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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"bio": "Michael is an award-winning cinema and journalism teacher in Los Angeles whose work focuses on social justice, digital storytelling and media literacy. He speaks regularly at conferences in the U.S. and abroad, like CUE, ISTE and SXSWEdu on topics related to tech integration and innovative teaching and learning strategies. Michael also leads students and teachers on documentary trips to Vietnam, Cuba and Cambodia as part of an experiential learning program. He is an Apple Distinguished Educator, Google for Education Certified Innovator and PBS Digital Innovator. Follow him on Twitter and Instagram: @cinehead and at \u003ca href=\"https://protect-us.mimecast.com/s/WDd8BJiW3QqUk?domain=michael-hernandez.net\">www.michael-hernandez.net\u003c/a>",
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"title": "Students Transform into Global Change Agents with Technology",
"headTitle": "Students Transform into Global Change Agents with Technology | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers around the country have become well-versed in using technology in their classrooms. They have taken risks and offered their students terrific opportunities to be \u003c/span>\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\">creative using all sorts of devices, programs, and apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others have not yet taken the leap, but this may be the year! Designing digital posters, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">conducting video conferences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and creating mini-movies and podcasts are all projects that students often find challenging and inspiring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, in the world outside our classrooms, many teachers are feeling the stress of the current times. Each day seems to bring bad news, whether natural disasters, political conflicts and the like. We all could use something positive to work toward, to take steps to better the world and teach our students that they can take action now, while they’re young. Many school mission statements these days involve the term “global citizens.” Let’s take action and make this a reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A clear path toward improving the world and teaching students about the potential of humanity is to incorporate the \u003c/span>\u003ca href=\"https://sustainabledevelopment.un.org/sdgs\">\u003cspan style=\"font-weight: 400\">United Nations Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into what’s already happening in classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, world leaders came together to devise a group of 17 goals to be achieved by the year 2030. Goals such as Climate Action, Gender Equality and Life Below Water are only a few. Each goal has specific targets and action steps that will bring us all closer to a better world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528502 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg\" width=\"640\" height=\"513\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-160x128.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-800x641.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-768x615.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1920x1538.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1180x945.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-960x769.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-240x192.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-375x300.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-520x416.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are 193 member states in the United Nations. The Sustainable Development Goals are the glue which binds us all. Incorporating the goals is an innovative and purposeful way to connect classrooms around the world. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Projects regarding the global goals can be done at all levels of education. To get started, there are several terrific videos produced by \u003c/span>\u003ca href=\"http://worldslargestlesson.globalgoals.org\">\u003cspan style=\"font-weight: 400\">World’s Largest Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (WLL), an organization that “introduces the Sustainable Development Goals to children and young people everywhere and unites them in action.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s one of the WLL videos introduced b Nobel Peace Prize winner, Malala Yousafzai.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ry_9SU0eq9M&t=21s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another one of the WLL videos, this one introduced by actress Emma Watson\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-cEUhHTlcDU&t=102s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the early elementary school years, \u003c/span>\u003ca href=\"https://app.edu.buncee.com/buncee/e3de2f790df84bb9bfeeca5df9f5799c\">\u003cspan style=\"font-weight: 400\">students may create digital posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, each focused on a goal in which they’re most interested. \u003c/span>\u003ca href=\"https://www.edu.buncee.com\">\u003cspan style=\"font-weight: 400\">Buncee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an easy-to-use platform for students to use for designing posters. As teachers know, students become more engaged when they know there is a real audience for their work. After creating the posters, students can share them with students in other locations around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember, the goals are international, and what a way to create a bond from nation to nation! My New York students created posters and then presented them to a group of children in Kenya via Skype. We also shared them with students in Kansas, who were so motivated as we taught them about the global goals, that they, in turn, created their own.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528528 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to find other classrooms working on the goals, connections are available through Skype in the Classroom on the Microsoft Educator Community site. The \u003c/span>\u003ca href=\"https://education.microsoft.com/Story/SkypeCollaboration?token=Yxkm9\">\u003cspan style=\"font-weight: 400\">#TeachSDGs Skype Collaboration \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">allows participants to find other classrooms working on similar goals. \u003c/span>\u003ca href=\"https://education.microsoft.com/teachsdgs\">\u003cspan style=\"font-weight: 400\">The site also offers a collection, all focused on the global goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a deeper level, classrooms may also connect to design and develop projects, from country to country, all tied to the goals. Recently, Canadian teacher, Sean Robinson, connected with Fred Sagwe’s class in Kenya, and Georgina Dimova’s class in Macedonia. All worked together on Global Goal 4: Quality Education and Global Goal 7: Affordable and Clean Energy, with their focus on solar lanterns.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528527 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Koen Timmers in Belgium, has created the\u003c/span>\u003ca href=\"http://www.climate-action.info\">\u003cspan style=\"font-weight: 400\"> Climate Action project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Global Goal 13: Climate Action is the focus of this worldwide project in which 250 schools in over 69 countries are participating. The culminating activity, after weeks of work on their projects, is students connecting via Skype with each other, again, providing real, authentic audiences. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://flipgrid.com/46ec23\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to hear teachers, in their own words, describing how they’re using the Global Goals for Sustainable Development with their students. This Flipgrid collection is introduced by author, speaker, and international advisor, Sir Ken Robinson.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528522 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg\" width=\"640\" height=\"321\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-800x402.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-768x386.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1180x592.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-960x482.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-240x120.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-375x188.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-520x261.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41.jpg 1227w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use their ingenuity to develop lessons as basic or as complex as they’d like. \u003c/span>\u003ca href=\"http://www.teachsdgs.org\">\u003cspan style=\"font-weight: 400\">TeachSDGs.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers a first step. On this site (full disclosure: I’m a founding member), they can take the pledge to teach the goals. The \u003c/span>\u003ca href=\"http://www.teachsdgs.org/blog\">\u003cspan style=\"font-weight: 400\">blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are written by teachers, in their own voices, and offer ideas on what’s been done so far and what has yet to be accomplished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about the global goals, as well as the United Nations, take this \u003c/span>\u003ca href=\"https://education.microsoft.com/courses-and-resources/courses/sdg\">\u003cspan style=\"font-weight: 400\">comprehensive one-hour online course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s to changing the world, one student, one teacher, one class, one nation, one goal at a time. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528512 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/unnamed-1-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1.jpg 1052w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers around the country have become well-versed in using technology in their classrooms. They have taken risks and offered their students terrific opportunities to be \u003c/span>\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\">creative using all sorts of devices, programs, and apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others have not yet taken the leap, but this may be the year! Designing digital posters, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">conducting video conferences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and creating mini-movies and podcasts are all projects that students often find challenging and inspiring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, in the world outside our classrooms, many teachers are feeling the stress of the current times. Each day seems to bring bad news, whether natural disasters, political conflicts and the like. We all could use something positive to work toward, to take steps to better the world and teach our students that they can take action now, while they’re young. Many school mission statements these days involve the term “global citizens.” Let’s take action and make this a reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A clear path toward improving the world and teaching students about the potential of humanity is to incorporate the \u003c/span>\u003ca href=\"https://sustainabledevelopment.un.org/sdgs\">\u003cspan style=\"font-weight: 400\">United Nations Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into what’s already happening in classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, world leaders came together to devise a group of 17 goals to be achieved by the year 2030. Goals such as Climate Action, Gender Equality and Life Below Water are only a few. Each goal has specific targets and action steps that will bring us all closer to a better world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528502 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg\" width=\"640\" height=\"513\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-160x128.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-800x641.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-768x615.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1920x1538.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1180x945.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-960x769.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-240x192.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-375x300.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-520x416.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are 193 member states in the United Nations. The Sustainable Development Goals are the glue which binds us all. Incorporating the goals is an innovative and purposeful way to connect classrooms around the world. \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\">Projects regarding the global goals can be done at all levels of education. To get started, there are several terrific videos produced by \u003c/span>\u003ca href=\"http://worldslargestlesson.globalgoals.org\">\u003cspan style=\"font-weight: 400\">World’s Largest Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (WLL), an organization that “introduces the Sustainable Development Goals to children and young people everywhere and unites them in action.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s one of the WLL videos introduced b Nobel Peace Prize winner, Malala Yousafzai.