting a GIF, why not have the students create their own? From scratch? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students had a decent introduction to drawing lines, shapes, using value and space. I would let them use colored pencils, tell them not to worry too much about value and form, but think more of the movement of their pictures. The GIF would have to stay simple, a two step animation process, made and produced by the student from pencil and paper to publish-ready format. \u003c/span>\u003c/p>\n\u003ch4>The Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing I highly recommend is that you take the KQED Teach course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cspan style=\"font-weight: 400\">“Digital Portfolios with Maker Ed.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Then choose a platform. I chose Google Docs as my portfolio platform because the students are familiar with Google Docs and their work can be easily shared. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: remind students, especially seniors, to share their work with their personal gmail and Google docs, so that they may take the work with them after high school. Often, their student gmail account closes after graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next up, teach some Art History and culture. Most kids know about flipbooks, and some have made a flipbook before. I found it fun to show students that flipbooks were our GIF, and that we adults managed to entertain ourselves GIF style as kids with flip books. My favorite video on flipbooks, is created by none other than Dave Pilkey of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Captain Underpants\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> fame. This video, \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will get them a taste of what they’re about to create, and bring them back to their favorite grade school graphic novel. We will use the basic process shown on the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You may also want to familiarize students with early animation pioneers, even before Mickey Mouse flew a plane and drove a steamboat. \u003c/span>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Atlantic Monthly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2011/07/before-walt-disney-5-pioneers-of-early-animation/241448/\">Before Walt Disney: 5 Pioneers of Early Animation\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> is a great source and includes videos made by George Melieres and Thomas Edison:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now have your students analyze some fine art GIFs. It’s time for #pinkiesup. Fine art GIFs are amazing and pretty cool. \u003c/span>\u003ca href=\"https://giphy.com/artists\">\u003cspan style=\"font-weight: 400\">Giphy’s artists page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a perfect place to start. Students are already very familiar with Giphy but probably not the artist’s page. You can also have student’s google fine art GIFs.\u003c/span>\u003c/p>\n\u003cp>Now, have your students work to produce their animated GIFs.\u003c/p>\n\u003ch4>\u003cstrong>The Materials Needed:\u003c/strong>\u003c/h4>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Paper, at least 8.5 x 11\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Pencils, preferably 4B or softer\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Colored Pencils \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ruler\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Eraser\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">SmartPhone or Chromebook with camera\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/open?id=1nHJ4zZkVUDg7-Z2KtohspwiNGHoZoyiFl-sh_E9iQAw\">\u003cspan style=\"font-weight: 400\">Rubric for GIF project\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> As always, remind students to draw lightly. Mistakes can be erased and forgotten if drawn lightly. Only apply final color and drawing when you’re sure you have what you want. \u003c/span>\u003cspan style=\"font-weight: 400\">Also be sure to remind the students that they are to use the same process as shown in the \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Fold paper in half.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Draw a LIGHT one inch frame around each side of the two sides of paper so that the two drawings are matched up when it’s time to photograph the “flip” (this frame was not included in the Flip-O-Rama-Workshop but it really helps- they act as registration marks)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Design your drawing in your sketchbook before starting final on folded paper. Choose a subject that is personally interesting. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Open your folded paper like a book and draw first image on second piece of paper. Draw your two images with the 1-2 movement as seen in the video. The second image with the movement will be on top piece of folded paper. Keep the drawings simple, and easy to replicate as they will have to draw pretty much the same thing twice. Make sure the drawings line up perfectly (the bottom paper will show through to the top). Flip your images, and make sure that they are lined up, and look smooth, not jerky. Photograph each image, carefully lining up each image around the frame, and download to \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://gifmaker.me/\">gifmaker.me\u003c/a>\u003c/span>\u003c/li>\n\u003cli>Marvel at your creation and upload the GIF onto a Google Doc (with name, period and “GIF” in the title) and then place into your portfolio and share with the teacher.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students really enjoyed making their GIFs and some even shared theirs on social media. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s a great example. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/i_lwpGtg17QeAO1D2mNGxaf5DeXx91Li7zczSdfmjE_7PcVKmlGiuqmG581GYYBVpYDGT1nt6vGB9Zhq_5D5ww-6tBIunIWv8sMqhD2tFzPZstPbfTiNwdH7nvexd6Q1s4LUgn_R\" width=\"480\" height=\"480\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And click \u003ca href=\"https://docs.google.com/document/d/1IjQE_9rpI6YVMVva3f-E8i8fzC576ET9xWEFhPJeQHQ/edit?ts=5a568186\">here\u003c/a> to view three more (Trampoline, Slam Dunk, and Broken Cell Phone.\u003c/p>\n\n",
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"description": "This past summer, I sat down to think how I might incorporate more technology into my Art 1 classroom. My students had already created digital portfolios, but I wanted something more hands on, something that involved drawing yet also required students to use their digital devices, software and the cloud. For inspiration, I spent some",
"title": "Using Animated GIFs to Teach the Elements of Art | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This past summer, I sat down to think how I might incorporate more technology into my Art 1 classroom. My students had already created digital portfolios, but I wanted something more hands on, something that involved drawing yet also required students to use their digital devices, software and the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For inspiration, I spent some time on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/category/arts/\">\u003cspan style=\"font-weight: 400\">KQED Education Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website and I watched the KQED Elements of Art video.\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/BDePyEFT1gQ'\n title='//www.youtube.com/embed/BDePyEFT1gQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">There were so many amazing ideas there, but I wanted to come up with something new. Still, if you’re looking to integrate tech and digital media into your Art classroom, I strongly suggest that you too take a look at the \u003ca href=\"https://ww2.kqed.org/education/category/arts/\">KQED Education Arts\u003c/a> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I got the idea for using GIFs to teach the elements of art after watching a group of students laughing loudly at their phones and while \u003c/span>\u003cspan style=\"font-weight: 400\">The students were sharing an animated GIF. \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\">GIF is short for \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/GIF\">\u003cspan style=\"font-weight: 400\">Graphic Interface Format\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, usually a short video clip that repeats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What the students were laughing at was not especially important, let’s just say it had something to do with Lebron James’ finger and his nose. It was silly yet endearing, and it made the lightbulb in my mind go off. Kids on phones, sharing animated GIFs of celebrities is a common pastime. Students know how to create their own GIFs, but they rip the photos or videos from Google. Instead of cutting and pasting a GIF, why not have the students create their own? From scratch? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students had a decent introduction to drawing lines, shapes, using value and space. I would let them use colored pencils, tell them not to worry too much about value and form, but think more of the movement of their pictures. The GIF would have to stay simple, a two step animation process, made and produced by the student from pencil and paper to publish-ready format. \u003c/span>\u003c/p>\n\u003ch4>The Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing I highly recommend is that you take the KQED Teach course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cspan style=\"font-weight: 400\">“Digital Portfolios with Maker Ed.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Then choose a platform. I chose Google Docs as my portfolio platform because the students are familiar with Google Docs and their work can be easily shared. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: remind students, especially seniors, to share their work with their personal gmail and Google docs, so that they may take the work with them after high school. Often, their student gmail account closes after graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next up, teach some Art History and culture. Most kids know about flipbooks, and some have made a flipbook before. I found it fun to show students that flipbooks were our GIF, and that we adults managed to entertain ourselves GIF style as kids with flip books. My favorite video on flipbooks, is created by none other than Dave Pilkey of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Captain Underpants\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> fame. This video, \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will get them a taste of what they’re about to create, and bring them back to their favorite grade school graphic novel. We will use the basic process shown on the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You may also want to familiarize students with early animation pioneers, even before Mickey Mouse flew a plane and drove a steamboat. \u003c/span>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Atlantic Monthly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2011/07/before-walt-disney-5-pioneers-of-early-animation/241448/\">Before Walt Disney: 5 Pioneers of Early Animation\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> is a great source and includes videos made by George Melieres and Thomas Edison:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now have your students analyze some fine art GIFs. It’s time for #pinkiesup. Fine art GIFs are amazing and pretty cool. \u003c/span>\u003ca href=\"https://giphy.com/artists\">\u003cspan style=\"font-weight: 400\">Giphy’s artists page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a perfect place to start. Students are already very familiar with Giphy but probably not the artist’s page. You can also have student’s google fine art GIFs.\u003c/span>\u003c/p>\n\u003cp>Now, have your students work to produce their animated GIFs.\u003c/p>\n\u003ch4>\u003cstrong>The Materials Needed:\u003c/strong>\u003c/h4>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Paper, at least 8.5 x 11\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Pencils, preferably 4B or softer\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Colored Pencils \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ruler\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Eraser\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">SmartPhone or Chromebook with camera\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/open?id=1nHJ4zZkVUDg7-Z2KtohspwiNGHoZoyiFl-sh_E9iQAw\">\u003cspan style=\"font-weight: 400\">Rubric for GIF project\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> As always, remind students to draw lightly. Mistakes can be erased and forgotten if drawn lightly. Only apply final color and drawing when you’re sure you have what you want. \u003c/span>\u003cspan style=\"font-weight: 400\">Also be sure to remind the students that they are to use the same process as shown in the \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Fold paper in half.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Draw a LIGHT one inch frame around each side of the two sides of paper so that the two drawings are matched up when it’s time to photograph the “flip” (this frame was not included in the Flip-O-Rama-Workshop but it really helps- they act as registration marks)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Design your drawing in your sketchbook before starting final on folded paper. Choose a subject that is personally interesting. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Open your folded paper like a book and draw first image on second piece of paper. Draw your two images with the 1-2 movement as seen in the video. The second image with the movement will be on top piece of folded paper. Keep the drawings simple, and easy to replicate as they will have to draw pretty much the same thing twice. Make sure the drawings line up perfectly (the bottom paper will show through to the top). Flip your images, and make sure that they are lined up, and look smooth, not jerky. Photograph each image, carefully lining up each image around the frame, and download to \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://gifmaker.me/\">gifmaker.me\u003c/a>\u003c/span>\u003c/li>\n\u003cli>Marvel at your creation and upload the GIF onto a Google Doc (with name, period and “GIF” in the title) and then place into your portfolio and share with the teacher.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students really enjoyed making their GIFs and some even shared theirs on social media. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s a great example. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/i_lwpGtg17QeAO1D2mNGxaf5DeXx91Li7zczSdfmjE_7PcVKmlGiuqmG581GYYBVpYDGT1nt6vGB9Zhq_5D5ww-6tBIunIWv8sMqhD2tFzPZstPbfTiNwdH7nvexd6Q1s4LUgn_R\" width=\"480\" height=\"480\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And click \u003ca href=\"https://docs.google.com/document/d/1IjQE_9rpI6YVMVva3f-E8i8fzC576ET9xWEFhPJeQHQ/edit?ts=5a568186\">here\u003c/a> to view three more (Trampoline, Slam Dunk, and Broken Cell Phone.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Teaching Students to Pay Attention: There are Self-Monitoring Apps for That!",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It was a frustrated seventh grader who finally clued me in. “I hear you,” he sniffled, “but you don’t get it. I never learned \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to pay attention.” I was co-teacher in his math class, and had been gently (and probably too persistently) reminding him to attend to his teacher, then his peers, then his notes, then his teacher again —asking for his brief attention on me each time I reminded him.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> we learn the soft skills of success? Who is it that unlocks the multiple levels of metacognition so we can learn to pay attention, listen while taking notes or calm down when we get uncontrollable giggles? Some students seem to be born with these skills; others pick them up by osmosis. But, if you’re like me, your classroom has at least a handful of students whose biggest impediments are not academic skills but the prerequisite skills for “Studenting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Attention” and its various applications seems to top the list of skill deficits holding my students back. Students are distracted by sights, sounds or even their own thoughts. Their brains seem to fade for periods of time, their faces stalled and staring while they “space out.” From the outside, this can look like a choice and cause endless teacher frustration. But, what if I saw a lack of attention as a skill deficit rather than a behavior? If I adjust to see students as lacking skills rather than making bad choices, how would my approach change? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As it turns out, teaching “studenting” (more formally known as “executive functioning”) is harder than it seems. I naturally just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">knew\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> how to ignore certain things, pay special attention to others and monitor my focus to make adjustments along the way. Delineating these skills into steps or patterns of thought was tough, and what I thought of may not at all match the thoughts or needs of my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did work, however, was to first sell students on the need for improvements (“Hey! Wouldn’t it be nice to not be in trouble all the time?”) then hit them where they already live: in their iPads and phones. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first group of apps my students and I explored helped students manage their independent work time. The free \u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/focus-keeper-work-study-timer/id830466924?mt=8\">\u003cspan style=\"font-weight: 400\">Focus Keeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> app was designed to support the \u003c/span>\u003ca href=\"https://lifehacker.com/productivity-101-a-primer-to-the-pomodoro-technique-1598992730\">\u003cspan style=\"font-weight: 400\">Pomodoro Method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which separates focused work time into twenty-or-so minute periods, with short breaks in between.