\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/ry_9SU0eq9M'\n title='//www.youtube.com/embed/ry_9SU0eq9M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another one of the WLL videos, this one introduced by actress Emma Watson\u003c/span>\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/-cEUhHTlcDU'\n title='//www.youtube.com/embed/-cEUhHTlcDU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In the early elementary school years, \u003c/span>\u003ca href=\"https://app.edu.buncee.com/buncee/e3de2f790df84bb9bfeeca5df9f5799c\">\u003cspan style=\"font-weight: 400\">students may create digital posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, each focused on a goal in which they’re most interested. \u003c/span>\u003ca href=\"https://www.edu.buncee.com\">\u003cspan style=\"font-weight: 400\">Buncee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an easy-to-use platform for students to use for designing posters. As teachers know, students become more engaged when they know there is a real audience for their work. After creating the posters, students can share them with students in other locations around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember, the goals are international, and what a way to create a bond from nation to nation! My New York students created posters and then presented them to a group of children in Kenya via Skype. We also shared them with students in Kansas, who were so motivated as we taught them about the global goals, that they, in turn, created their own.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528528 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to find other classrooms working on the goals, connections are available through Skype in the Classroom on the Microsoft Educator Community site. The \u003c/span>\u003ca href=\"https://education.microsoft.com/Story/SkypeCollaboration?token=Yxkm9\">\u003cspan style=\"font-weight: 400\">#TeachSDGs Skype Collaboration \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">allows participants to find other classrooms working on similar goals. \u003c/span>\u003ca href=\"https://education.microsoft.com/teachsdgs\">\u003cspan style=\"font-weight: 400\">The site also offers a collection, all focused on the global goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a deeper level, classrooms may also connect to design and develop projects, from country to country, all tied to the goals. Recently, Canadian teacher, Sean Robinson, connected with Fred Sagwe’s class in Kenya, and Georgina Dimova’s class in Macedonia. All worked together on Global Goal 4: Quality Education and Global Goal 7: Affordable and Clean Energy, with their focus on solar lanterns.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528527 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Koen Timmers in Belgium, has created the\u003c/span>\u003ca href=\"http://www.climate-action.info\">\u003cspan style=\"font-weight: 400\"> Climate Action project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Global Goal 13: Climate Action is the focus of this worldwide project in which 250 schools in over 69 countries are participating. The culminating activity, after weeks of work on their projects, is students connecting via Skype with each other, again, providing real, authentic audiences. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://flipgrid.com/46ec23\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to hear teachers, in their own words, describing how they’re using the Global Goals for Sustainable Development with their students. This Flipgrid collection is introduced by author, speaker, and international advisor, Sir Ken Robinson.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528522 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg\" width=\"640\" height=\"321\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-800x402.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-768x386.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1180x592.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-960x482.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-240x120.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-375x188.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-520x261.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41.jpg 1227w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use their ingenuity to develop lessons as basic or as complex as they’d like. \u003c/span>\u003ca href=\"http://www.teachsdgs.org\">\u003cspan style=\"font-weight: 400\">TeachSDGs.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers a first step. On this site (full disclosure: I’m a founding member), they can take the pledge to teach the goals. The \u003c/span>\u003ca href=\"http://www.teachsdgs.org/blog\">\u003cspan style=\"font-weight: 400\">blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are written by teachers, in their own voices, and offer ideas on what’s been done so far and what has yet to be accomplished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about the global goals, as well as the United Nations, take this \u003c/span>\u003ca href=\"https://education.microsoft.com/courses-and-resources/courses/sdg\">\u003cspan style=\"font-weight: 400\">comprehensive one-hour online course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s to changing the world, one student, one teacher, one class, one nation, one goal at a time. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528512 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"title": "Oregon Trail as an Anchor for Interdisciplinary Learning",
"headTitle": "Oregon Trail as an Anchor for Interdisciplinary Learning | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I still remember playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> back in 7th grade on an Apple IIe computer, hoping not to die too soon from seemingly random calamities like snakebites, or catching cholera or dysentery! \u003c/span>\u003cspan style=\"font-weight: 400\">First developed in the early 1970s(!) by the Minnesota Educational Computing Consortium (MECC), \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> put players on an often-precarious journey across 19th-century America. Aside from the original, versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">are still around, including\u003c/span>\u003ca href=\"http://www.pressmantoy.com/product/oregontrail/\"> \u003cspan style=\"font-weight: 400\">Pressman’s card game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mobile versions, and it also has inspired remixes and parodies — from the space-travel game\u003c/span>\u003ca href=\"http://store.steampowered.com/app/381260/Orion_Trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Orion Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the zombie apocalypse adventure\u003c/span>\u003ca href=\"http://store.steampowered.com/app/233740/Organ_Trail_Directors_Cut/\"> \u003cspan style=\"font-weight: 400\">Organ Trail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">can take about one class period — or less! (It is easy to lose, hence the famous catchphrase “You’ve died of dysentery.”) As I discovered, better than having students simply play through the seemingly endless versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, several educators have given their students the opportunity to hack and mod (modify) it, after playing. Here, the game becomes a model for students to study and analyze, and ultimately to tinker and play with. This approach is something I observed over and over again in my research of expert game-based learning teachers: the game is used as a centerpiece to drive student learning.\u003c/span>\u003c/p>\n\u003ch3>Having Students Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I helped to organize a series of “\u003c/span>\u003ca href=\"http://www.gamesforchange.org/2017/09/taking-advantage-of-the-power-of-play/\">\u003cspan style=\"font-weight: 400\">Moveable Game Jams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which were all-day events where youth met to make games about specific social impact themes), such as immigration, climate change and future communities. At one event, the\u003c/span>\u003ca href=\"http://www.movingimage.us/\"> \u003cspan style=\"font-weight: 400\">Museum of the Moving Image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created an activity for students in which they would update the classic — and for many, the prototypical educational game — \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the session was to \u003c/span>\u003cspan style=\"font-weight: 400\">compare and contrast the 1848 Oregon Trail to the transportation systems in modern-day America. First students played the original, which \u003c/span>\u003cspan style=\"font-weight: 400\">can still be played for free on the\u003c/span>\u003ca href=\"https://archive.org/details/msdos_Oregon_Trail_The_1990\"> \u003cspan style=\"font-weight: 400\">Internet Archive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Students were then asked, “\u003c/span>\u003cspan style=\"font-weight: 400\">What kind of technology is available to the pioneers in the game?”\u003c/span>\u003cspan style=\"font-weight: 400\"> Next, using a graphic organizer, everyone brainstormed comparisons between 1848 and today. Finally, they considered how \u003c/span>\u003cspan style=\"font-weight: 400\">current and future smart technologies could be incorporated into the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than coding the game, they used sheets of butcher paper to plan out how it would look on a tablet screen. Teams had to prototype one specific part of the journey (e.g. traveling between Cincinnati, Ohio and Lexington, Kentucky, and then include a conflict or a challenge (e.g. someone broke a leg)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Having Students Analyze and then Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://gamesandlearning1.blogspot.com\">\u003cspan style=\"font-weight: 400\">Steve Isaacs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an 8th grade video game and development teacher from New Jersey, recently created a cross-discipline lesson about modding (modifying) and hacking. Students first played a\u003c/span>\u003ca href=\"https://classicreload.com/oregon-trail.html\"> \u003cspan style=\"font-weight: 400\">classic version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although Isaacs teaches a computer technology class, he also wound up teaching students about Westward Expansion, writing and computational thinking, all with a video game at the center of it all. Students played the original for a minimum of 20 minutes. Then they had to review the game in one of two ways: \u003c/span>\u003cspan style=\"font-weight: 400\">a video walkthrough that posted on his \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UCEOSFf4mB_xm1N_n-g-GFrQ/playlists\">\u003cspan style=\"font-weight: 400\">class YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or a blog post game review with screenshots of the students’ breakdowns of the game. Students critically analyzed the game in their reviews, similar to how students might evaluate a written text or a film. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reviews of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">were to include the following: storyline; game mechanics (decisions and actions players take, like trading, which have consequences in the game as a system); scoring mechanisms; win/loss conditions; how fun the game was as an experience; and replayability (did the student enjoy playing, and would they like to continue playing?). He also asked students more direct questions, like, “What did you learn from the game?” and “How would you suggest using this game in a learning environment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The culminating activity was to have students play the downloadable\u003c/span>\u003ca href=\"https://education.minecraft.net/oregon-trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for\u003c/span>\u003ca href=\"https://education.minecraft.net/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once downloaded (adventure maps are free if you have already used \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), students can start by playing through mini-lessons (the download portal provides lesson plans) that teach concepts like economics (supply-and-demand on the Trail) and geography (map-making skills). Isaacs went one step further, challenging his students to mod (modify) the world by\u003c/span>\u003cspan style=\"font-weight: 400\"> improving on the experience, or by adding even more game elements to the lessons.\u003c/span>\u003c/p>\n\u003ch3>Using a Game as an Anchor of a Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like reading and analyzing books or film, games can be the center of a lesson. In my classroom, I have had students play the social deduction game \u003c/span>\u003ca href=\"https://www.playwerewolf.co/rules/\">\u003ci>\u003cspan style=\"font-weight: 400\">Werewolf\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and then \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/history-empathy-systems-thinking-gaming-matthew-farber\">\u003cspan style=\"font-weight: 400\">had them remake\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the cards to be about the Salem Witch Trials. I also use free digital tools, such as \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to ask students to make sequels to educational games played in class. Not only are students learning coding in a situated cross-curricular context, they are having fun doing it. The best part (for me, selfishly, as a teacher), is that when the projects are all completed, each one is different. And for students, the game became an excuse for them to learn deeper and engage closely with content that may have otherwise seemed boring. \u003c/span>\u003cspan style=\"font-weight: 400\"> \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\">I still remember playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> back in 7th grade on an Apple IIe computer, hoping not to die too soon from seemingly random calamities like snakebites, or catching cholera or dysentery! \u003c/span>\u003cspan style=\"font-weight: 400\">First developed in the early 1970s(!) by the Minnesota Educational Computing Consortium (MECC), \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> put players on an often-precarious journey across 19th-century America. Aside from the original, versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">are still around, including\u003c/span>\u003ca href=\"http://www.pressmantoy.com/product/oregontrail/\"> \u003cspan style=\"font-weight: 400\">Pressman’s card game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mobile versions, and it also has inspired remixes and parodies — from the space-travel game\u003c/span>\u003ca href=\"http://store.steampowered.com/app/381260/Orion_Trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Orion Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the zombie apocalypse adventure\u003c/span>\u003ca href=\"http://store.steampowered.com/app/233740/Organ_Trail_Directors_Cut/\"> \u003cspan style=\"font-weight: 400\">Organ Trail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">can take about one class period — or less! (It is easy to lose, hence the famous catchphrase “You’ve died of dysentery.”) As I discovered, better than having students simply play through the seemingly endless versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, several educators have given their students the opportunity to hack and mod (modify) it, after playing. Here, the game becomes a model for students to study and analyze, and ultimately to tinker and play with. This approach is something I observed over and over again in my research of expert game-based learning teachers: the game is used as a centerpiece to drive student learning.\u003c/span>\u003c/p>\n\u003ch3>Having Students Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I helped to organize a series of “\u003c/span>\u003ca href=\"http://www.gamesforchange.org/2017/09/taking-advantage-of-the-power-of-play/\">\u003cspan style=\"font-weight: 400\">Moveable Game Jams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which were all-day events where youth met to make games about specific social impact themes), such as immigration, climate change and future communities. At one event, the\u003c/span>\u003ca href=\"http://www.movingimage.us/\"> \u003cspan style=\"font-weight: 400\">Museum of the Moving Image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created an activity for students in which they would update the classic — and for many, the prototypical educational game — \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the session was to \u003c/span>\u003cspan style=\"font-weight: 400\">compare and contrast the 1848 Oregon Trail to the transportation systems in modern-day America. First students played the original, which \u003c/span>\u003cspan style=\"font-weight: 400\">can still be played for free on the\u003c/span>\u003ca href=\"https://archive.org/details/msdos_Oregon_Trail_The_1990\"> \u003cspan style=\"font-weight: 400\">Internet Archive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Students were then asked, “\u003c/span>\u003cspan style=\"font-weight: 400\">What kind of technology is available to the pioneers in the game?”\u003c/span>\u003cspan style=\"font-weight: 400\"> Next, using a graphic organizer, everyone brainstormed comparisons between 1848 and today. Finally, they considered how \u003c/span>\u003cspan style=\"font-weight: 400\">current and future smart technologies could be incorporated into the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than coding the game, they used sheets of butcher paper to plan out how it would look on a tablet screen. Teams had to prototype one specific part of the journey (e.g. traveling between Cincinnati, Ohio and Lexington, Kentucky, and then include a conflict or a challenge (e.g. someone broke a leg)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Having Students Analyze and then Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://gamesandlearning1.blogspot.com\">\u003cspan style=\"font-weight: 400\">Steve Isaacs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an 8th grade video game and development teacher from New Jersey, recently created a cross-discipline lesson about modding (modifying) and hacking. Students first played a\u003c/span>\u003ca href=\"https://classicreload.com/oregon-trail.html\"> \u003cspan style=\"font-weight: 400\">classic version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail.\u003c/span>\u003c/i>\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\">Although Isaacs teaches a computer technology class, he also wound up teaching students about Westward Expansion, writing and computational thinking, all with a video game at the center of it all. Students played the original for a minimum of 20 minutes. Then they had to review the game in one of two ways: \u003c/span>\u003cspan style=\"font-weight: 400\">a video walkthrough that posted on his \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UCEOSFf4mB_xm1N_n-g-GFrQ/playlists\">\u003cspan style=\"font-weight: 400\">class YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or a blog post game review with screenshots of the students’ breakdowns of the game. Students critically analyzed the game in their reviews, similar to how students might evaluate a written text or a film. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reviews of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">were to include the following: storyline; game mechanics (decisions and actions players take, like trading, which have consequences in the game as a system); scoring mechanisms; win/loss conditions; how fun the game was as an experience; and replayability (did the student enjoy playing, and would they like to continue playing?). He also asked students more direct questions, like, “What did you learn from the game?” and “How would you suggest using this game in a learning environment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The culminating activity was to have students play the downloadable\u003c/span>\u003ca href=\"https://education.minecraft.net/oregon-trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for\u003c/span>\u003ca href=\"https://education.minecraft.net/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once downloaded (adventure maps are free if you have already used \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), students can start by playing through mini-lessons (the download portal provides lesson plans) that teach concepts like economics (supply-and-demand on the Trail) and geography (map-making skills). Isaacs went one step further, challenging his students to mod (modify) the world by\u003c/span>\u003cspan style=\"font-weight: 400\"> improving on the experience, or by adding even more game elements to the lessons.\u003c/span>\u003c/p>\n\u003ch3>Using a Game as an Anchor of a Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like reading and analyzing books or film, games can be the center of a lesson. In my classroom, I have had students play the social deduction game \u003c/span>\u003ca href=\"https://www.playwerewolf.co/rules/\">\u003ci>\u003cspan style=\"font-weight: 400\">Werewolf\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and then \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/history-empathy-systems-thinking-gaming-matthew-farber\">\u003cspan style=\"font-weight: 400\">had them remake\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the cards to be about the Salem Witch Trials. I also use free digital tools, such as \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to ask students to make sequels to educational games played in class. Not only are students learning coding in a situated cross-curricular context, they are having fun doing it. The best part (for me, selfishly, as a teacher), is that when the projects are all completed, each one is different. And for students, the game became an excuse for them to learn deeper and engage closely with content that may have otherwise seemed boring. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Flipping the Fit Lab: How iPads Improve Learning in Physical Education",
"headTitle": "Flipping the Fit Lab: How iPads Improve Learning in Physical Education | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The physical education department at Kenilworth Junior High School in Petaluma, California is serious about helping kids to not only get fit, but also to have fun and find activities they enjoy so they will continue to be active into their adult lives. In 1992, the Kenilworth physical education department was recognized by the California Association of Physical Education, Recreation, and Dance (CAHPERD) as an outstanding program in the state. Kenilworth became a model demonstration school and spent four years working with other physical education programs in the state on curriculum and instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kenilworth P.E. teachers are also active grant writers, earning over $36,000 in grants since 2008, and implementing programs such as rock climbing, disc golf, archery, spin bikes and a 21-station fit lab to their students. While weight lifting was once considered detrimental to children and young teenagers, \u003c/span>\u003ca href=\"https://well.blogs.nytimes.com/2010/11/24/phys-ed-the-benefits-of-weight-training-for-kids/?mcubz=0\">\u003cspan style=\"font-weight: 400\">new research suggests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that when young students learn to safely and effectively lift weights in a supervised setting, they not only build strength, but also reduce the risks of injury when playing sports. This wide variety of activities and equipment make the Kenilworth P.E. department a place that develops not only kids’ fitness, but also their social and collaboration skills, and points them in the direction of life-long active living.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does a top-performing P.E. department do when the district goes high-tech and provides an iPad for every student? Not only did Kenilworth P.E. teachers embrace new technology in powerful ways, but they were far out in front by the time the rest of the district got on board. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://edu.google.com/\">\u003cspan style=\"font-weight: 400\">Google district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all Kenilworth students have their own Google accounts. The P.E. teachers use Google Classroom to disseminate information to students, such as unit notes and home activity logs. Students access a Google calendar link on the P.E. website in order to sign up for make-up P.E. times, and they use apps like \u003c/span>\u003ca href=\"https://quizlet.com\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to take their P.E. tests. Students also use their iPads to take pictures and videos of themselves as they demonstrate new skills they have learned. They create Google Slides presentations, add written explanations of what they are doing and how each artifact demonstrates correct form and then submit this evidence of their P.E. skills’ development via Google Classroom.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528321 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1020x661.jpg\" width=\"640\" height=\"415\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1020x661.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-800x518.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-768x498.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1920x1244.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1180x765.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-960x622.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-240x156.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-375x243.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-520x337.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-528319 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1020x650.jpg\" width=\"640\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1020x650.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-800x510.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-768x490.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1920x1224.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1180x752.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-960x612.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-240x153.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-375x239.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-520x332.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-528322 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the more unexpected places where iPads are used is in the fit lab, where two teachers have up to 70 students running the paces, from spin bike sessions to weight training circuits. No matter how much the teachers might pre-teach safe and effective use of the equipment, chances are that students will be distracted by their peers and will forget the different directions for each machine. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure students work safely and get the most out of the fit lab, Kenilworth teachers film their own tutorial videos to demonstrate how to use each machine. After filming with their iPads, they edit in iMovie, add voice-over narration, and upload the videos to their class website. They use \u003c/span>\u003ca href=\"https://lifehacker.com/5511793/make-qr-codes-in-a-jiffy-with-googl\">\u003cspan style=\"font-weight: 400\">Google’s URL shortener\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create QR codes for each video, which students scan with their iPads so they can refresh their fit lab knowledge before climbing aboard a machine.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/D07XSmQstsw\u003c/p>\n\u003cp>https://youtu.be/apNAuAVS_7M\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers send students back to the tutorial videos when they notice unsafe or ineffective use of the machines. With so many students in the lab at once, the videos allow teachers to keep an eye on all the activity, retrain when necessary and flip the curriculum so that students are able to work and learn on their own while developing safe fit lab habits.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While critics of technology in schools voice concern that students are spending too much time seated in front of a screen, innovative teachers know that technology can improve their students’ learning in a wide variety of ways, including keeping them safe and active in P.E class.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The physical education department at Kenilworth Junior High School in Petaluma, California is serious about helping kids to not only get fit, but also to have fun and find activities they enjoy so they will continue to be active into their adult lives. In 1992, the Kenilworth physical education department was recognized by the California Association of Physical Education, Recreation, and Dance (CAHPERD) as an outstanding program in the state. Kenilworth became a model demonstration school and spent four years working with other physical education programs in the state on curriculum and instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kenilworth P.E. teachers are also active grant writers, earning over $36,000 in grants since 2008, and implementing programs such as rock climbing, disc golf, archery, spin bikes and a 21-station fit lab to their students. While weight lifting was once considered detrimental to children and young teenagers, \u003c/span>\u003ca href=\"https://well.blogs.nytimes.com/2010/11/24/phys-ed-the-benefits-of-weight-training-for-kids/?mcubz=0\">\u003cspan style=\"font-weight: 400\">new research suggests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that when young students learn to safely and effectively lift weights in a supervised setting, they not only build strength, but also reduce the risks of injury when playing sports. This wide variety of activities and equipment make the Kenilworth P.E. department a place that develops not only kids’ fitness, but also their social and collaboration skills, and points them in the direction of life-long active living.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does a top-performing P.E. department do when the district goes high-tech and provides an iPad for every student? Not only did Kenilworth P.E. teachers embrace new technology in powerful ways, but they were far out in front by the time the rest of the district got on board. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://edu.google.com/\">\u003cspan style=\"font-weight: 400\">Google district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all Kenilworth students have their own Google accounts. The P.E. teachers use Google Classroom to disseminate information to students, such as unit notes and home activity logs. Students access a Google calendar link on the P.E. website in order to sign up for make-up P.E. times, and they use apps like \u003c/span>\u003ca href=\"https://quizlet.com\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to take their P.E. tests. Students also use their iPads to take pictures and videos of themselves as they demonstrate new skills they have learned. They create Google Slides presentations, add written explanations of what they are doing and how each artifact demonstrates correct form and then submit this evidence of their P.E. skills’ development via Google Classroom.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528321 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1020x661.jpg\" width=\"640\" height=\"415\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1020x661.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-800x518.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-768x498.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1920x1244.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-1180x765.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-960x622.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-240x156.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-375x243.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos2-520x337.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-528319 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1020x650.jpg\" width=\"640\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1020x650.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-800x510.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-768x490.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1920x1224.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-1180x752.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-960x612.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-240x153.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-375x239.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos1-520x332.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-528322 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/FitLabVideos3-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the more unexpected places where iPads are used is in the fit lab, where two teachers have up to 70 students running the paces, from spin bike sessions to weight training circuits. No matter how much the teachers might pre-teach safe and effective use of the equipment, chances are that students will be distracted by their peers and will forget the different directions for each machine. \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\">To ensure students work safely and get the most out of the fit lab, Kenilworth teachers film their own tutorial videos to demonstrate how to use each machine. After filming with their iPads, they edit in iMovie, add voice-over narration, and upload the videos to their class website. They use \u003c/span>\u003ca href=\"https://lifehacker.com/5511793/make-qr-codes-in-a-jiffy-with-googl\">\u003cspan style=\"font-weight: 400\">Google’s URL shortener\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create QR codes for each video, which students scan with their iPads so they can refresh their fit lab knowledge before climbing aboard a machine.\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/D07XSmQstsw'\n title='//www.youtube.com/embed/D07XSmQstsw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>https://youtu.be/apNAuAVS_7M\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers send students back to the tutorial videos when they notice unsafe or ineffective use of the machines. With so many students in the lab at once, the videos allow teachers to keep an eye on all the activity, retrain when necessary and flip the curriculum so that students are able to work and learn on their own while developing safe fit lab habits.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While critics of technology in schools voice concern that students are spending too much time seated in front of a screen, innovative teachers know that technology can improve their students’ learning in a wide variety of ways, including keeping them safe and active in P.E class.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Youth Media Challenge Captures Stepping Up Stories",
"headTitle": "Youth Media Challenge Captures Stepping Up Stories | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This fall, KQED launched a Youth Media Challenge. The topic? Something I’ve been passionate about and have encouraged my students to be passionate about, as well: Stepping Up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a message I deliver often in my classroom: Step up. Get behind something that you’re passionate about. Seek to make a difference. It doesn’t matter whether you seek to improve the school, the city, the state, country, or the planet. Just try to bring about some kind of change for the better and then, at the end of the term, be prepared to share what you did and how you did it. That’s what I tell my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of my students have responded to my challenge in remarkable and noteworthy ways. I know there are students everywhere taking actions big and small to effect change. And so many of those inspiring stories are just waiting to be shared and used as sparks to motivate others to action. That’s why I’ll be sharing \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/09/27/fall-2017-youth-media-challenge/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge about Stepping Up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with my students, asking them to share \u003c/span>\u003cspan style=\"font-weight: 400\">in a video, audio, or written piece, an issue or event that sparked them to act, and what they are doing about it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first student that I am going to encourage to take KQED’s Youth Media Challenge is junior Jinze Wu. Here’s how she has stepped up:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This semester, Jinze Wu gave an outstanding, ten-minute, college professor-like Google Slideshow presentation to the students enrolled in my first period Honors US History class. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528166\" class=\"wp-caption aligncenter\" style=\"max-width: 717px\">[media-credit standalone=0 id=11287 align=\"aligncenter\" width=\"717\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528166 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM.png\" width=\"717\" height=\"443\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM.png 717w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-160x99.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-240x148.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-375x232.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-520x321.png 520w\" sizes=\"(max-width: 717px) 100vw, 717px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS junior Jinze Wu at the start of her Google Slideshow presentation.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze’s presentation was entitled \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1Ij9J-bbST0w7w-WHMKPX3apeLp19h2KdtDm7uk7_RYU/edit?ts=59e0d463#slide=id.g27b7575a54_0_0\">\u003cspan style=\"font-weight: 400\">The Battle off Samar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and it was dedicated to Bob DeSpain, a survivor of the World War II Battle off Samar. This battle was the centermost action of the Battle of Leyte Gulf — one of the largest naval battles in history — and it took place in the Philippine Sea off Samar Island in the Philippines on October 25, 1944.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze got to know Bob over the course of the past two years while she was volunteering aboard the Battleship USS Iowa (berthed in San Pedro). Bob DeSpain spent several days in the water after his ship, the USS Hoel, was sunk by Japanese forces during the battle. Bob, who also served as a volunteer aboard the Iowa, recently passed away at age 93. Jinze came to view Bob as a dear shipmate and friend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze’s passion for World War II naval history was sparked in 7th grade when watching World War II movies with her father. That led her to read more about the history, and visit various historical ships. She chose to volunteer twice a month aboard the USS Iowa to help preserve and educate others on its significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best part of this story–Jinze didn’t do this for a grade or any kind of extra credit, or in response to an assignment. She felt so passionately about sharing Bob’s legacy and service, she stepped up on her own accord to tell the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m inspired by Jinze’s stepping up to volunteer with the Battleship USS Iowa, and then to share the knowledge and history she’s learned along the way with others, in honor of her friend and shipmate Bob. I think others would be, too. So I’m encouraging Jinze Wu to visit the \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSeoMxfqnhoiucqEGpuIVt7KIgkLJDWzS4JOL069yFgDTXLd1Q/viewform\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> webpage and \u003c/span>\u003cb>apply for both a chance to have her unique story published on KQED’s website, AND for it to be screened at a KQED-hosted media festival in January.