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=CE_0f7vxyS4\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a few rounds of focus time and breaks, the user is prompted to take a longer break. The app can run in the background while students continue to work on their devices, but it will make a clock ticking sound if you don’t adjust the settings. (Leave the sound low, if possible, so students can hear the quick bell to indicate break time). My students were initially excited to be allowed to take breaks, and they eagerly jumped into using Focus Keeper. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My first rookie move was illuminated 23, 24.5, 26, 22 minutes later, when each of their timers alerted them to take breaks — at different times. Needless to say, we moved to a single class timer after that! The app counts down the time and shows a visual of the time decreasing, which one student said helped him realize what twenty minutes felt like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One uber-pragmatic student, however, wondered aloud why a teacher would allow students time “off” a task and chose not to take the breaks at first. After a few days and some reflection, he conceded that breaks helped him feel less tired. “It doesn’t make sense at first, but it’s true,” he said, “I get more done when I give myself break time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of apps fell into the “brain training” category. These free apps claim to boost memory and other brain functions; they’re game-based, and most of them track progress over time, motivating students to beat their old scores. The idea is that if a student can practice focus using an app, he or she will be able to extend that improvement to other areas of life. These brain training apps also attempt to improve working memory, which is tied closely to successful attention in class. There are countless apps in the brain training category, so choosing them was my first hurdle. And ok, ok, I kind of got lost playing the games in the apps. I allowed my students to choose from a list of apps I had checked out ahead of time (and made sure were able to get past the district’s download restrictions). Here are their top choices: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://itunes.apple.com/us/app/numbers-flow-free-tap-new-focus-booster-games/id1181608645?mt=8\">\u003cspan style=\"font-weight: 400\">Numbers Flow \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is an app for Apple devices that asks users to tap numbers scattered across the screen in ascending order. The students enjoyed beating their own scores and excelling at something challenging. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Peak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Elevate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"http://www.fitbrains.com/\">\u003cspan style=\"font-weight: 400\">Fit Brains Trainer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allow students to choose their goal areas for growth, with options like problem solving, memory, and attention. Elevate even has a baseline assessment to personalize student games. I found these apps to be most appealing to students who truly want to improve in their areas of deficit. Students who were looking for more fun were likely to desert the apps when they required students engage with their deficit skills. I could almost always tell which type of game certain students were on when they started arguing with their iPads. Each of these apps is available for Android or Apple, all with free versions or the option to upgrade for a fee. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While I am thrilled with the excitement and growth mindsets of students seeing themselves as capable of improving, a question still lingers: will these apps be effective in supporting and improving student attention all year? Brain research shows that new, novel experiences command more attention and provide the brain with the chemicals matching higher levels of stimulation. Are these apps helping extend my students’ attention spans, or am I capitalizing on the flood of \u003c/span>\u003cspan style=\"font-weight: 400\">neurotransmitters \u003c/span>\u003cspan style=\"font-weight: 400\">that exciting things bring? \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maybe these questions point us to something else we’ve missed when demanding students pay attention: technology, and its high levels of stimulation, may be a teacher’s best tool in harnessing and maintaining student attention. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It was a frustrated seventh grader who finally clued me in. “I hear you,” he sniffled, “but you don’t get it. I never learned \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to pay attention.” I was co-teacher in his math class, and had been gently (and probably too persistently) reminding him to attend to his teacher, then his peers, then his notes, then his teacher again —asking for his brief attention on me each time I reminded him.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> we learn the soft skills of success? Who is it that unlocks the multiple levels of metacognition so we can learn to pay attention, listen while taking notes or calm down when we get uncontrollable giggles? Some students seem to be born with these skills; others pick them up by osmosis. But, if you’re like me, your classroom has at least a handful of students whose biggest impediments are not academic skills but the prerequisite skills for “Studenting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Attention” and its various applications seems to top the list of skill deficits holding my students back. Students are distracted by sights, sounds or even their own thoughts. Their brains seem to fade for periods of time, their faces stalled and staring while they “space out.” From the outside, this can look like a choice and cause endless teacher frustration. But, what if I saw a lack of attention as a skill deficit rather than a behavior? If I adjust to see students as lacking skills rather than making bad choices, how would my approach change? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As it turns out, teaching “studenting” (more formally known as “executive functioning”) is harder than it seems. I naturally just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">knew\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> how to ignore certain things, pay special attention to others and monitor my focus to make adjustments along the way. Delineating these skills into steps or patterns of thought was tough, and what I thought of may not at all match the thoughts or needs of my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did work, however, was to first sell students on the need for improvements (“Hey! Wouldn’t it be nice to not be in trouble all the time?”) then hit them where they already live: in their iPads and phones. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first group of apps my students and I explored helped students manage their independent work time. The free \u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/focus-keeper-work-study-timer/id830466924?mt=8\">\u003cspan style=\"font-weight: 400\">Focus Keeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> app was designed to support the \u003c/span>\u003ca href=\"https://lifehacker.com/productivity-101-a-primer-to-the-pomodoro-technique-1598992730\">\u003cspan style=\"font-weight: 400\">Pomodoro Method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which separates focused work time into twenty-or-so minute periods, with short breaks in between.\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/CE_0f7vxyS4'\n title='//www.youtube.com/embed/CE_0f7vxyS4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After a few rounds of focus time and breaks, the user is prompted to take a longer break. The app can run in the background while students continue to work on their devices, but it will make a clock ticking sound if you don’t adjust the settings. (Leave the sound low, if possible, so students can hear the quick bell to indicate break time). My students were initially excited to be allowed to take breaks, and they eagerly jumped into using Focus Keeper. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My first rookie move was illuminated 23, 24.5, 26, 22 minutes later, when each of their timers alerted them to take breaks — at different times. Needless to say, we moved to a single class timer after that! The app counts down the time and shows a visual of the time decreasing, which one student said helped him realize what twenty minutes felt like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One uber-pragmatic student, however, wondered aloud why a teacher would allow students time “off” a task and chose not to take the breaks at first. After a few days and some reflection, he conceded that breaks helped him feel less tired. “It doesn’t make sense at first, but it’s true,” he said, “I get more done when I give myself break time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of apps fell into the “brain training” category. These free apps claim to boost memory and other brain functions; they’re game-based, and most of them track progress over time, motivating students to beat their old scores. The idea is that if a student can practice focus using an app, he or she will be able to extend that improvement to other areas of life. These brain training apps also attempt to improve working memory, which is tied closely to successful attention in class. There are countless apps in the brain training category, so choosing them was my first hurdle. And ok, ok, I kind of got lost playing the games in the apps. I allowed my students to choose from a list of apps I had checked out ahead of time (and made sure were able to get past the district’s download restrictions). Here are their top choices: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://itunes.apple.com/us/app/numbers-flow-free-tap-new-focus-booster-games/id1181608645?mt=8\">\u003cspan style=\"font-weight: 400\">Numbers Flow \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is an app for Apple devices that asks users to tap numbers scattered across the screen in ascending order. The students enjoyed beating their own scores and excelling at something challenging. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Peak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Elevate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"http://www.fitbrains.com/\">\u003cspan style=\"font-weight: 400\">Fit Brains Trainer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allow students to choose their goal areas for growth, with options like problem solving, memory, and attention. Elevate even has a baseline assessment to personalize student games. I found these apps to be most appealing to students who truly want to improve in their areas of deficit. Students who were looking for more fun were likely to desert the apps when they required students engage with their deficit skills. I could almost always tell which type of game certain students were on when they started arguing with their iPads. Each of these apps is available for Android or Apple, all with free versions or the option to upgrade for a fee. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While I am thrilled with the excitement and growth mindsets of students seeing themselves as capable of improving, a question still lingers: will these apps be effective in supporting and improving student attention all year? Brain research shows that new, novel experiences command more attention and provide the brain with the chemicals matching higher levels of stimulation. Are these apps helping extend my students’ attention spans, or am I capitalizing on the flood of \u003c/span>\u003cspan style=\"font-weight: 400\">neurotransmitters \u003c/span>\u003cspan style=\"font-weight: 400\">that exciting things bring? \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\">Maybe these questions point us to something else we’ve missed when demanding students pay attention: technology, and its high levels of stimulation, may be a teacher’s best tool in harnessing and maintaining student attention. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Teachers Who Blog: The 20 Best of 2017",
"headTitle": "Teachers Who Blog: The 20 Best of 2017 | KQED",
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">I read a lot of educational blogs. As both the coordinating editor for KQED’s “In the Classroom” and as a social studies teacher at San Marino High School, it comes with the territory. The best blogs I have read are generally those written by teachers that describe various teaching, learning, and assessment strategies.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Appearing in alphabetical order below are the 20 teacher-bloggers who have impacted me the most in 2017:\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp style=\"text-align: center\">_ _ _ _ _ _ _ _ _ _ _\u003c/p>\n\u003ch4>Alice Chen\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alice Chen is a Suzanne Middle School teacher (8th-grade Language Arts, Technology Coach). Alice’s school is located in Walnut, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/wondertechedu\">\u003cspan style=\"font-weight: 400\">@wondertechedu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com\">\u003cspan style=\"font-weight: 400\">Alice in Wonder Tech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Alice’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/03/14/real-news-fake-news-or-opinion-teaching-our-students-to-discern-the-difference/\">\u003cspan style=\"font-weight: 400\">Real News, Fake News or Opinion? Teaching Our Students to Discern the Difference\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/05/16/8-ways-for-students-to-reflect-on-their-learning/\">\u003cspan style=\"font-weight: 400\">8 Ways for Students to Reflect on Their Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/21/empowering-students-with-peer-designed-lessons/\">\u003cspan style=\"font-weight: 400\">Empowering Students with Peer-Designed Lessons\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Amy Rosenstein\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amy Rosenstein is a Concord Road Elementary School teacher. Amy’s school is located in Ardsley, New York and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/SkypeAmy\">\u003cspan style=\"font-weight: 400\">@SkypeAmy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Amy’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/06/13/how-elementary-school-students-and-their-teachers-tell-stories-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">How Elementary School Students and their Teachers Tell Stories in the Digital Age\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/11/21/students-transform-into-global-change-agents-with-technology/\">\u003cspan style=\"font-weight: 400\">Students Transform into Global Change Agents with Technology\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">Video Conferencing Magic in the Elementary School Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528734\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-800x448.jpg\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-800x448.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-768x430.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-520x291.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Bob Kelly\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bob Kelly is a Minarets High School teacher (AP US History, US History, US Government, Economics, Psychology). Bob’s school is located outside Yosemite National Park in the Sierra Nevada foothills of California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/MrKellyIII\">\u003cspan style=\"font-weight: 400\">@MrKellyIII\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his \u003c/span>\u003ca href=\"http://learningismybusiness.blogspot.com\">\u003cspan style=\"font-weight: 400\">Learning is My Business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Bob’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/11/30/integrating-current-events-with-kqeds-the-lowdown/\">\u003cspan style=\"font-weight: 400\">Integrating Current Events with KQED’s “The Lowdown”\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://learningismybusiness.blogspot.com/2017/08/how-can-we-understand-legacy-of-slavery.html\">\u003cspan style=\"font-weight: 400\">How can we understand the legacy of slavery, the Civil War, and what happened in Charlottesville, VA?\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://learningismybusiness.blogspot.com/2017/07/was-dr-seuss-racist-fake-news-or.html\">\u003cspan style=\"font-weight: 400\">Was Dr. Seuss Racist?!? Fake News or a Teachable Moment?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://learningismybusiness.blogspot.com/2017/02/moving-forward.html\">\u003cspan style=\"font-weight: 400\">Moving Forward\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Catlin Tucker\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Catlin Tucker is a Windsor High School teacher (9th and 10th grade English Language Arts). Catlin’s school is located in Windsor, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/Catlin_Tucker\">\u003cspan style=\"font-weight: 400\">@Catlin_Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://catlintucker.com\">\u003cspan style=\"font-weight: 400\">Catlin Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Catlin’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/04/stop-taking-grading-home/\">\u003cspan style=\"font-weight: 400\">Stop Taking Grading Home\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/06/battle-traditional-perceptions/\">\u003cspan style=\"font-weight: 400\">Battling Against Traditional Perception of Teaching and Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/05/3-probs-trad-grades/\">\u003cspan style=\"font-weight: 400\">3 Problems with Traditional Grades\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/02/student-designed-stations/\">\u003cspan style=\"font-weight: 400\">Station Rotation Model: Student Designed & Led Stations\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/08/google-docs-scavenger-hunt/\">\u003cspan style=\"font-weight: 400\">Google Docs Scavenger Hunt\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Darcy Salvadore\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Darcy Salvadore is a Los Osos High School \u003c/span>\u003cspan style=\"font-weight: 400\">teacher (11th and 12th grade English). \u003c/span>\u003cspan style=\"font-weight: 400\"> Darcy’s school is located in Rancho Cucamonga, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/drcyslvdr\">\u003cspan style=\"font-weight: 400\">@drcyslvdr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Darcy’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/19/when-the-wifi-doesnt-work-still-a-great-opportunity-for-learning/\">\u003cspan style=\"font-weight: 400\">When the WiFi Doesn’t Work Teach Resilience, Patience, and Problem-Solving\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/19/how-to-transform-research-into-curation-using-pinterest-and-flipboard/\">\u003cspan style=\"font-weight: 400\">How to Transform Research into Curation Using Pinterest and Flipboard\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528762 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1020x574.