\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528177 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1020x574.png\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll bet you, my fellow educators, know a student–or two, or twenty–that have some great “stepping up” stories of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if you’re looking to provide inspiration to students searching for a way to step up, check out this handy \u003c/span>\u003ca href=\"https://www.edutopia.org/discussion/50-great-civic-action-projects\">\u003cspan style=\"font-weight: 400\">doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I created\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>Here is the KQED \u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/27/stepping-up-four-high-school-activists-on-what-moved-them-to-action-video/\">Stepping Up Video Series\u003c/a>, \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Youth-Media-Challenge-classroom-guide.pdf\"> Classroom Guide, \u003c/a>and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Stepping-Up-Student-Viewing-handout.pdf\">Student Viewing Handout\u003c/a> to support KQED’s Youth Media Challenge. And click here to learn about \u003ca href=\"https://ww2.kqed.org/education/2017/10/16/join-kqed-in-celebrating-media-literacy-week/\">KQED’s Stepping Up Online Screening\u003c/a> featuring the stories of youth activist and what inspires them to change. This screening is happening \u003cspan class=\"aBn\">\u003cspan class=\"aQJ\">on Monday, November 6 (4:00-5:00 PM PST).\u003c/span>\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This fall, KQED launched a Youth Media Challenge. The topic? Something I’ve been passionate about and have encouraged my students to be passionate about, as well: Stepping Up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a message I deliver often in my classroom: Step up. Get behind something that you’re passionate about. Seek to make a difference. It doesn’t matter whether you seek to improve the school, the city, the state, country, or the planet. Just try to bring about some kind of change for the better and then, at the end of the term, be prepared to share what you did and how you did it. That’s what I tell my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of my students have responded to my challenge in remarkable and noteworthy ways. I know there are students everywhere taking actions big and small to effect change. And so many of those inspiring stories are just waiting to be shared and used as sparks to motivate others to action. That’s why I’ll be sharing \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/09/27/fall-2017-youth-media-challenge/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge about Stepping Up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with my students, asking them to share \u003c/span>\u003cspan style=\"font-weight: 400\">in a video, audio, or written piece, an issue or event that sparked them to act, and what they are doing about it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first student that I am going to encourage to take KQED’s Youth Media Challenge is junior Jinze Wu. Here’s how she has stepped up:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This semester, Jinze Wu gave an outstanding, ten-minute, college professor-like Google Slideshow presentation to the students enrolled in my first period Honors US History class. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528166\" class=\"wp-caption aligncenter\" style=\"max-width: 717px\">[media-credit standalone=0 id=11287 align=\"aligncenter\" width=\"717\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528166 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM.png\" width=\"717\" height=\"443\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM.png 717w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-160x99.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-240x148.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-375x232.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Screen-Shot-2017-10-30-at-11.17.01-AM-520x321.png 520w\" sizes=\"(max-width: 717px) 100vw, 717px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS junior Jinze Wu at the start of her Google Slideshow presentation.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze’s presentation was entitled \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1Ij9J-bbST0w7w-WHMKPX3apeLp19h2KdtDm7uk7_RYU/edit?ts=59e0d463#slide=id.g27b7575a54_0_0\">\u003cspan style=\"font-weight: 400\">The Battle off Samar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and it was dedicated to Bob DeSpain, a survivor of the World War II Battle off Samar. This battle was the centermost action of the Battle of Leyte Gulf — one of the largest naval battles in history — and it took place in the Philippine Sea off Samar Island in the Philippines on October 25, 1944.\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\">Jinze got to know Bob over the course of the past two years while she was volunteering aboard the Battleship USS Iowa (berthed in San Pedro). Bob DeSpain spent several days in the water after his ship, the USS Hoel, was sunk by Japanese forces during the battle. Bob, who also served as a volunteer aboard the Iowa, recently passed away at age 93. Jinze came to view Bob as a dear shipmate and friend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jinze’s passion for World War II naval history was sparked in 7th grade when watching World War II movies with her father. That led her to read more about the history, and visit various historical ships. She chose to volunteer twice a month aboard the USS Iowa to help preserve and educate others on its significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best part of this story–Jinze didn’t do this for a grade or any kind of extra credit, or in response to an assignment. She felt so passionately about sharing Bob’s legacy and service, she stepped up on her own accord to tell the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m inspired by Jinze’s stepping up to volunteer with the Battleship USS Iowa, and then to share the knowledge and history she’s learned along the way with others, in honor of her friend and shipmate Bob. I think others would be, too. So I’m encouraging Jinze Wu to visit the \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSeoMxfqnhoiucqEGpuIVt7KIgkLJDWzS4JOL069yFgDTXLd1Q/viewform\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> webpage and \u003c/span>\u003cb>apply for both a chance to have her unique story published on KQED’s website, AND for it to be screened at a KQED-hosted media festival in January.\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-528177 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1020x574.png\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/YOUTH-MEDIA-CHALLENGE-2-1920x1080-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll bet you, my fellow educators, know a student–or two, or twenty–that have some great “stepping up” stories of their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if you’re looking to provide inspiration to students searching for a way to step up, check out this handy \u003c/span>\u003ca href=\"https://www.edutopia.org/discussion/50-great-civic-action-projects\">\u003cspan style=\"font-weight: 400\">doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I created\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>Here is the KQED \u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/27/stepping-up-four-high-school-activists-on-what-moved-them-to-action-video/\">Stepping Up Video Series\u003c/a>, \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Youth-Media-Challenge-classroom-guide.pdf\"> Classroom Guide, \u003c/a>and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Stepping-Up-Student-Viewing-handout.pdf\">Student Viewing Handout\u003c/a> to support KQED’s Youth Media Challenge. And click here to learn about \u003ca href=\"https://ww2.kqed.org/education/2017/10/16/join-kqed-in-celebrating-media-literacy-week/\">KQED’s Stepping Up Online Screening\u003c/a> featuring the stories of youth activist and what inspires them to change. This screening is happening \u003cspan class=\"aBn\">\u003cspan class=\"aQJ\">on Monday, November 6 (4:00-5:00 PM PST).\u003c/span>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Go Beyond Snapchat with Layered Selfies",
"headTitle": "Go Beyond Snapchat with Layered Selfies | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Let’s face it, any person who has access to a camera has taken at least one selfie. But the obsession with self-portraits is not new. Artists from Vincent Van Gogh to Frida Kahlo have walked this path, which in itself is an exercise in self-awareness and points to how artists sees themselves. Photographic self-portraits were a common way for early photographers to discover new techniques and experiment with the equipment. When the model is yourself you can arrange and rearrange things to your liking without fear of outside judgment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In today’s world, students armed with smartphones take dozens of selfies every day. Selfie-taking happens everywhere, including our classrooms when we are not looking. These selfies are posted immediately to sites like Snapchat and Instagram as students tell the stories of their daily life. Through those selfies, students are making sense of their roles in their communities. As much as they can be a distraction, they also provide valuable insight into who your students are.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I decided to create a way for students to use their images to introduce themselves to our classroom at the beginning of the year. However, I did not want students to simply share a selfie or create a collage. I wanted students to use their selfies to tell their story. As I was pondering the idea, I remembered the “Communicating with Photography” course I had taken on \u003c/span>\u003ca href=\"https://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After going back to refresh myself on the content, the idea blossomed. What if the students use their selfies to create something beyond the traditional selfie? Could the students use selfies as an exploration of their identity, and then be willing to share it with their classmates? It turned out the answer to both those questions was yes.\u003c/span>\u003c/p>\n\u003ch3>The Project\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\"> We started this project with a series of lessons that helped students identify their values and interests, or “\u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1AO0898qnf9E0mJlP1p8HLnmkxzfE4giAl0YqXGLCWrM/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Personal Brands\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”. Armed with this information, students would also need explicit instruction on how to work with images to create a compelling product. This led me to develop not only my skills in the use of \u003c/span>\u003ca href=\"https://pixlr.com/\">\u003cspan style=\"font-weight: 400\">Pixlr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a free photo editing app), but to share the\u003c/span>\u003ca href=\"https://teach.kqed.org/lessonplan/view/all-about-me-selfies\">\u003cspan style=\"font-weight: 400\"> complete lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the \u003c/span>\u003ca href=\"https://teach.kqed.org/#\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that in place, I introduced the layered selfie project to my students, and they were immediately engaged. Not only were they going to be able to use their phones, they also “had” to take a selfie! The excitement about creating their own stories in a way that made total sense to them was palpable. They could not wait to get started.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the days progressed, you could hear the students starting to share things like places to find good backgrounds or using a brush eraser to create soft lines around their picture. The chatter in the classroom increased as they asked, “How did you do that?”. Students who would not have seen themselves as teachers were suddenly experts. After the tips, the conversation shifted to learning about each other. From the simple things such as, “I also have been practicing Tae Kwon Do, where do you train?” to “I didn’t know you also are Filipino!” New friendships began to form and even the shyest students were included in the conversation. \u003c/span>\u003c/p>\n\u003ch3>The Result\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before I started assessing the work, I already knew that the project had been a success. Students who have trouble speaking and/or writing were still able to share complete visual stories, and they shared much more than I could have learned by using traditional getting to know your prompts. The classroom culture became one of acceptance and tolerance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The images they created are posted on the walls and continue to be a topic of conversation as students keep finding elements in them that point more to commonalities than differences.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528011 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1020x638.jpg\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1020x638.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-768x480.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1180x738.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-960x600.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-240x150.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-375x234.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-520x325.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey.jpg 1680w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528008 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/anna-layerc3-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3.jpg 1024w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528010\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/joser-800x600.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also think that something similar could be used to create layered images in response to a variety of topics in different content areas. What about creating a layered image to explain the plot or transformation of a character in a favorite book? I invite you to explore the options and play around with Pixlr as a way to tell a visual story.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Let’s face it, any person who has access to a camera has taken at least one selfie. But the obsession with self-portraits is not new. Artists from Vincent Van Gogh to Frida Kahlo have walked this path, which in itself is an exercise in self-awareness and points to how artists sees themselves. Photographic self-portraits were a common way for early photographers to discover new techniques and experiment with the equipment. When the model is yourself you can arrange and rearrange things to your liking without fear of outside judgment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In today’s world, students armed with smartphones take dozens of selfies every day. Selfie-taking happens everywhere, including our classrooms when we are not looking. These selfies are posted immediately to sites like Snapchat and Instagram as students tell the stories of their daily life. Through those selfies, students are making sense of their roles in their communities. As much as they can be a distraction, they also provide valuable insight into who your students are.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I decided to create a way for students to use their images to introduce themselves to our classroom at the beginning of the year. However, I did not want students to simply share a selfie or create a collage. I wanted students to use their selfies to tell their story. As I was pondering the idea, I remembered the “Communicating with Photography” course I had taken on \u003c/span>\u003ca href=\"https://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After going back to refresh myself on the content, the idea blossomed. What if the students use their selfies to create something beyond the traditional selfie? Could the students use selfies as an exploration of their identity, and then be willing to share it with their classmates? It turned out the answer to both those questions was yes.\u003c/span>\u003c/p>\n\u003ch3>The Project\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\"> We started this project with a series of lessons that helped students identify their values and interests, or “\u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1AO0898qnf9E0mJlP1p8HLnmkxzfE4giAl0YqXGLCWrM/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Personal Brands\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”. Armed with this information, students would also need explicit instruction on how to work with images to create a compelling product. This led me to develop not only my skills in the use of \u003c/span>\u003ca href=\"https://pixlr.com/\">\u003cspan style=\"font-weight: 400\">Pixlr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a free photo editing app), but to share the\u003c/span>\u003ca href=\"https://teach.kqed.org/lessonplan/view/all-about-me-selfies\">\u003cspan style=\"font-weight: 400\"> complete lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the \u003c/span>\u003ca href=\"https://teach.kqed.org/#\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that in place, I introduced the layered selfie project to my students, and they were immediately engaged. Not only were they going to be able to use their phones, they also “had” to take a selfie! The excitement about creating their own stories in a way that made total sense to them was palpable. They could not wait to get started.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the days progressed, you could hear the students starting to share things like places to find good backgrounds or using a brush eraser to create soft lines around their picture. The chatter in the classroom increased as they asked, “How did you do that?”. Students who would not have seen themselves as teachers were suddenly experts. After the tips, the conversation shifted to learning about each other. From the simple things such as, “I also have been practicing Tae Kwon Do, where do you train?” to “I didn’t know you also are Filipino!” New friendships began to form and even the shyest students were included in the conversation. \u003c/span>\u003c/p>\n\u003ch3>The Result\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before I started assessing the work, I already knew that the project had been a success. Students who have trouble speaking and/or writing were still able to share complete visual stories, and they shared much more than I could have learned by using traditional getting to know your prompts. The classroom culture became one of acceptance and tolerance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The images they created are posted on the walls and continue to be a topic of conversation as students keep finding elements in them that point more to commonalities than differences.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528011 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1020x638.jpg\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1020x638.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-768x480.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-1180x738.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-960x600.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-240x150.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-375x234.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey-520x325.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/Barbieri-Audrey.jpg 1680w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528008 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/anna-layerc3-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/anna-layerc3.jpg 1024w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528010\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/10/joser-800x600.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/10/joser-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I also think that something similar could be used to create layered images in response to a variety of topics in different content areas. What about creating a layered image to explain the plot or transformation of a character in a favorite book? I invite you to explore the options and play around with Pixlr as a way to tell a visual story.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago, while trying to come up with a way to make my assignments more relevant to my students’ lives and to ignite passion in their work, a flurry of “explainer videos” started popping up on YouTube.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos are short and catchy combinations of moving images, audio, and music. They are typically packed full of information about some specific idea or topic and may even include an on-screen actor or reporter who walks the viewer through the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Examples of good explainer videos can be found on a host of websites. I particularly like the Vox explainer video entitled\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=bX4qUsgHa4Y&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">The State of Gun Violence in the US, Explained in 18 Charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I also like the KQED ‘Above the Noise’ explainer video entitled\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=dNmwvntMF5A&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">Why Do Our Brains Love Fake News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Another very good explainer video describes\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Hij6bZ7q-QI&t=12s\"> \u003cspan style=\"font-weight: 400\">TEACH\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED’s new online professional learning platform for educators.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Hij6bZ7q-QI&t=18s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While watching these videos, I realized what I was looking for . . . an opportunity for my students to produce some explainer videos of their own.\u003c/span>\u003c/p>\n\u003ch3>The Explainer Video Assignment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by calling upon my broadcast journalism students to create explainer videos in which each student described him or herself—a kind of biography project.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This allowed them to concentrate on a topic that they were already familiar with. It also allowed them to complete a project in a shorter amount of time than usual, with the finished product serving as a way of letting the students get to better know one another at the start of the year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To create their explainer videos, my students used Apple’s\u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/keynote/id361285480?mt=8\"> \u003cspan style=\"font-weight: 400\">Keynote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free presentation software for Mac and iOS and an easy-to-use alternative to Microsoft Powerpoint.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One great feature of Apple’s Keynote is that it can easily record an audio track to play over the presentation itself–the presenter can essentially place a “live recording” over the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step of the assignment required my students to watch examples of explainer videos found online. I wanted them to be able to identify and analyze the elements and techniques they would need to use in their own videos—how to communicate ideas clearly; the types of images, statistics, and graphic elements necessary to tell a story; and how to organize the information so it makes sense to an audience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, we watched\u003c/span>\u003ca href=\"https://vimeo.com/lindadong/keynotemotiongraphic\"> \u003cspan style=\"font-weight: 400\">examples\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of animations created with Keynote. I also provided the class with a copy of the free multi-touch book,\u003c/span>\u003ca href=\"https://itunes.apple.com/us/book/design-secrets-revealed/id814087040?mt=11\"> \u003ci>\u003cspan style=\"font-weight: 400\">Design Secrets Revealed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, so that it might help them better understand how to make a presentation visually appealing and easier for an audience to comprehend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I gave a 30-minute tutorial on how to use Keynote to create animation. The simplicity and options of Keynote excited my students and inspired them to think about how they could creatively tell their stories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For homework, the students were asked to write scripts for their own voiceover tracks, collect images and statistics, and design their animation. The next day, we spent about two hours completing the videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since this was their first time using Keynote’s animation elements, and since the turnaround time was quite short, the videos were not as polished as we might have liked. However, the exercise served as a great way for students to become familiar with the tool, to learn to tell a story with graphics and voiceover and to become better-versed in elements of design.\u003c/span>\u003c/p>\n\u003cp>See below for an example of one of my student’s explainer videos.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=0azQz8JCDSo&feature=youtu.be\u003c/p>\n\u003ch3>Tips for Creating Explainer Videos\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were asked to complete their projects in only four hours’ time, and over the course of only two days. Here are my suggestions to make your assignment \u003c/span>\u003cspan style=\"font-weight: 400\"> better:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start small. Make this an ‘introductory’ project with a limit of 3-5 slides. Have students focus on ONE particular aspect of a topic to animate. Learn from your mistakes so that the next assignment can be longer and more complicated.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give your class enough time to debrief and critique the projects in class. Although students posted their projects on our social media group so that everyone could see them before returning to school, our time constraints meant that we didn’t have time to adequately debrief in class and learn from each other.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Writing is the foundation of every multimedia project. These videos will require focus statements (the narrow and specific question video will answer), editorial decisions (what information to include), as well as writing and performing a scripted voice-over track will provide the framework for the graphics and animation. Spend time writing and revising the script so that it’s clear and makes sense before you work on the visuals and animations.