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-960x541.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>David Cutler\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">David Cutler is a Brimmer and May High School teacher (American History, Government, Latin American History). David’s school is an independent school located in Chestnut Hill, Massachusetts and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/spinedu\">\u003cspan style=\"font-weight: 400\">@SpinEDu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. David’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbs.org/newshour/education/column-use-george-washington-make-kids-care-fake-news\">\u003cspan style=\"font-weight: 400\">How I Use George Washington to Make Kids Care about ‘Fake News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbs.org/newshour/education/teaching-kids-about-thanksgiving-or-columbus-they-deserve-the-real-story\">\u003cspan style=\"font-weight: 400\">Teaching Kids about Thanksgiving or Columbus? They Deserve the Real Story\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/why-i-teach-journalism-my-history-classes\">\u003cspan style=\"font-weight: 400\">Why I Teach Journalism in My History Classes\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/teaching-why-facts-still-matter-david-cutler\">\u003cspan style=\"font-weight: 400\">Teaching Why Facts Still Matter\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.edutopia.org/blog/you-cannot-cover-everything-david-cutler\">\u003cspan style=\"font-weight: 400\">You Can’t Cover Everything\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Jen Roberts\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jen Roberts is a Point Loma High School teacher (9th grade English). Jen’s school is located in San Diego, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/JenRoberts1\">\u003cspan style=\"font-weight: 400\">@JenRoberts1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://www.litandtech.com/\">\u003cspan style=\"font-weight: 400\">Literacy, Technology, Policy, Etc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Jen’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/differentiation-with-branching-google.html\">\u003cspan style=\"font-weight: 400\">Differentiation with Branching Google Forms\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/05/reading-challenges-choice-with-subtle.html\">\u003cspan style=\"font-weight: 400\">Reading Challenges: Choice with a Subtle Nudge\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/09/self-evaluation-google-form-for-students.html\">\u003cspan style=\"font-weight: 400\">Self-Evaluation Google Form for Students\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/book-check-out-form-my-classroom.html\">\u003cspan style=\"font-weight: 400\">Book Check Out Form: My Classroom Library Solution\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/got-few-minutes-at-end-of-class.html\">\u003cspan style=\"font-weight: 400\">Got a Few Minutes at the End of Class?\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Jim Pike\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout much of 2017, Jim Pike was an Albert Einstein Academy teacher (5th and 6th grade STEAM) and the director of Game-Based Learning and CodeREVKids.com Learning Centers (Santa Monica). In the fall, Jim became a Sycamore School teacher. This school is located in Malibu, CA. Jim can be reached via Twitter @joakleyiii. Jim’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/05/25/how-minecraft-teaches-5th-graders-video-game-design/\">\u003cspan style=\"font-weight: 400\">How Minecraft Teaches 5th Graders Video Game Design\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2016/10/20/harness-student-creativity-with-minecraft-movies/\">\u003cspan style=\"font-weight: 400\">Harness Student Creativity with Minecraft Movies\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>John Walter\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">John Walter is a Junction City High School teacher (Journalism, American Ethnic Studies.) John’s school is located in Junction City, Kansas and he can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/John_MWalter\">\u003cspan style=\"font-weight: 400\">@John_MWalter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. John’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/02/06/getting-started-with-snapchat-in-your-classroom/\">\u003cspan style=\"font-weight: 400\">Getting Started with Snapchat in Your Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/03/28/the-iam-video-project-a-creative-get-to-know-you-activity/\">\u003cspan style=\"font-weight: 400\">The iAM Video Project: A Creative ‘Get-to-Know-You’ Activity\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528738\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>Kelley Hutchison\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kelley Hutchison lives in Portland, Oregon, having moved there recently. Previously, she taught English at both Amador Valley High School in Pleasanton, CA and Leland High School in San Jose, CA. She can be reached via Twitter @TheMrsHutch. Kelley’s best blog posts for 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/10/10/in-defense-of-podcasting/\" target=\"_blank\" rel=\"noopener\">The Power of Podcasting: A New Way for Students to Experience Narrative\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/11/17/embracing-annotations-the-know-how/\" target=\"_blank\" rel=\"noopener\">Embracing Annotations: The Know How\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Laura Bradley\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laura Bradley is a Kenilworth Junior High School teacher (English 8, Design Lab 8, and Broadcast Media 7/8). Laura’s school is located in Petaluma, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/LAMBRADLEY\">\u003cspan style=\"font-weight: 400\">@LAMBradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"https://laurabradley.me\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Laura’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/12/putting-empathy-and-digital-citizenship-at-the-center-of-our-classrooms/\">\u003cspan style=\"font-weight: 400\">Putting Empathy and Digital Citizenship at the Center of our Classrooms\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/04/11/broadcasting-class-creates-an-authentic-real-world-learning-experience/\">\u003cspan style=\"font-weight: 400\">Broadcasting Class Creates an Authentic Real-World Learning Experience\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/original-makerspace-laura-bradley\">\u003cspan style=\"font-weight: 400\">The Original Makerspace\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/flexible-seating-middle-school-laura-bradley\">\u003cspan style=\"font-weight: 400\">Flexible Seating in Middle School\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://blog.cue.org/novel-idea-student-writing/\">\u003cspan style=\"font-weight: 400\">A Novel Idea for Student Writing\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528736\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-800x465.png\" width=\"640\" height=\"372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-800x465.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-520x302.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM.png 810w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Mariana Garcia-Serrato\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mariana Garcia-Serrato is an Oak Grove School District teacher (5th-8th grade Science, Engineering). Mariana’s school district is located in San Jose, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/MarianaGSerrato\">\u003cspan style=\"font-weight: 400\">@MarianaGSerrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://teachingabovethetest.blogspot.com/\">\u003cspan style=\"font-weight: 400\">Teaching Above the Test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Mariana’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://teachingabovethetest.blogspot.com/2017/12/twitter-tool-for-teacher-professional.html\">\u003cspan style=\"font-weight: 400\">Twitter, a Tool for Professional Development\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://teachingabovethetest.blogspot.com/2017/12/leaderboard-and-badging-with-google.html\">\u003cspan style=\"font-weight: 400\">Leaderboards and Badging with Google Sheets\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/05/02/blogging-in-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">Blogging in the Science Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/24/go-beyond-snapchat-with-layered-selfies/\">\u003cspan style=\"font-weight: 400\">Go Beyond Snapchat with Layered Selfies\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Michael Hernandez\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Hernandez is a Mira Costa High School teacher (Cinema, Journalism). Michael’s school is located in Manhattan Beach, California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/cinehead\">\u003cspan style=\"font-weight: 400\">@cinehead\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his \u003c/span>\u003ca href=\"http://michael-hernandez.net\">\u003cspan style=\"font-weight: 400\">Michael Hernandez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Michael’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://bit.ly/2fL1CvW\">\u003cspan style=\"font-weight: 400\">What My Deaf And Hard Of Hearing Students Taught Me About Good Teaching\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edsurge.com/news/2017-09-26-from-analog-to-digital-why-and-how-to-teach-students-to-write-for-an-online-audience\">\u003cspan style=\"font-weight: 400\">Why and How to Write For An Online Audience\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://bit.ly/FilmAndLit\">\u003cspan style=\"font-weight: 400\">Embracing Film Theory in ELA Curriculum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://to.pbs.org/2j6aUmX\">\u003cspan style=\"font-weight: 400\">Service-Learning Leads to Personalized Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/17/explainer-videos-a-fun-way-for-students-to-show-what-they-know/\">\u003cspan style=\"font-weight: 400\">Explainer Videos: A Fun Way for Students to Show What They Know\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Nicole Naditz\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nicole Naditz is a Bella Vista High School teacher (French Language and Culture). Nicole’s school is located near Sacramento, California and she can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/NicoleNaditz\">\u003cspan style=\"font-weight: 400\">@NicoleNaditz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nicole’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/06/15/flipgrid-the-global-classroom-connections-maker/\">\u003cspan style=\"font-weight: 400\">Flipgrid: The Global Classroom Connections Maker\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/05/free-robust-and-unglitchy-digital-portfolios-with-seesaw/\">\u003cspan style=\"font-weight: 400\">Free, Robust and “Unglitchy”: Digital Portfolios with Seesaw\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528766\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1-240x135.jpg 240w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>Robert Ward\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Robert Ward is a T.S. King Middle School teacher (8th grade English). Robert’s school is located in Los Angeles, California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/rewardingedu?lang=en\">\u003cspan style=\"font-weight: 400\">@RewardingEdu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and on his \u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/\">\u003cspan style=\"font-weight: 400\">Rewarding Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Robert’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/young-adult-novels-teach-growth-mindset-robert-ward\">\u003cspan style=\"font-weight: 400\">Young Adult Novels that Teach a Growth Mindset\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://inservice.ascd.org/the-fallacy-of-failure/\">\u003cspan style=\"font-weight: 400\">The Fallacy of Failure\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www2.ncte.org/blog/2017/03/dispelling-myth-intelligence-instant-easy/\">\u003cspan style=\"font-weight: 400\">Dispelling the Myth that Intelligence = Instant and Easy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://rewardingeducation.wordpress.com/2017/06/05/enduring-the-educational-pendulum-education-week/\">\u003cspan style=\"font-weight: 400\">Enduring the Educational Pendulum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\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>\u003c/li>\n\u003c/ul>\n\u003ch4>Scott Petri\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scott Petri is a John F. Kennedy High School Medical Magnet teacher (World History & The Impact of Disease, US History & Public Health). Scott’s school is\u003c/span>\u003ca href=\"https://twitter.com/scottmpetri?lang=en\">\u003cspan style=\"font-weight: 400\"> located in Granada Hills, California \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/scottmpetri\">\u003cspan style=\"font-weight: 400\">@scottmpetri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Scott’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">Listening is a 21st-Century Skill\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/14/automated-writing-feedback-programs-help-teachers-coach-students-how-to-write/\">\u003cspan style=\"font-weight: 400\">Automated Writing Feedback Programs Help Teachers Coach Students How to Write\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/12/13/learning-from-student-reflection/\">\u003cspan style=\"font-weight: 400\">Learning from Student Reflection\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/09/29/dark-side-of-gifted-ed/\">\u003cspan style=\"font-weight: 400\">Dark Side of Gifted Ed\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/09/20/teaching-study-skills/\">\u003cspan style=\"font-weight: 400\">Teaching Study Skill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">s\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>Vicki Davis\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vicki Davis is a \u003c/span>\u003cspan style=\"font-weight: 400\">Westwood Schools teacher (Computer Science, Computers Apps Games & Society, Keyboarding, Digital Filmmaking). Vicki’s school is located \u003c/span>\u003cspan style=\"font-weight: 400\">in \u003c/span>\u003cspan style=\"font-weight: 400\">Camilla, Georgia and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/coolcatteacher\">\u003cspan style=\"font-weight: 400\">@coolcatteacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://www.coolcatteacher.com/\">\u003cspan style=\"font-weight: 400\">Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. \u003c/span>\u003cspan style=\"font-weight: 400\">Vicki’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/google-classroom-resources/\">\u003cspan style=\"font-weight: 400\">100+ Great Google Classroom and Gsuite Resources for Educators\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/e115/\">\u003cspan style=\"font-weight: 400\">5 Mistakes Teachers Make the First Week of School\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/3-fast-free-lesson-plans-fight-fake-news/\">\u003cspan style=\"font-weight: 400\">3 Fast, Free lesson Plans to Fight Fake News\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/10-ways-to-flip-a-kid-and-turn-their-day-around/\">\u003cspan style=\"font-weight: 400\">10 Ways to Flip and Kid and Turn Their Day Around\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/best-google-drive-add-ons/\">\u003cspan style=\"font-weight: 400\">15 Best Google Drive Add-Ons for Education\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Photo by Matylda Czarnecka via Flickr, CC BY-SA 2.0\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528739\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431.jpg\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-520x292.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">The three teachers mentioned below have recently left the classroom, but given how impressed I’ve been with their blogging in 2017, I had to include them:\u003c/span>\u003c/i>\u003c/p>\n\u003ch4>Cori Orlando\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Orlando is a Simi Valley Unified School District TOSA. Previously, she taught K-4. Cori’s district is located in Simi Valley, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/CoriOrlando1\">\u003cspan style=\"font-weight: 400\">@CoriOrlando1 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and her \u003c/span>\u003ca href=\"http://leadinginlimbo.weebly.com/\">\u003cspan style=\"font-weight: 400\">Leading in Limbo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Blog. Cori’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/archives/02-2017\">\u003cspan style=\"font-weight: 400\">Children Don’t Come in a Box\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/en-pointe\">\u003cspan style=\"font-weight: 400\">En Pointe\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/yeah-but\">\u003cspan style=\"font-weight: 400\">Yeah, But…\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/june-25th-2017\">\u003cspan style=\"font-weight: 400\">Dear Perfection Seekers\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/stop-the-insanity\">\u003cspan style=\"font-weight: 400\">Stop The Insanity\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Matthew Farber\u003c/h4>\n\u003cp>\u003ca href=\"http://matthewfarber.com/\">\u003cspan style=\"font-weight: 400\">Matthew Farber, Ed.D.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a University of Northern Colorado Assistant Professor. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously, he was a 6th and 7th-grade social studies teacher for 9 years at Valleyview Middle School in Denville, New Jersey. \u003c/span>\u003cspan style=\"font-weight: 400\">His current school (UNC) is located in Greeley, Colorado and he can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/matthewfarber?lang=en\">\u003cspan style=\"font-weight: 400\">@MatthewFarber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Farber’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/blog/how-games-can-be-a-centerpiece-for-student-driven-learning\">\u003cspan style=\"font-weight: 400\">How Games Can Be a Centerpiece for Student-Driven Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/learning-tinkering\">\u003cspan style=\"font-weight: 400\">Learning by Tinkering\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/taking-advantage-power-play\">\u003cspan style=\"font-weight: 400\">Taking Advantage of the Power of Play\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://edut.to/2sZqsAx\">\u003cspan style=\"font-weight: 400\">Standards-Aligned Genius Hour\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/border-crossings-matthew-farber\">\u003cspan style=\"font-weight: 400\">Exploring the World in Your Class\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Peg Grafwallner\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peg Grafwallner, M.Ed. is a Ronald Reagan IB High School Instructional Coach/Reading Specialist. Previously, she taught freshmen English. Peg’s current school (RRHS) is located in Milwaukee, Wisconsin and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/peggrafwallner?lang=en\">\u003cspan style=\"font-weight: 400\">@PegGrafwallner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"https://www.peggrafwallner.com/\">\u003cspan style=\"font-weight: 400\">Peg Grafwallner, M.Ed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Peg’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/coaching-novice-teacher\">\u003cspan style=\"font-weight: 400\">Coaching the Novice Teacher\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/coaching-veteran-teacher\">\u003cspan style=\"font-weight: 400\">Coaching the Veteran Teacher\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/keeping-learning-real-relevant-and-relatable\">\u003cspan style=\"font-weight: 400\">Keeping Learning Real, Relevant and Relatable\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/what-ive-learned-special-ed-teachers\">\u003cspan style=\"font-weight: 400\">What I’ve Learned From Special Ed Teachers\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/discussion/how-i-spent-my-holiday-break\">\u003cspan style=\"font-weight: 400\">How I Spent My Holiday Break\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about each of the above-mentioned teacher bloggers, \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1nol149sch-_C5vAzURcDn8kQ2kYNVtWmWnNeeph5wmM/edit\">\u003cspan style=\"font-weight: 400\">click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528764\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-800x449.png\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-800x449.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-768x431.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-375x210.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-27-at-9.07.56-AM.png 940w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">I read a lot of educational blogs. As both the coordinating editor for KQED’s “In the Classroom” and as a social studies teacher at San Marino High School, it comes with the territory. The best blogs I have read are generally those written by teachers that describe various teaching, learning, and assessment strategies.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Appearing in alphabetical order below are the 20 teacher-bloggers who have impacted me the most in 2017:\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp style=\"text-align: center\">_ _ _ _ _ _ _ _ _ _ _\u003c/p>\n\u003ch4>Alice Chen\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alice Chen is a Suzanne Middle School teacher (8th-grade Language Arts, Technology Coach). Alice’s school is located in Walnut, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/wondertechedu\">\u003cspan style=\"font-weight: 400\">@wondertechedu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com\">\u003cspan style=\"font-weight: 400\">Alice in Wonder Tech\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Alice’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/03/14/real-news-fake-news-or-opinion-teaching-our-students-to-discern-the-difference/\">\u003cspan style=\"font-weight: 400\">Real News, Fake News or Opinion? Teaching Our Students to Discern the Difference\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/05/16/8-ways-for-students-to-reflect-on-their-learning/\">\u003cspan style=\"font-weight: 400\">8 Ways for Students to Reflect on Their Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/21/empowering-students-with-peer-designed-lessons/\">\u003cspan style=\"font-weight: 400\">Empowering Students with Peer-Designed Lessons\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Amy Rosenstein\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amy Rosenstein is a Concord Road Elementary School teacher. Amy’s school is located in Ardsley, New York and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/SkypeAmy\">\u003cspan style=\"font-weight: 400\">@SkypeAmy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Amy’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/06/13/how-elementary-school-students-and-their-teachers-tell-stories-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">How Elementary School Students and their Teachers Tell Stories in the Digital Age\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/11/21/students-transform-into-global-change-agents-with-technology/\">\u003cspan style=\"font-weight: 400\">Students Transform into Global Change Agents with Technology\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">Video Conferencing Magic in the Elementary School Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528734\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-800x448.jpg\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-800x448.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-768x430.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/unnamed-1-960x538-520x291.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Bob Kelly\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bob Kelly is a Minarets High School teacher (AP US History, US History, US Government, Economics, Psychology). Bob’s school is located outside Yosemite National Park in the Sierra Nevada foothills of California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/MrKellyIII\">\u003cspan style=\"font-weight: 400\">@MrKellyIII\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his \u003c/span>\u003ca href=\"http://learningismybusiness.blogspot.com\">\u003cspan style=\"font-weight: 400\">Learning is My Business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Bob’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/11/30/integrating-current-events-with-kqeds-the-lowdown/\">\u003cspan style=\"font-weight: 400\">Integrating Current Events with KQED’s “The Lowdown”\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://learningismybusiness.blogspot.com/2017/08/how-can-we-understand-legacy-of-slavery.html\">\u003cspan style=\"font-weight: 400\">How can we understand the legacy of slavery, the Civil War, and what happened in Charlottesville, VA?\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://learningismybusiness.blogspot.com/2017/07/was-dr-seuss-racist-fake-news-or.html\">\u003cspan style=\"font-weight: 400\">Was Dr. Seuss Racist?!? Fake News or a Teachable Moment?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://learningismybusiness.blogspot.com/2017/02/moving-forward.html\">\u003cspan style=\"font-weight: 400\">Moving Forward\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Catlin Tucker\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Catlin Tucker is a Windsor High School teacher (9th and 10th grade English Language Arts). Catlin’s school is located in Windsor, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/Catlin_Tucker\">\u003cspan style=\"font-weight: 400\">@Catlin_Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://catlintucker.com\">\u003cspan style=\"font-weight: 400\">Catlin Tucker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Catlin’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/04/stop-taking-grading-home/\">\u003cspan style=\"font-weight: 400\">Stop Taking Grading Home\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/06/battle-traditional-perceptions/\">\u003cspan style=\"font-weight: 400\">Battling Against Traditional Perception of Teaching and Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/05/3-probs-trad-grades/\">\u003cspan style=\"font-weight: 400\">3 Problems with Traditional Grades\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/02/student-designed-stations/\">\u003cspan style=\"font-weight: 400\">Station Rotation Model: Student Designed & Led Stations\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://catlintucker.com/2017/08/google-docs-scavenger-hunt/\">\u003cspan style=\"font-weight: 400\">Google Docs Scavenger Hunt\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Darcy Salvadore\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Darcy Salvadore is a Los Osos High School \u003c/span>\u003cspan style=\"font-weight: 400\">teacher (11th and 12th grade English). \u003c/span>\u003cspan style=\"font-weight: 400\"> Darcy’s school is located in Rancho Cucamonga, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/drcyslvdr\">\u003cspan style=\"font-weight: 400\">@drcyslvdr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Darcy’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/19/when-the-wifi-doesnt-work-still-a-great-opportunity-for-learning/\">\u003cspan style=\"font-weight: 400\">When the WiFi Doesn’t Work Teach Resilience, Patience, and Problem-Solving\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/19/how-to-transform-research-into-curation-using-pinterest-and-flipboard/\">\u003cspan style=\"font-weight: 400\">How to Transform Research into Curation Using Pinterest and Flipboard\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528762 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1020x574.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-960x541.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-276722-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>David Cutler\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">David Cutler is a Brimmer and May High School teacher (American History, Government, Latin American History). David’s school is an independent school located in Chestnut Hill, Massachusetts and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/spinedu\">\u003cspan style=\"font-weight: 400\">@SpinEDu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. David’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbs.org/newshour/education/column-use-george-washington-make-kids-care-fake-news\">\u003cspan style=\"font-weight: 400\">How I Use George Washington to Make Kids Care about ‘Fake News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbs.org/newshour/education/teaching-kids-about-thanksgiving-or-columbus-they-deserve-the-real-story\">\u003cspan style=\"font-weight: 400\">Teaching Kids about Thanksgiving or Columbus? They Deserve the Real Story\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/why-i-teach-journalism-my-history-classes\">\u003cspan style=\"font-weight: 400\">Why I Teach Journalism in My History Classes\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/teaching-why-facts-still-matter-david-cutler\">\u003cspan style=\"font-weight: 400\">Teaching Why Facts Still Matter\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.edutopia.org/blog/you-cannot-cover-everything-david-cutler\">\u003cspan style=\"font-weight: 400\">You Can’t Cover Everything\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Jen Roberts\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jen Roberts is a Point Loma High School teacher (9th grade English). Jen’s school is located in San Diego, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/JenRoberts1\">\u003cspan style=\"font-weight: 400\">@JenRoberts1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://www.litandtech.com/\">\u003cspan style=\"font-weight: 400\">Literacy, Technology, Policy, Etc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Jen’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/differentiation-with-branching-google.html\">\u003cspan style=\"font-weight: 400\">Differentiation with Branching Google Forms\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/05/reading-challenges-choice-with-subtle.html\">\u003cspan style=\"font-weight: 400\">Reading Challenges: Choice with a Subtle Nudge\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/09/self-evaluation-google-form-for-students.html\">\u003cspan style=\"font-weight: 400\">Self-Evaluation Google Form for Students\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/book-check-out-form-my-classroom.html\">\u003cspan style=\"font-weight: 400\">Book Check Out Form: My Classroom Library Solution\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.litandtech.com/2017/06/got-few-minutes-at-end-of-class.html\">\u003cspan style=\"font-weight: 400\">Got a Few Minutes at the End of Class?\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Jim Pike\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout much of 2017, Jim Pike was an Albert Einstein Academy teacher (5th and 6th grade STEAM) and the director of Game-Based Learning and CodeREVKids.com Learning Centers (Santa Monica). In the fall, Jim became a Sycamore School teacher. This school is located in Malibu, CA. Jim can be reached via Twitter @joakleyiii. Jim’s best posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/05/25/how-minecraft-teaches-5th-graders-video-game-design/\">\u003cspan style=\"font-weight: 400\">How Minecraft Teaches 5th Graders Video Game Design\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2016/10/20/harness-student-creativity-with-minecraft-movies/\">\u003cspan style=\"font-weight: 400\">Harness Student Creativity with Minecraft Movies\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>John Walter\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">John Walter is a Junction City High School teacher (Journalism, American Ethnic Studies.) John’s school is located in Junction City, Kansas and he can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/John_MWalter\">\u003cspan style=\"font-weight: 400\">@John_MWalter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. John’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/02/06/getting-started-with-snapchat-in-your-classroom/\">\u003cspan style=\"font-weight: 400\">Getting Started with Snapchat in Your Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/03/28/the-iam-video-project-a-creative-get-to-know-you-activity/\">\u003cspan style=\"font-weight: 400\">The iAM Video Project: A Creative ‘Get-to-Know-You’ Activity\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528738\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-287336-2-768x432-1-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>Kelley Hutchison\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kelley Hutchison lives in Portland, Oregon, having moved there recently. Previously, she taught English at both Amador Valley High School in Pleasanton, CA and Leland High School in San Jose, CA. She can be reached via Twitter @TheMrsHutch. Kelley’s best blog posts for 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/10/10/in-defense-of-podcasting/\" target=\"_blank\" rel=\"noopener\">The Power of Podcasting: A New Way for Students to Experience Narrative\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/11/17/embracing-annotations-the-know-how/\" target=\"_blank\" rel=\"noopener\">Embracing Annotations: The Know How\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Laura Bradley\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laura Bradley is a Kenilworth Junior High School teacher (English 8, Design Lab 8, and Broadcast Media 7/8). Laura’s school is located in Petaluma, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/LAMBRADLEY\">\u003cspan style=\"font-weight: 400\">@LAMBradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"https://laurabradley.me\">\u003cspan style=\"font-weight: 400\">Laura Bradley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Laura’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/12/putting-empathy-and-digital-citizenship-at-the-center-of-our-classrooms/\">\u003cspan style=\"font-weight: 400\">Putting Empathy and Digital Citizenship at the Center of our Classrooms\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/04/11/broadcasting-class-creates-an-authentic-real-world-learning-experience/\">\u003cspan style=\"font-weight: 400\">Broadcasting Class Creates an Authentic Real-World Learning Experience\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/original-makerspace-laura-bradley\">\u003cspan style=\"font-weight: 400\">The Original Makerspace\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/flexible-seating-middle-school-laura-bradley\">\u003cspan style=\"font-weight: 400\">Flexible Seating in Middle School\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://blog.cue.org/novel-idea-student-writing/\">\u003cspan style=\"font-weight: 400\">A Novel Idea for Student Writing\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528736\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-800x465.png\" width=\"640\" height=\"372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-800x465.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM-520x302.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/Screen-Shot-2017-12-26-at-11.06.24-AM.png 810w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Mariana Garcia-Serrato\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mariana Garcia-Serrato is an Oak Grove School District teacher (5th-8th grade Science, Engineering). Mariana’s school district is located in San Jose, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/MarianaGSerrato\">\u003cspan style=\"font-weight: 400\">@MarianaGSerrato\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://teachingabovethetest.blogspot.com/\">\u003cspan style=\"font-weight: 400\">Teaching Above the Test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Mariana’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://teachingabovethetest.blogspot.com/2017/12/twitter-tool-for-teacher-professional.html\">\u003cspan style=\"font-weight: 400\">Twitter, a Tool for Professional Development\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://teachingabovethetest.blogspot.com/2017/12/leaderboard-and-badging-with-google.html\">\u003cspan style=\"font-weight: 400\">Leaderboards and Badging with Google Sheets\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/05/02/blogging-in-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">Blogging in the Science Classroom\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/24/go-beyond-snapchat-with-layered-selfies/\">\u003cspan style=\"font-weight: 400\">Go Beyond Snapchat with Layered Selfies\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Michael Hernandez\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Hernandez is a Mira Costa High School teacher (Cinema, Journalism). Michael’s school is located in Manhattan Beach, California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/cinehead\">\u003cspan style=\"font-weight: 400\">@cinehead\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his \u003c/span>\u003ca href=\"http://michael-hernandez.net\">\u003cspan style=\"font-weight: 400\">Michael Hernandez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Michael’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://bit.ly/2fL1CvW\">\u003cspan style=\"font-weight: 400\">What My Deaf And Hard Of Hearing Students Taught Me About Good Teaching\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edsurge.com/news/2017-09-26-from-analog-to-digital-why-and-how-to-teach-students-to-write-for-an-online-audience\">\u003cspan style=\"font-weight: 400\">Why and How to Write For An Online Audience\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://bit.ly/FilmAndLit\">\u003cspan style=\"font-weight: 400\">Embracing Film Theory in ELA Curriculum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://to.pbs.org/2j6aUmX\">\u003cspan style=\"font-weight: 400\">Service-Learning Leads to Personalized Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/17/explainer-videos-a-fun-way-for-students-to-show-what-they-know/\">\u003cspan style=\"font-weight: 400\">Explainer Videos: A Fun Way for Students to Show What They Know\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Nicole Naditz\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nicole Naditz is a Bella Vista High School teacher (French Language and Culture). Nicole’s school is located near Sacramento, California and she can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/NicoleNaditz\">\u003cspan style=\"font-weight: 400\">@NicoleNaditz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Nicole’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/06/15/flipgrid-the-global-classroom-connections-maker/\">\u003cspan style=\"font-weight: 400\">Flipgrid: The Global Classroom Connections Maker\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/12/05/free-robust-and-unglitchy-digital-portfolios-with-seesaw/\">\u003cspan style=\"font-weight: 400\">Free, Robust and “Unglitchy”: Digital Portfolios with Seesaw\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528766\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1.jpg\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/pexels-photo-207665-375x211-1-240x135.jpg 240w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>Robert Ward\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Robert Ward is a T.S. King Middle School teacher (8th grade English). Robert’s school is located in Los Angeles, California and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/rewardingedu?lang=en\">\u003cspan style=\"font-weight: 400\">@RewardingEdu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and on his \u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/\">\u003cspan style=\"font-weight: 400\">Rewarding Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Robert’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/young-adult-novels-teach-growth-mindset-robert-ward\">\u003cspan style=\"font-weight: 400\">Young Adult Novels that Teach a Growth Mindset\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://inservice.ascd.org/the-fallacy-of-failure/\">\u003cspan style=\"font-weight: 400\">The Fallacy of Failure\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www2.ncte.org/blog/2017/03/dispelling-myth-intelligence-instant-easy/\">\u003cspan style=\"font-weight: 400\">Dispelling the Myth that Intelligence = Instant and Easy\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://rewardingeducation.wordpress.com/2017/06/05/enduring-the-educational-pendulum-education-week/\">\u003cspan style=\"font-weight: 400\">Enduring the Educational Pendulum\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\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>\u003c/li>\n\u003c/ul>\n\u003ch4>Scott Petri\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scott Petri is a John F. Kennedy High School Medical Magnet teacher (World History & The Impact of Disease, US History & Public Health). Scott’s school is\u003c/span>\u003ca href=\"https://twitter.com/scottmpetri?lang=en\">\u003cspan style=\"font-weight: 400\"> located in Granada Hills, California \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and he can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/scottmpetri\">\u003cspan style=\"font-weight: 400\">@scottmpetri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Scott’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.gettingsmart.com/2017/02/listening-is-a-21st-century-skill/\">\u003cspan style=\"font-weight: 400\">Listening is a 21st-Century Skill\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/2017/09/14/automated-writing-feedback-programs-help-teachers-coach-students-how-to-write/\">\u003cspan style=\"font-weight: 400\">Automated Writing Feedback Programs Help Teachers Coach Students How to Write\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/12/13/learning-from-student-reflection/\">\u003cspan style=\"font-weight: 400\">Learning from Student Reflection\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/09/29/dark-side-of-gifted-ed/\">\u003cspan style=\"font-weight: 400\">Dark Side of Gifted Ed\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://historyrewriter.com/2017/09/20/teaching-study-skills/\">\u003cspan style=\"font-weight: 400\">Teaching Study Skill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">s\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>Vicki Davis\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vicki Davis is a \u003c/span>\u003cspan style=\"font-weight: 400\">Westwood Schools teacher (Computer Science, Computers Apps Games & Society, Keyboarding, Digital Filmmaking). Vicki’s school is located \u003c/span>\u003cspan style=\"font-weight: 400\">in \u003c/span>\u003cspan style=\"font-weight: 400\">Camilla, Georgia and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/coolcatteacher\">\u003cspan style=\"font-weight: 400\">@coolcatteacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"http://www.coolcatteacher.com/\">\u003cspan style=\"font-weight: 400\">Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. \u003c/span>\u003cspan style=\"font-weight: 400\">Vicki’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/google-classroom-resources/\">\u003cspan style=\"font-weight: 400\">100+ Great Google Classroom and Gsuite Resources for Educators\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/e115/\">\u003cspan style=\"font-weight: 400\">5 Mistakes Teachers Make the First Week of School\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/3-fast-free-lesson-plans-fight-fake-news/\">\u003cspan style=\"font-weight: 400\">3 Fast, Free lesson Plans to Fight Fake News\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/10-ways-to-flip-a-kid-and-turn-their-day-around/\">\u003cspan style=\"font-weight: 400\">10 Ways to Flip and Kid and Turn Their Day Around\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.coolcatteacher.com/best-google-drive-add-ons/\">\u003cspan style=\"font-weight: 400\">15 Best Google Drive Add-Ons for Education\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit name=\"Photo by Matylda Czarnecka via Flickr, CC BY-SA 2.0\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528739\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431.jpg\" width=\"640\" height=\"359\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/2727943637_2754be40ce_o-768x431-520x292.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">The three teachers mentioned below have recently left the classroom, but given how impressed I’ve been with their blogging in 2017, I had to include them:\u003c/span>\u003c/i>\u003c/p>\n\u003ch4>Cori Orlando\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Orlando is a Simi Valley Unified School District TOSA. Previously, she taught K-4. Cori’s district is located in Simi Valley, California and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/CoriOrlando1\">\u003cspan style=\"font-weight: 400\">@CoriOrlando1 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and her \u003c/span>\u003ca href=\"http://leadinginlimbo.weebly.com/\">\u003cspan style=\"font-weight: 400\">Leading in Limbo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Blog. Cori’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/archives/02-2017\">\u003cspan style=\"font-weight: 400\">Children Don’t Come in a Box\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/en-pointe\">\u003cspan style=\"font-weight: 400\">En Pointe\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/yeah-but\">\u003cspan style=\"font-weight: 400\">Yeah, But…\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/june-25th-2017\">\u003cspan style=\"font-weight: 400\">Dear Perfection Seekers\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://leadinginlimbo.weebly.com/leading-in-limbo/stop-the-insanity\">\u003cspan style=\"font-weight: 400\">Stop The Insanity\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Matthew Farber\u003c/h4>\n\u003cp>\u003ca href=\"http://matthewfarber.com/\">\u003cspan style=\"font-weight: 400\">Matthew Farber, Ed.D.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a University of Northern Colorado Assistant Professor. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously, he was a 6th and 7th-grade social studies teacher for 9 years at Valleyview Middle School in Denville, New Jersey. \u003c/span>\u003cspan style=\"font-weight: 400\">His current school (UNC) is located in Greeley, Colorado and he can be reached via Twitter at \u003c/span>\u003ca href=\"https://twitter.com/matthewfarber?lang=en\">\u003cspan style=\"font-weight: 400\">@MatthewFarber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Dr. Farber’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/blog/how-games-can-be-a-centerpiece-for-student-driven-learning\">\u003cspan style=\"font-weight: 400\">How Games Can Be a Centerpiece for Student-Driven Learning\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/learning-tinkering\">\u003cspan style=\"font-weight: 400\">Learning by Tinkering\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/taking-advantage-power-play\">\u003cspan style=\"font-weight: 400\">Taking Advantage of the Power of Play\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://edut.to/2sZqsAx\">\u003cspan style=\"font-weight: 400\">Standards-Aligned Genius Hour\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/border-crossings-matthew-farber\">\u003cspan style=\"font-weight: 400\">Exploring the World in Your Class\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch4>Peg Grafwallner\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peg Grafwallner, M.Ed. is a Ronald Reagan IB High School Instructional Coach/Reading Specialist. Previously, she taught freshmen English. Peg’s current school (RRHS) is located in Milwaukee, Wisconsin and she can be reached via Twitter \u003c/span>\u003ca href=\"https://twitter.com/peggrafwallner?lang=en\">\u003cspan style=\"font-weight: 400\">@PegGrafwallner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and her \u003c/span>\u003ca href=\"https://www.peggrafwallner.com/\">\u003cspan style=\"font-weight: 400\">Peg Grafwallner, M.Ed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog. Peg’s best blog posts of 2017 are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/coaching-novice-teacher\">\u003cspan style=\"font-weight: 400\">Coaching the Novice Teacher\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/coaching-veteran-teacher\">\u003cspan style=\"font-weight: 400\">Coaching the Veteran Teacher\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/keeping-learning-real-relevant-and-relatable\">\u003cspan style=\"font-weight: 400\">Keeping Learning Real, Relevant and Relatable\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/article/what-ive-learned-special-ed-teachers\">\u003cspan style=\"font-weight: 400\">What I’ve Learned From Special Ed Teachers\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/discussion/how-i-spent-my-holiday-break\">\u003cspan style=\"font-weight: 400\">How I Spent My Holiday Break\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about each of the above-mentioned teacher bloggers, \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1nol149sch-_C5vAzURcDn8kQ2kYNVtWmWnNeeph5wmM/edit\">\u003cspan style=\"font-weight: 400\">click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "When the WiFi Doesn't Work Teach Resilience, Patience, and Problem-Solving",
"headTitle": "When the WiFi Doesn’t Work Teach Resilience, Patience, and Problem-Solving | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I applied for and received a full set of Chromebooks for my 11 and 12th grade English Language Arts classes. To get ready to use the Chromebooks on the first day of school, I attended several professional development days during the summer at the district office. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As excited as I was to provide my students with an opportunity to use these new computers, I was also a little apprehensive: Chromebooks are great educational tools, but they’ve got to have an internet connection to be useful—and what if the school’s WiFi connection didn’t work well? What if the WiFi didn’t work at all? How could I teach a Chromebooks-based lesson without using the Chromebooks? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began to consider whether or not to plan two distinct, separate lessons—one with the Chromebooks and one without. I saw one of my favorite tech coaches in the teacher’s lounge. With some urgency, I asked, “What do you think? Should I have the kids use technology tomorrow? Or, should I wait and see how well the WiFi is working? Should I make copies of the lesson just in case?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His answer was interesting: “So what if the WiFi is spotty, or doesn’t even work at all? It will still teach your students resilience, patience, and problem-solving. All very important skills to have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hmmm, I thought. That’s not really an answer. “Should I make hard copies of my lesson just in case?’’ \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you want.” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I decided that I would take my chances with our iffy WiFi and use my Chromebooks on the first day. And. The. WiFi. Didn’t. Work. The connection was spotty. The kids were frustrated. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was frustrated. We managed to get through the lesson, and I decided to try our luck again the next day. Again, we had trouble with the WiFi, and the parts of the lesson that I had thought should take minutes took the whole period. My colleagues clicked their tongues at me on their way to the copy room: “The WiFi doesn’t work here; that’s why we don’t use the technology. Not until the districts gets it to work properly, at least.” When I mentioned the fact that my classes had new Chromebooks and a chance to use the internet, my colleagues shook their heads and said they were going to wait to test out technology in their classrooms—because of the poor WiFi connection. Nearly everyone agreed that it was better to do things the old-fashioned way—with paper tests, homework, lessons, and textbooks—than to experience so much frustration trying it the new \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">21st-century \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the year went on, the WiFi got more consistent. When I reflected back on the successes and failures of the year, I was glad that I had decided to jump right in with the new technological opportunities, rather than wait. My students learned a ton that year, but the thing that stands out to me is the way they learned to deal with challenges regarding technology. Instead of immediately giving up, blaming a device, or deciding that there is something wrong with themselves—saying, for example, “I’m just bad at using technology,” or “I just don’t know how to use this”—they persevered through their challenges and simply tried again. They tried workarounds. They used their phones instead. They looked to each other. They reset devices and connections. Whatever they tried, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">they kept trying\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. And eventually, they figured it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student in particular learned to deal with his own frustration. At first, every time the WiFi didn’t work, he would get angry. We’re not talking \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">frustrated \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">irritated\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> here—we’re talking \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">angry. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">He would fold his arms across his chest and refuse to try any of my suggestions. He would leave class, and eventually tried to drop out of it. He believed he was failing because he didn’t like technology, and that he couldn’t learn to use it. Everyday though, I tried again. He tried again. And eventually, he actually began to be more patient with himself and with the technology. By the end of the first term, his grade was up and so was his mood. He had learned resiliency, and he had learned he was capable of “working” even when the WiFi connection wasn’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can point to and measure student success in many ways — through test scores, writing skills, the number or kind of books they’ve read — but I am most impressed with the success my students had last year because they learned to cope when technology failed. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, the WiFi works almost everyday so, for the most part, my students haven’t had to learn how to get over being frustrated because the WiFi doesn’t work. They seem to be ready to figure things out on their own, and with a good WiFi connection, I can see that right away in the more traditional methods of measuring student success. Most of them used technology in at least one of their classes last year, and those who didn’t still seem to be willing to ask for help. Of course, I have a few that are like that particular student from last year—inexperienced and frustrated with technology and apt to blame their challenges on a personal inability to use technology. Thankfully, this year it is only a handful of them, and more importantly than anything else, I saw that my students could be relied upon to succeed with or without the WiFi’s help.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I applied for and received a full set of Chromebooks for my 11 and 12th grade English Language Arts classes. To get ready to use the Chromebooks on the first day of school, I attended several professional development days during the summer at the district office. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As excited as I was to provide my students with an opportunity to use these new computers, I was also a little apprehensive: Chromebooks are great educational tools, but they’ve got to have an internet connection to be useful—and what if the school’s WiFi connection didn’t work well? What if the WiFi didn’t work at all? How could I teach a Chromebooks-based lesson without using the Chromebooks? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began to consider whether or not to plan two distinct, separate lessons—one with the Chromebooks and one without. I saw one of my favorite tech coaches in the teacher’s lounge. With some urgency, I asked, “What do you think? Should I have the kids use technology tomorrow? Or, should I wait and see how well the WiFi is working? Should I make copies of the lesson just in case?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His answer was interesting: “So what if the WiFi is spotty, or doesn’t even work at all? It will still teach your students resilience, patience, and problem-solving. All very important skills to have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hmmm, I thought. That’s not really an answer. “Should I make hard copies of my lesson just in case?’’ \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\">“If you want.” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I decided that I would take my chances with our iffy WiFi and use my Chromebooks on the first day. And. The. WiFi. Didn’t. Work. The connection was spotty. The kids were frustrated. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was frustrated. We managed to get through the lesson, and I decided to try our luck again the next day. Again, we had trouble with the WiFi, and the parts of the lesson that I had thought should take minutes took the whole period. My colleagues clicked their tongues at me on their way to the copy room: “The WiFi doesn’t work here; that’s why we don’t use the technology. Not until the districts gets it to work properly, at least.” When I mentioned the fact that my classes had new Chromebooks and a chance to use the internet, my colleagues shook their heads and said they were going to wait to test out technology in their classrooms—because of the poor WiFi connection. Nearly everyone agreed that it was better to do things the old-fashioned way—with paper tests, homework, lessons, and textbooks—than to experience so much frustration trying it the new \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">21st-century \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the year went on, the WiFi got more consistent. When I reflected back on the successes and failures of the year, I was glad that I had decided to jump right in with the new technological opportunities, rather than wait. My students learned a ton that year, but the thing that stands out to me is the way they learned to deal with challenges regarding technology. Instead of immediately giving up, blaming a device, or deciding that there is something wrong with themselves—saying, for example, “I’m just bad at using technology,” or “I just don’t know how to use this”—they persevered through their challenges and simply tried again. They tried workarounds. They used their phones instead. They looked to each other. They reset devices and connections. Whatever they tried, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">they kept trying\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. And eventually, they figured it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student in particular learned to deal with his own frustration. At first, every time the WiFi didn’t work, he would get angry. We’re not talking \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">frustrated \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">irritated\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> here—we’re talking \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">angry. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">He would fold his arms across his chest and refuse to try any of my suggestions. He would leave class, and eventually tried to drop out of it. He believed he was failing because he didn’t like technology, and that he couldn’t learn to use it. Everyday though, I tried again. He tried again. And eventually, he actually began to be more patient with himself and with the technology. By the end of the first term, his grade was up and so was his mood. He had learned resiliency, and he had learned he was capable of “working” even when the WiFi connection wasn’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can point to and measure student success in many ways — through test scores, writing skills, the number or kind of books they’ve read — but I am most impressed with the success my students had last year because they learned to cope when technology failed. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, the WiFi works almost everyday so, for the most part, my students haven’t had to learn how to get over being frustrated because the WiFi doesn’t work. They seem to be ready to figure things out on their own, and with a good WiFi connection, I can see that right away in the more traditional methods of measuring student success. Most of them used technology in at least one of their classes last year, and those who didn’t still seem to be willing to ask for help. Of course, I have a few that are like that particular student from last year—inexperienced and frustrated with technology and apt to blame their challenges on a personal inability to use technology. Thankfully, this year it is only a handful of them, and more importantly than anything else, I saw that my students could be relied upon to succeed with or without the WiFi’s help.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Putting Empathy and Digital Citizenship at the Center of our Classrooms",
"headTitle": "Putting Empathy and Digital Citizenship at the Center of our Classrooms | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers and students on our middle school campus rely on free resources from \u003ca href=\"http://scratch.mit.edu/\" target=\"_blank\" rel=\"noopener\">Scratch.mit.edu\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, a site developed by the \u003c/span>\u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">\u003cspan style=\"font-weight: 400\">Lifelong Kindergarten Group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the MIT Media Lab, to introduce students to coding and engage them in creative projects. Some of our teachers include Scratch in their annual \u003c/span>\u003ca href=\"https://hourofcode.com/\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offerings; two teachers offer Scratch coding as part of their Design Lab classes; students in my English classes further their study of narrative by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/22/coding-in-english-class-yes-and-in-your-class-too/\">\u003cspan style=\"font-weight: 400\">designing and coding Scratch games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; another teacher uses Scratch in his Robotics and Engineering class; our librarian hosts a coding club in the library; and many of our students continue to build their coding skills with Scratch on their own. On any given day, one can expect to see some of our students working on Scratch coding projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to being a 1:1 iPad school where technology is integrated in many content areas, we have also been teaching digital citizenship through a campus-wide approach for a few years. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=toK_BAYnjoU\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our teachers use lessons from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as work together to develop lessons of our own. We also take advantage of the many \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=psa+digital+citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship PSAs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on YouTube to encourage our students to work and play safely and responsibly in online spaces.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528618 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528623 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine my surprise, then, when a Design Lab student logging into his Scratch account called out, “Hey! What happened? My account’s been banned!” I assumed it was an error on his part. After years of working with middle school students and technology, I know that, “It won’t let me log in,” often means, “I forgot my password.” But then the student said, “Our whole school has been banned! It’s our I.P. address!” Now we’re talking serious business. A temporarily banned account can happen when a user violates a term of use, but a banned I.P. address means many of our students must have been seriously inappropriate on the site. This called for an investigation and prompt action.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I exchanged some frantic emails with a few other teachers who were currently using Scratch, and we decided to start by contacting Scratch to get as much information from them as possible, such as student names and how the \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were violated. Scratch replied within days and provided us with a list of usernames, email addresses, and the messages that each student had received, explaining why their account had been blocked. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We were shocked and disappointed to see that four of our students had repeatedly received messages from Scratch about their inappropriate usernames, disrespectful behavior towards other community members, and their attempts to create new accounts to work around a blocked account. Initially we thought some of the students might have violated some guidelines because they hadn’t read them, but now we could see that they continued to behave inappropriately even after being warned by Scratch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our administration joined us to meet with parents and students to explain the consequences for this behavior (one day of on-site-suspension, as directed by our district discipline policy), and to ask each student to write a letter of apology to Scratch. We wanted them to understand that they had violated the trust of the online community, and that they owed this community a heartfelt response. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next on our agenda: how can we better teach our students to be responsible digital citizens? We were already actively teaching digital citizenship in our classes, but with a middle school population of nearly 1000 students on a campus where online work was encouraged, we had learned the hard way that we can’t possibly monitor them all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this unfortunate incident shows that we are still learning how to help our kids develop strong digital citizenship skills, we think our experience can help other schools. We suggest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start every school year with campus-wide lessons that align with digital citizenship standards, such as \u003c/span>\u003ca href=\"https://www.iste.org/standards/for-students\">\u003cspan style=\"font-weight: 400\">these from ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (International Society for Technology in Education), or from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/pdfs/aasl_6-8.pdf\">\u003cspan style=\"font-weight: 400\">the AASL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (American Association of School Librarians). \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/educators/classroom-curriculum/alignment\">\u003cspan style=\"font-weight: 400\">This Common Sense Media chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aligns both the ISTE and AASL standards with the Common Core Standards.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Include examples of actual online community expectations in these lessons. Scratch’s \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Young Writers Progam \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/codes-of-conduct\">\u003cspan style=\"font-weight: 400\">Codes of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and KQED Learn’s \u003c/span>\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+Code+of+Conduct.pdf\">\u003cspan style=\"font-weight: 400\">Code of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are all kid-friendly examples of how we want students to behave online.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Review these expectations every time students join and work in an online community.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go beyond stand-alone lessons and incoporate digital citizenship into the work students do across the curriculum. \u003c/span>\u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=1076&category=Digital-citizenship&article=14+projects+that+teach+students+to+be+good+digital+citizens\">\u003cspan style=\"font-weight: 400\">These projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can deepen the learning in social studies, science, math and English while also developing strong citizenship skills.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>But before our students leave their first online footprint, we need to ask some tough questions about our face-to-face relationships. Is our school itself a community that models good citizenship? Are we teaching (and modeling) empathy alongside our academic and digital lessons? Do we have clear expectations for how our students should treat each other in our classrooms and on the yard? Do the adults model respectful and caring community behavior?\u003c/p>\n\u003cp>When teaching students how to behave in online communities, it would make so much more sense if we could connect those online expectations to our own face-to-face relationships. Since most online communities encourage feedback and dialogue, our students need to first learn how to do so in person. Do we teach them how to disagree respectfully? Or to offer kind and constructive feedback? Does empathy drive our students’ design thinking? If we don’t teach empathy and respect in our classroom communities, how can we expect students to practice them online?\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"560\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528615\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png\" width=\"560\" height=\"1453\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-160x415.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-768x1993.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-1020x2647.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-960x2491.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-240x623.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-375x973.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-520x1349.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final.png 1024w\" sizes=\"(max-width: 560px) 100vw, 560px\">[/media-credit]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these resources for putting empathy and citizenship at the center of our classrooms, both in person and online:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From KQED MindShift: \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/01/teaching-and-modeling-good-digital-citizenship/\">\u003cspan style=\"font-weight: 400\">Teaching and modeling good digital citizenship\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From ISTE: \u003c/span>\u003ca href=\"https://www.iste.org/explore/articledetail?articleid=188\">\u003cspan style=\"font-weight: 400\">Three strategies for using empathy as an antidote to cyberbullying\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Edutopia: \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teaching-empathy-through-design-thinking-rusul-alrubail\">\u003cspan style=\"font-weight: 400\">Teaching empathy through design thinking\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From the Net Safety Collaborative: \u003c/span>\u003ca href=\"https://icanhelpdeletenegativity.org/\">\u003cspan style=\"font-weight: 400\">the #icanhelp campaign\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Common Sense Media: \u003c/span>\u003ca href=\"https://d1e2bohyu2u2w9.cloudfront.net/sites/default/files/tlr-asset/sel-cheat-sheet-pdf.pdf\">\u003cspan style=\"font-weight: 400\">Turning students’ empathy into action with digital tools\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"description": "Many teachers and students on our middle school campus rely on free resources from Scratch.mit.edu, a site developed by the Lifelong Kindergarten Group at the MIT Media Lab, to introduce students to coding and engage them in creative projects. Some of our teachers include Scratch in their annual Hour of Code offerings; two teachers offer",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers and students on our middle school campus rely on free resources from \u003ca href=\"http://scratch.mit.edu/\" target=\"_blank\" rel=\"noopener\">Scratch.mit.edu\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, a site developed by the \u003c/span>\u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">\u003cspan style=\"font-weight: 400\">Lifelong Kindergarten Group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the MIT Media Lab, to introduce students to coding and engage them in creative projects. Some of our teachers include Scratch in their annual \u003c/span>\u003ca href=\"https://hourofcode.com/\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offerings; two teachers offer Scratch coding as part of their Design Lab classes; students in my English classes further their study of narrative by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/22/coding-in-english-class-yes-and-in-your-class-too/\">\u003cspan style=\"font-weight: 400\">designing and coding Scratch games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; another teacher uses Scratch in his Robotics and Engineering class; our librarian hosts a coding club in the library; and many of our students continue to build their coding skills with Scratch on their own. On any given day, one can expect to see some of our students working on Scratch coding projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to being a 1:1 iPad school where technology is integrated in many content areas, we have also been teaching digital citizenship through a campus-wide approach for a few years. \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/toK_BAYnjoU'\n title='//www.youtube.com/embed/toK_BAYnjoU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Our teachers use lessons from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as work together to develop lessons of our own. We also take advantage of the many \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=psa+digital+citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship PSAs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on YouTube to encourage our students to work and play safely and responsibly in online spaces.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528618 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528623 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine my surprise, then, when a Design Lab student logging into his Scratch account called out, “Hey! What happened? My account’s been banned!” I assumed it was an error on his part. After years of working with middle school students and technology, I know that, “It won’t let me log in,” often means, “I forgot my password.” But then the student said, “Our whole school has been banned! It’s our I.P. address!” Now we’re talking serious business. A temporarily banned account can happen when a user violates a term of use, but a banned I.P. address means many of our students must have been seriously inappropriate on the site. This called for an investigation and prompt action.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I exchanged some frantic emails with a few other teachers who were currently using Scratch, and we decided to start by contacting Scratch to get as much information from them as possible, such as student names and how the \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were violated. Scratch replied within days and provided us with a list of usernames, email addresses, and the messages that each student had received, explaining why their account had been blocked. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We were shocked and disappointed to see that four of our students had repeatedly received messages from Scratch about their inappropriate usernames, disrespectful behavior towards other community members, and their attempts to create new accounts to work around a blocked account. Initially we thought some of the students might have violated some guidelines because they hadn’t read them, but now we could see that they continued to behave inappropriately even after being warned by Scratch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our administration joined us to meet with parents and students to explain the consequences for this behavior (one day of on-site-suspension, as directed by our district discipline policy), and to ask each student to write a letter of apology to Scratch. We wanted them to understand that they had violated the trust of the online community, and that they owed this community a heartfelt response. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next on our agenda: how can we better teach our students to be responsible digital citizens? We were already actively teaching digital citizenship in our classes, but with a middle school population of nearly 1000 students on a campus where online work was encouraged, we had learned the hard way that we can’t possibly monitor them all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this unfortunate incident shows that we are still learning how to help our kids develop strong digital citizenship skills, we think our experience can help other schools. We suggest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start every school year with campus-wide lessons that align with digital citizenship standards, such as \u003c/span>\u003ca href=\"https://www.iste.org/standards/for-students\">\u003cspan style=\"font-weight: 400\">these from ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (International Society for Technology in Education), or from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/pdfs/aasl_6-8.pdf\">\u003cspan style=\"font-weight: 400\">the AASL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (American Association of School Librarians). \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/educators/classroom-curriculum/alignment\">\u003cspan style=\"font-weight: 400\">This Common Sense Media chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aligns both the ISTE and AASL standards with the Common Core Standards.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Include examples of actual online community expectations in these lessons. Scratch’s \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Young Writers Progam \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/codes-of-conduct\">\u003cspan style=\"font-weight: 400\">Codes of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and KQED Learn’s \u003c/span>\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+Code+of+Conduct.pdf\">\u003cspan style=\"font-weight: 400\">Code of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are all kid-friendly examples of how we want students to behave online.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Review these expectations every time students join and work in an online community.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go beyond stand-alone lessons and incoporate digital citizenship into the work students do across the curriculum. \u003c/span>\u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=1076&category=Digital-citizenship&article=14+projects+that+teach+students+to+be+good+digital+citizens\">\u003cspan style=\"font-weight: 400\">These projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can deepen the learning in social studies, science, math and English while also developing strong citizenship skills.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>But before our students leave their first online footprint, we need to ask some tough questions about our face-to-face relationships. Is our school itself a community that models good citizenship? Are we teaching (and modeling) empathy alongside our academic and digital lessons? Do we have clear expectations for how our students should treat each other in our classrooms and on the yard? Do the adults model respectful and caring community behavior?\u003c/p>\n\u003cp>When teaching students how to behave in online communities, it would make so much more sense if we could connect those online expectations to our own face-to-face relationships. Since most online communities encourage feedback and dialogue, our students need to first learn how to do so in person. Do we teach them how to disagree respectfully? Or to offer kind and constructive feedback? Does empathy drive our students’ design thinking? If we don’t teach empathy and respect in our classroom communities, how can we expect students to practice them online?\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"560\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528615\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png\" width=\"560\" height=\"1453\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-160x415.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-768x1993.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-1020x2647.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-960x2491.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-240x623.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-375x973.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-520x1349.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final.png 1024w\" sizes=\"(max-width: 560px) 100vw, 560px\">[/media-credit]\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\">Check out these resources for putting empathy and citizenship at the center of our classrooms, both in person and online:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From KQED MindShift: \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/01/teaching-and-modeling-good-digital-citizenship/\">\u003cspan style=\"font-weight: 400\">Teaching and modeling good digital citizenship\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From ISTE: \u003c/span>\u003ca href=\"https://www.iste.org/explore/articledetail?articleid=188\">\u003cspan style=\"font-weight: 400\">Three strategies for using empathy as an antidote to cyberbullying\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Edutopia: \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teaching-empathy-through-design-thinking-rusul-alrubail\">\u003cspan style=\"font-weight: 400\">Teaching empathy through design thinking\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From the Net Safety Collaborative: \u003c/span>\u003ca href=\"https://icanhelpdeletenegativity.org/\">\u003cspan style=\"font-weight: 400\">the #icanhelp campaign\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Common Sense Media: \u003c/span>\u003ca href=\"https://d1e2bohyu2u2w9.cloudfront.net/sites/default/files/tlr-asset/sel-cheat-sheet-pdf.pdf\">\u003cspan style=\"font-weight: 400\">Turning students’ empathy into action with digital tools\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Language teachers are known for scouring physical and virtual places for resources for their classes. We are quite lucky in way, really, because almost anything one could think of could become useful in our classes. So it’s not surprising that we are equally likely to also adapt educational tools that may have been created for a different grade level or subject area in order to enhance our students’ achievement. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one such tool. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tlw-tUKvnNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw is an app and Web platform with a robust free version and additional features in their “Seesaw Plus” and “Seesaw School” versions. \u003c/span>\u003cspan style=\"font-weight: 400\">When I first looked at it, I was pretty sure it was designed for elementary school teachers. It’s a very easy, simple and uncluttered interface with limited use of print language. And very, very good features for building interactive digital portfolios. So, of course, I began using it in my high school French classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw allows teachers to create a folder for each student and even add other thematic folders that will appear inside each student’s folder. Once the folders are created, the students and the teacher can easily add a variety of content to their accounts in a digital platform. For example, once a teacher creates a class and adds the students, each student has a file or folder. The teacher can put content in the students’ folders, but the students themselves can also add content. What kind of content? More than I was expecting, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Links\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Photos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Videos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Notes\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Drawings\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>NEW!! \u003c/b>\u003cspan style=\"font-weight: 400\">File (including files from Google Drive)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students can access the Seesaw app on their phones, as well as on Chromebooks and computers (as long as the computers have a webcam for the photo and/or video entries) by going to \u003c/span>\u003ca href=\"https://app.seesaw.me\">\u003cspan style=\"font-weight: 400\">https://app.seesaw.me\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it works so seamlessly on their phones, it is one of the easiest ways to capture students’ speaking or other video- or photo-based activities \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">no need to create the video on their phones and then attempt to upload the video online to eventually work with it on a computer. Students are able to quickly and efficiently record and upload directly into their folders (which teachers can also access from any device) using the phones they already carry with them. And if the students don’t have phones, they can share devices: once one student is finished recording, he or she chooses his/her name from the class list along with the name of his/her partner(s) (if applicable) and the video is dropped into all of those students’ folders. They can then give their phone to someone else who needs it and that student can record and drop the file into appropriate folder from the class list that appears. For very young students, this would be best done with a class set of iPads, Chromebooks or laptops with webcams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some samples of what my students have added to their portfolios. These are different speaking samples that students submitted across my levels of French. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr1period5\">\u003cspan style=\"font-weight: 400\">French 1 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr3period2\">\u003cspan style=\"font-weight: 400\">French 3 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr4apperiod4/#!/\">\u003cspan style=\"font-weight: 400\">French 4/AP blog\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another possible use of this tool includes teachers sharing a link or file that would be a good resource by posting it to the class feed in Seesaw. Teachers can even share a resource with individual students. Or they can pose a question and students can submit a video with their response, which allows us to capture evidence of their speaking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes it interactive? Well, teachers can comment on students’ posts either by typing a comment or submitting an audio recording. This is great for universal access and accessibility but also particularly good for language classes, where teachers can model correct pronunciation and rhythm of the target language. In addition to the commenting feature, teachers can also choose to publish students’ posts to a blog (their names are removed) and share their work with the world. If desired, teachers can also toggle the settings to allow students to comment on each other’s posts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the additional benefits of Seesaw is the ability to easily and safely share their students’ work with others from within the tool, whether using the app or the web version. For example, teachers can grant parents access to their students’ folders so that they can get a glimpse into the class and the kinds of learning opportunities students have participated in. To give their students’ work a public audience beyond the classroom, teachers can choose to use Seesaw’s “blog” feature to post selected artifacts from students’ journals to a class blog on the Seesaw platform. Teachers can post a link to the blog on their personal teacher website or share it via social media. Students’ names are only shown as initials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a paid version of Seesaw with a few more features, but everything I have mentioned above I do with the free version. \u003c/span>\u003cspan style=\"font-weight: 400\">You can compare the features of all three Seesaw plans here: \u003c/span>\u003ca href=\"https://web.seesaw.me/pricing/\">\u003cspan style=\"font-weight: 400\">https://web.seesaw.me/pricing/\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\">Language teachers are known for scouring physical and virtual places for resources for their classes. We are quite lucky in way, really, because almost anything one could think of could become useful in our classes. So it’s not surprising that we are equally likely to also adapt educational tools that may have been created for a different grade level or subject area in order to enhance our students’ achievement. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one such tool. \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/tlw-tUKvnNc'\n title='//www.youtube.com/embed/tlw-tUKvnNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw is an app and Web platform with a robust free version and additional features in their “Seesaw Plus” and “Seesaw School” versions. \u003c/span>\u003cspan style=\"font-weight: 400\">When I first looked at it, I was pretty sure it was designed for elementary school teachers. It’s a very easy, simple and uncluttered interface with limited use of print language. And very, very good features for building interactive digital portfolios. So, of course, I began using it in my high school French classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw allows teachers to create a folder for each student and even add other thematic folders that will appear inside each student’s folder. Once the folders are created, the students and the teacher can easily add a variety of content to their accounts in a digital platform. For example, once a teacher creates a class and adds the students, each student has a file or folder. The teacher can put content in the students’ folders, but the students themselves can also add content. What kind of content? More than I was expecting, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Links\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Photos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Videos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Notes\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Drawings\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>NEW!! \u003c/b>\u003cspan style=\"font-weight: 400\">File (including files from Google Drive)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students can access the Seesaw app on their phones, as well as on Chromebooks and computers (as long as the computers have a webcam for the photo and/or video entries) by going to \u003c/span>\u003ca href=\"https://app.seesaw.me\">\u003cspan style=\"font-weight: 400\">https://app.seesaw.me\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it works so seamlessly on their phones, it is one of the easiest ways to capture students’ speaking or other video- or photo-based activities \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">no need to create the video on their phones and then attempt to upload the video online to eventually work with it on a computer. Students are able to quickly and efficiently record and upload directly into their folders (which teachers can also access from any device) using the phones they already carry with them. And if the students don’t have phones, they can share devices: once one student is finished recording, he or she chooses his/her name from the class list along with the name of his/her partner(s) (if applicable) and the video is dropped into all of those students’ folders. They can then give their phone to someone else who needs it and that student can record and drop the file into appropriate folder from the class list that appears. For very young students, this would be best done with a class set of iPads, Chromebooks or laptops with webcams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some samples of what my students have added to their portfolios. These are different speaking samples that students submitted across my levels of French. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr1period5\">\u003cspan style=\"font-weight: 400\">French 1 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr3period2\">\u003cspan style=\"font-weight: 400\">French 3 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr4apperiod4/#!/\">\u003cspan style=\"font-weight: 400\">French 4/AP blog\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another possible use of this tool includes teachers sharing a link or file that would be a good resource by posting it to the class feed in Seesaw. Teachers can even share a resource with individual students. Or they can pose a question and students can submit a video with their response, which allows us to capture evidence of their speaking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes it interactive? Well, teachers can comment on students’ posts either by typing a comment or submitting an audio recording. This is great for universal access and accessibility but also particularly good for language classes, where teachers can model correct pronunciation and rhythm of the target language. In addition to the commenting feature, teachers can also choose to publish students’ posts to a blog (their names are removed) and share their work with the world. If desired, teachers can also toggle the settings to allow students to comment on each other’s posts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the additional benefits of Seesaw is the ability to easily and safely share their students’ work with others from within the tool, whether using the app or the web version. For example, teachers can grant parents access to their students’ folders so that they can get a glimpse into the class and the kinds of learning opportunities students have participated in. To give their students’ work a public audience beyond the classroom, teachers can choose to use Seesaw’s “blog” feature to post selected artifacts from students’ journals to a class blog on the Seesaw platform. Teachers can post a link to the blog on their personal teacher website or share it via social media. Students’ names are only shown as initials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a paid version of Seesaw with a few more features, but everything I have mentioned above I do with the free version. \u003c/span>\u003cspan style=\"font-weight: 400\">You can compare the features of all three Seesaw plans here: \u003c/span>\u003ca href=\"https://web.seesaw.me/pricing/\">\u003cspan style=\"font-weight: 400\">https://web.seesaw.me/pricing/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Integrating Current Events with KQED's \"The Lowdown\"",
"headTitle": "Integrating Current Events with KQED’s “The Lowdown” | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers look to bring discussions of current local, national and international issues and events into their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m one of these teachers because I believe that when students have an opportunity to discuss current events in their classrooms, they tend to develop a greater interest in civic life and politics. They also begin to look differently at the concepts they are being taught in their academic classes as those concepts take on a greater relevance. Finally, they also tend to develop improved critical thinking and communication skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I am particularly interested in incorporating current events that my students view as important to their lives, one of my never fail, go-to-resources is “The Lowdown” from KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s ‘\u003ca href=\"https://ww2.kqed.org/lowdown/\">The Lowdown\u003c/a>?’” you ask. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a great multimedia, multi-content current events resource that has never failed to work for me.\u003c/span>\u003c/p>\n\u003ch3>Versatility Exemplified\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why is it so great?” you ask.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its versatility exemplified for teachers who want to add current events into any content area. Each edition has a number of embedded resources within densely informative text. Take a look at the last edition I used in my psychology classes regarding consciousness, which I will use later in the year with my government classes regarding policy, “\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/24/should-school-start-later-with-lesson-plan/\">\u003cspan style=\"font-weight: 400\">Does your school start too early in the morning?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Bw_3Q6CRxGA\u003c/p>\n\u003ch3>Wide Array of Excellent Resources\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/author/matthewgreen/\">\u003cspan style=\"font-weight: 400\">Matthew Green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> produces and edits “The Lowdown” and often collaborates with “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">Above The Noise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” “Above the Noise” is a new YouTube video series produced by KQED that supplements “The Lowdown” by cutting through the hype around controversial issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another regular aspect to “The Lowdown” are the substantial, but flexible \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\">\u003cspan style=\"font-weight: 400\">lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/rroberson/\">\u003cspan style=\"font-weight: 400\">Rachel Roberson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The Lowdown” \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> combined with its informative text, engaging and instructive videos, other interactives like graphs, comics, and maps, alongside the lesson plans \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> gives teachers all the resources they need to allow their students to get depth in and work with the issues. This wealth of materials is what allows teachers from all content areas to see “The Lowdown” as a go to resource.\u003c/span>\u003c/p>\n\u003ch3>Substantial Text and Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whenever I use a new resource, I have to personalize it some way. The first thing I do is read or watch it and create a corresponding set of questions for my students geared toward how I want to use the resource. Before using the “Does your school start too early?” edition, I created a set of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1dGVw7m9pXQHDzMdTcKugrhQgpsIX85430VtTXutCeiY/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how/why questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for both the video and the text that references the interactives that I want my psychology students to see. I also do it to make sure that I know what I want my students to get out of the resources. The questions give the class a common set of information that will act as the basis for a class discussion after I have perused the students’ answers and seen what they have for the discussion.\u003c/span>\u003c/p>\n\u003ch3>Flexible Lesson Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson plan is great for its depth which allows it to be used in a number of different settings, timings and content areas. The lessons follow the same template:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Opening Quick Write\u003c/li>\n\u003cli>Objective\u003c/li>\n\u003cli>Central Question with Context\u003c/li>\n\u003cli>Vocabulary Break Down\u003c/li>\n\u003cli>Investigate (with stop times for video discussions)\u003c/li>\n\u003cli>Make and Share\u003c/li>\n\u003cli>Assessment/Reflection\u003c/li>\n\u003cli>Extension/Homework\u003c/li>\n\u003cli>Common Core and NGSS Standards\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The level of specificity and the common template allow teachers to pick and choose how they would like to modify the resources for their classroom. I used the lesson plan as the backbone of my lesson with my students. Even though I created my own questions, I focused on the objective, used the “Investigate” for the video, the “Make and Share,” and the “Reflection.” I also use the “Extension” with my government classes as it connects to policy questions.\u003c/span>\u003c/p>\n\u003ch3>Favorites\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite aspects to the lessons are the quick write, make and share, and the extension. I use them to make sure my students write everyday, but also are able to get their opinions out in the world and they have an option to take their opinions to the next level. As mentioned above, I usually create my own questions, but I also use the lesson’s questions to get started. The make and share revolves around Disqus comments or we have used Twitter to get our ideas out into social media. Finally, the extensions allow the students to apply their opinions to the real world. In my government class, we’ll actually contact school board members to survey their understandings and opinions of start times.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Lowdown” is a great resource for teachers of any content area. There are social studies, English, science and math issues that bring current events into any classroom. Try “The Lowdown” and let me know what you think. I think you’ll agree that it’s a great resource for your classroom.\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\">Many teachers look to bring discussions of current local, national and international issues and events into their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m one of these teachers because I believe that when students have an opportunity to discuss current events in their classrooms, they tend to develop a greater interest in civic life and politics. They also begin to look differently at the concepts they are being taught in their academic classes as those concepts take on a greater relevance. Finally, they also tend to develop improved critical thinking and communication skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I am particularly interested in incorporating current events that my students view as important to their lives, one of my never fail, go-to-resources is “The Lowdown” from KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s ‘\u003ca href=\"https://ww2.kqed.org/lowdown/\">The Lowdown\u003c/a>?’” you ask. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a great multimedia, multi-content current events resource that has never failed to work for me.\u003c/span>\u003c/p>\n\u003ch3>Versatility Exemplified\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why is it so great?” you ask.\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\">Its versatility exemplified for teachers who want to add current events into any content area. Each edition has a number of embedded resources within densely informative text. Take a look at the last edition I used in my psychology classes regarding consciousness, which I will use later in the year with my government classes regarding policy, “\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/24/should-school-start-later-with-lesson-plan/\">\u003cspan style=\"font-weight: 400\">Does your school start too early in the morning?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\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/Bw_3Q6CRxGA'\n title='//www.youtube.com/embed/Bw_3Q6CRxGA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch3>Wide Array of Excellent Resources\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/author/matthewgreen/\">\u003cspan style=\"font-weight: 400\">Matthew Green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> produces and edits “The Lowdown” and often collaborates with “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">Above The Noise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” “Above the Noise” is a new YouTube video series produced by KQED that supplements “The Lowdown” by cutting through the hype around controversial issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another regular aspect to “The Lowdown” are the substantial, but flexible \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\">\u003cspan style=\"font-weight: 400\">lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/rroberson/\">\u003cspan style=\"font-weight: 400\">Rachel Roberson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The Lowdown” \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> combined with its informative text, engaging and instructive videos, other interactives like graphs, comics, and maps, alongside the lesson plans \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> gives teachers all the resources they need to allow their students to get depth in and work with the issues. This wealth of materials is what allows teachers from all content areas to see “The Lowdown” as a go to resource.\u003c/span>\u003c/p>\n\u003ch3>Substantial Text and Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whenever I use a new resource, I have to personalize it some way. The first thing I do is read or watch it and create a corresponding set of questions for my students geared toward how I want to use the resource. Before using the “Does your school start too early?” edition, I created a set of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1dGVw7m9pXQHDzMdTcKugrhQgpsIX85430VtTXutCeiY/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how/why questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for both the video and the text that references the interactives that I want my psychology students to see. I also do it to make sure that I know what I want my students to get out of the resources. The questions give the class a common set of information that will act as the basis for a class discussion after I have perused the students’ answers and seen what they have for the discussion.\u003c/span>\u003c/p>\n\u003ch3>Flexible Lesson Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson plan is great for its depth which allows it to be used in a number of different settings, timings and content areas. The lessons follow the same template:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Opening Quick Write\u003c/li>\n\u003cli>Objective\u003c/li>\n\u003cli>Central Question with Context\u003c/li>\n\u003cli>Vocabulary Break Down\u003c/li>\n\u003cli>Investigate (with stop times for video discussions)\u003c/li>\n\u003cli>Make and Share\u003c/li>\n\u003cli>Assessment/Reflection\u003c/li>\n\u003cli>Extension/Homework\u003c/li>\n\u003cli>Common Core and NGSS Standards\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The level of specificity and the common template allow teachers to pick and choose how they would like to modify the resources for their classroom. I used the lesson plan as the backbone of my lesson with my students. Even though I created my own questions, I focused on the objective, used the “Investigate” for the video, the “Make and Share,” and the “Reflection.” I also use the “Extension” with my government classes as it connects to policy questions.\u003c/span>\u003c/p>\n\u003ch3>Favorites\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite aspects to the lessons are the quick write, make and share, and the extension. I use them to make sure my students write everyday, but also are able to get their opinions out in the world and they have an option to take their opinions to the next level. As mentioned above, I usually create my own questions, but I also use the lesson’s questions to get started. The make and share revolves around Disqus comments or we have used Twitter to get our ideas out into social media. Finally, the extensions allow the students to apply their opinions to the real world. In my government class, we’ll actually contact school board members to survey their understandings and opinions of start times.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Lowdown” is a great resource for teachers of any content area. There are social studies, English, science and math issues that bring current events into any classroom. Try “The Lowdown” and let me know what you think. I think you’ll agree that it’s a great resource for your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
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