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Content is king. Make sure students have their information right, and can craft a clear story that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">–not just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">describes\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">–a given topic. Ask them to consider and answer questions such as, “Why is this way the best way?” or “What happens if you don’t…?” or “Why should this matter to anyone?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>Additional Resources\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although my background is in journalism and film production, I found that the KQED Teach courses “\u003ca href=\"https://teach.kqed.org/course/making-infographics\">Making Infographics\u003c/a>” and “\u003ca href=\"https://teach.kqed.org/course/designing-presentations\">Designing Presentations\u003c/a>” helped clarify design and layout skills I needed to develop with my students.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch3>Why Assign Explainer Videos\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos are a great way for teachers to check for understanding while also allowing students to have an impact on an audience beyond the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos also teach students important media literacy and design skills that they might need in the “real world” someday.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than anything else, my students had great fun playing around with the explainer video style.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago, while trying to come up with a way to make my assignments more relevant to my students’ lives and to ignite passion in their work, a flurry of “explainer videos” started popping up on YouTube.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos are short and catchy combinations of moving images, audio, and music. They are typically packed full of information about some specific idea or topic and may even include an on-screen actor or reporter who walks the viewer through the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Examples of good explainer videos can be found on a host of websites. I particularly like the Vox explainer video entitled\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=bX4qUsgHa4Y&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">The State of Gun Violence in the US, Explained in 18 Charts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I also like the KQED ‘Above the Noise’ explainer video entitled\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=dNmwvntMF5A&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">Why Do Our Brains Love Fake News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Another very good explainer video describes\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Hij6bZ7q-QI&t=12s\"> \u003cspan style=\"font-weight: 400\">TEACH\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED’s new online professional learning platform for educators.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Hij6bZ7q-QI'\n title='//www.youtube.com/embed/Hij6bZ7q-QI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While watching these videos, I realized what I was looking for . . . an opportunity for my students to produce some explainer videos of their own.\u003c/span>\u003c/p>\n\u003ch3>The Explainer Video Assignment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by calling upon my broadcast journalism students to create explainer videos in which each student described him or herself—a kind of biography project.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This allowed them to concentrate on a topic that they were already familiar with. It also allowed them to complete a project in a shorter amount of time than usual, with the finished product serving as a way of letting the students get to better know one another at the start of the year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To create their explainer videos, my students used Apple’s\u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/keynote/id361285480?mt=8\"> \u003cspan style=\"font-weight: 400\">Keynote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free presentation software for Mac and iOS and an easy-to-use alternative to Microsoft Powerpoint.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One great feature of Apple’s Keynote is that it can easily record an audio track to play over the presentation itself–the presenter can essentially place a “live recording” over the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step of the assignment required my students to watch examples of explainer videos found online. I wanted them to be able to identify and analyze the elements and techniques they would need to use in their own videos—how to communicate ideas clearly; the types of images, statistics, and graphic elements necessary to tell a story; and how to organize the information so it makes sense to an audience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, we watched\u003c/span>\u003ca href=\"https://vimeo.com/lindadong/keynotemotiongraphic\"> \u003cspan style=\"font-weight: 400\">examples\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of animations created with Keynote. I also provided the class with a copy of the free multi-touch book,\u003c/span>\u003ca href=\"https://itunes.apple.com/us/book/design-secrets-revealed/id814087040?mt=11\"> \u003ci>\u003cspan style=\"font-weight: 400\">Design Secrets Revealed\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, so that it might help them better understand how to make a presentation visually appealing and easier for an audience to comprehend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then I gave a 30-minute tutorial on how to use Keynote to create animation. The simplicity and options of Keynote excited my students and inspired them to think about how they could creatively tell their stories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For homework, the students were asked to write scripts for their own voiceover tracks, collect images and statistics, and design their animation. The next day, we spent about two hours completing the videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since this was their first time using Keynote’s animation elements, and since the turnaround time was quite short, the videos were not as polished as we might have liked. However, the exercise served as a great way for students to become familiar with the tool, to learn to tell a story with graphics and voiceover and to become better-versed in elements of design.\u003c/span>\u003c/p>\n\u003cp>See below for an example of one of my student’s explainer videos.\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/0azQz8JCDSo'\n title='//www.youtube.com/embed/0azQz8JCDSo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch3>Tips for Creating Explainer Videos\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were asked to complete their projects in only four hours’ time, and over the course of only two days. Here are my suggestions to make your assignment \u003c/span>\u003cspan style=\"font-weight: 400\"> better:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start small. Make this an ‘introductory’ project with a limit of 3-5 slides. Have students focus on ONE particular aspect of a topic to animate. Learn from your mistakes so that the next assignment can be longer and more complicated.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give your class enough time to debrief and critique the projects in class. Although students posted their projects on our social media group so that everyone could see them before returning to school, our time constraints meant that we didn’t have time to adequately debrief in class and learn from each other.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Writing is the foundation of every multimedia project. These videos will require focus statements (the narrow and specific question video will answer), editorial decisions (what information to include), as well as writing and performing a scripted voice-over track will provide the framework for the graphics and animation. Spend time writing and revising the script so that it’s clear and makes sense before you work on the visuals and animations.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Content is king. Make sure students have their information right, and can craft a clear story that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">explains\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">–not just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">describes\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">–a given topic. Ask them to consider and answer questions such as, “Why is this way the best way?” or “What happens if you don’t…?” or “Why should this matter to anyone?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>Additional Resources\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although my background is in journalism and film production, I found that the KQED Teach courses “\u003ca href=\"https://teach.kqed.org/course/making-infographics\">Making Infographics\u003c/a>” and “\u003ca href=\"https://teach.kqed.org/course/designing-presentations\">Designing Presentations\u003c/a>” helped clarify design and layout skills I needed to develop with my students.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch3>Why Assign Explainer Videos\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos are a great way for teachers to check for understanding while also allowing students to have an impact on an audience beyond the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explainer videos also teach students important media literacy and design skills that they might need in the “real world” someday.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than anything else, my students had great fun playing around with the explainer video style.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Power of Podcasting: A New Way for Students to Experience Narrative",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It was only about ten years ago that podcasting was a little-known medium–the new version of ham radio for nerds who wanted to talk about last night’s episode of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lost \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or their affinity for the independent music scene. But nowadays every major media outlet seems to have a podcast or two. Since the explosion of \u003c/span>\u003ca href=\"https://serialpodcast.org/\">\u003cspan style=\"font-weight: 400\">Serial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a few years ago, more and more \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">\u003cspan style=\"font-weight: 400\">English teachers are bringing podcasts into their classrooms as a new way for students to experience narrative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And, as an added bonus, help them hone their critical listening skills while \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">\u003cspan style=\"font-weight: 400\">trying to tackle the new Common Core listening components\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago, I too began incorporating podcasts into my classes. Soon, I found that newsier shows–\u003c/span>\u003ca href=\"https://www.thisamericanlife.org/\">\u003cspan style=\"font-weight: 400\">This American Life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.npr.org/sections/codeswitch/\">\u003cspan style=\"font-weight: 400\">Code Switch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.nytimes.com/podcasts/the-daily?mcubz=3\">\u003cspan style=\"font-weight: 400\">The Daily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">–helped my students stay informed and improved their writing. I was teaching an AP English Language and Composition course and noticed my students lacked real-world examples when writing argumentation. They lacked examples because their overachieving teenage lives didn’t allow them to sit down and watch the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">PBS Newshour\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or read daily headlines. Instead, they were doing hours of AP homework and planning the Winter Formal and going to football practice. Not only did I want them to have well-developed, relevant examples for their papers, I also wanted my students to be informed about what was going on in their country and the world. I felt this authentic interaction with the questions and controversies of current events would enrich their writing, our discussions, and ultimately, their academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, I kept it simple at first. I compiled a list of about \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1kEOoAIT_GcHMJlTa3HdkGHs3zpkAMMHqA7dpwsc7c4o/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">twenty-five podcasts,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> all of them with a current events angle. I explained that some podcasts were political discussions and let students know whether they leaned left or right (\u003c/span>\u003ca href=\"http://www.slate.com/articles/podcasts/gabfest.html\">\u003cspan style=\"font-weight: 400\">Slate’s Political Gabfest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Some on the list were hard news and reported just the facts (\u003c/span>\u003ca href=\"https://itunes.apple.com/us/podcast/pbs-newshour-full-program/id394432287\">\u003ci>\u003cspan style=\"font-weight: 400\">PBS Newshour\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Some would tell a long-form story about something that may not be on the homepage of NYTimes.com but would be well reported and relevant (\u003c/span>\u003ca href=\"http://www.radiolab.org/\">\u003cspan style=\"font-weight: 400\">RadioLab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). I asked them to select one or two podcasts and to listen to about 45 minutes per week. They were then required to write a one-page summary and commentary on anything they took away from that episode. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results were delightful. Each Friday my students would bound into class, excited to talk about the episode they listened to. We would spend about 10-15 minutes sharing summaries, which also allowed the class as a whole to absorb yet more news. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were fascinated by what they had learned, but I also wanted them to see how this new knowledge was now a powerful tool they could use in their writing. After they finished sharing, we would talk about sample writing prompts and how we could use the news examples from that week to strengthen an argument on that topic. Naturally, it didn’t work precisely for every prompt and every podcast. But over the course of weeks, students started to realize they knew much more about current events in detail and could use those details to create measured arguments on complex topics. \u003c/span>\u003cspan style=\"font-weight: 400\">They felt empowered, and their writing became much more detailed. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before their exposure to podcasts, even my strongest students would generalize or give very thin examples, which made their writing sound uninformed. Now, their writing had a sophistication to it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an added bonus, students seemed relieved they were being asked to listen rather than read this information: “It’s makes doing the dishes so much easier!” one of my students exclaimed and another liked that she could multi-task by doing this assignment while out on her cross-country run. I found that many of them began listening to podcasts on their own outside of the regular weekly assignment. I was giddy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once I had created a learning environment where podcasts were a familiar and typical medium just as, say, a newspaper article or a novel is, it was very easy to incorporate other brief listening activities. I also found that my students had a greater interest in nonfiction and the kind of long-form journalism you might read in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. I started assigning reading that complemented the podcasts as opposed to the other way around. Reading circles developed around books like Brian Stevenson’s\u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 2017 Pulitzer Prize winner \u003c/span>\u003ca href=\"http://www.evictedbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Evicted\u003c/span>\u003c/i> \u003c/a>\u003cspan style=\"font-weight: 400\">by Matthew Desmond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we approached the end of the term, I felt justified in my use of this assignment. So many students were using the conversational yet academic voice of podcasts. They wrote like little NPR hosts and used examples that were rich in specificity. They made connections between literature, news and the issues that they continue to care about. At the end of the year, not that I teach towards the test (no, not any of us, right!?!), my students weren’t thrown off at all by the listening portion of the Smarter Balance assessments. Best of all, I now receive emails that start \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“I continue to listen to podcasts a couple times per week (although most are about fantasy football/hip hop news), and I’ve begun to actually read recreationally” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">so I know many students walked away with something that continues to inform their daily lives as citizens and lifelong learners. \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\">It was only about ten years ago that podcasting was a little-known medium–the new version of ham radio for nerds who wanted to talk about last night’s episode of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lost \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or their affinity for the independent music scene. But nowadays every major media outlet seems to have a podcast or two. Since the explosion of \u003c/span>\u003ca href=\"https://serialpodcast.org/\">\u003cspan style=\"font-weight: 400\">Serial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a few years ago, more and more \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">\u003cspan style=\"font-weight: 400\">English teachers are bringing podcasts into their classrooms as a new way for students to experience narrative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And, as an added bonus, help them hone their critical listening skills while \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">\u003cspan style=\"font-weight: 400\">trying to tackle the new Common Core listening components\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago, I too began incorporating podcasts into my classes. Soon, I found that newsier shows–\u003c/span>\u003ca href=\"https://www.thisamericanlife.org/\">\u003cspan style=\"font-weight: 400\">This American Life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.npr.org/sections/codeswitch/\">\u003cspan style=\"font-weight: 400\">Code Switch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.nytimes.com/podcasts/the-daily?mcubz=3\">\u003cspan style=\"font-weight: 400\">The Daily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">–helped my students stay informed and improved their writing. I was teaching an AP English Language and Composition course and noticed my students lacked real-world examples when writing argumentation. They lacked examples because their overachieving teenage lives didn’t allow them to sit down and watch the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">PBS Newshour\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or read daily headlines. Instead, they were doing hours of AP homework and planning the Winter Formal and going to football practice. Not only did I want them to have well-developed, relevant examples for their papers, I also wanted my students to be informed about what was going on in their country and the world. I felt this authentic interaction with the questions and controversies of current events would enrich their writing, our discussions, and ultimately, their academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, I kept it simple at first. I compiled a list of about \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1kEOoAIT_GcHMJlTa3HdkGHs3zpkAMMHqA7dpwsc7c4o/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">twenty-five podcasts,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> all of them with a current events angle. I explained that some podcasts were political discussions and let students know whether they leaned left or right (\u003c/span>\u003ca href=\"http://www.slate.com/articles/podcasts/gabfest.html\">\u003cspan style=\"font-weight: 400\">Slate’s Political Gabfest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Some on the list were hard news and reported just the facts (\u003c/span>\u003ca href=\"https://itunes.apple.com/us/podcast/pbs-newshour-full-program/id394432287\">\u003ci>\u003cspan style=\"font-weight: 400\">PBS Newshour\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Some would tell a long-form story about something that may not be on the homepage of NYTimes.com but would be well reported and relevant (\u003c/span>\u003ca href=\"http://www.radiolab.org/\">\u003cspan style=\"font-weight: 400\">RadioLab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). I asked them to select one or two podcasts and to listen to about 45 minutes per week. They were then required to write a one-page summary and commentary on anything they took away from that episode. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results were delightful. Each Friday my students would bound into class, excited to talk about the episode they listened to. We would spend about 10-15 minutes sharing summaries, which also allowed the class as a whole to absorb yet more news. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students were fascinated by what they had learned, but I also wanted them to see how this new knowledge was now a powerful tool they could use in their writing. After they finished sharing, we would talk about sample writing prompts and how we could use the news examples from that week to strengthen an argument on that topic. Naturally, it didn’t work precisely for every prompt and every podcast. But over the course of weeks, students started to realize they knew much more about current events in detail and could use those details to create measured arguments on complex topics. \u003c/span>\u003cspan style=\"font-weight: 400\">They felt empowered, and their writing became much more detailed. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before their exposure to podcasts, even my strongest students would generalize or give very thin examples, which made their writing sound uninformed. Now, their writing had a sophistication to it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an added bonus, students seemed relieved they were being asked to listen rather than read this information: “It’s makes doing the dishes so much easier!” one of my students exclaimed and another liked that she could multi-task by doing this assignment while out on her cross-country run. I found that many of them began listening to podcasts on their own outside of the regular weekly assignment. I was giddy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once I had created a learning environment where podcasts were a familiar and typical medium just as, say, a newspaper article or a novel is, it was very easy to incorporate other brief listening activities. I also found that my students had a greater interest in nonfiction and the kind of long-form journalism you might read in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. I started assigning reading that complemented the podcasts as opposed to the other way around. Reading circles developed around books like Brian Stevenson’s\u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 2017 Pulitzer Prize winner \u003c/span>\u003ca href=\"http://www.evictedbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Evicted\u003c/span>\u003c/i> \u003c/a>\u003cspan style=\"font-weight: 400\">by Matthew Desmond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we approached the end of the term, I felt justified in my use of this assignment. So many students were using the conversational yet academic voice of podcasts. They wrote like little NPR hosts and used examples that were rich in specificity. They made connections between literature, news and the issues that they continue to care about. At the end of the year, not that I teach towards the test (no, not any of us, right!?!), my students weren’t thrown off at all by the listening portion of the Smarter Balance assessments. Best of all, I now receive emails that start \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“I continue to listen to podcasts a couple times per week (although most are about fantasy football/hip hop news), and I’ve begun to actually read recreationally” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">so I know many students walked away with something that continues to inform their daily lives as citizens and lifelong learners. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "One High School Science Department’s Quest to Save the Earth ",
"headTitle": "One High School Science Department’s Quest to Save the Earth | KQED",
"content": "\u003cp>Climate change is threatening the planet. It’s causing sea levels to rise, oceans to become warmer, forest fires to burn more wildly, freshwater supplies to dry up, and crops to wither. Yet one-third of all students in the United States spend only an hour of class time every year talking about climate change.\u003c/p>\n\u003cp>However, this is not the case here at American Canyon High School (Napa County, California). Here, the school’s science department students spent January and February of 2017 engaged in a project to save the earth.\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>The Physics and Preparatory Physics students\u003c/b>\u003cspan style=\"font-weight: 400\"> learned about how climate change has increased weather patterns (extreme weather) and how drought in the West has increased the frequency and intensity of \u003c/span>\u003ca href=\"https://ww2.kqed.org/science/2016/11/28/study-finds-surprising-culprit-drives-forest-fire-behavior/?utm_source=email&utm_medium=emailnewsletter&utm_campaign=KQEDScience\">\u003cspan style=\"font-weight: 400\">forest fires\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These are some of the resources that were used to help students make sense of this issue: \u003c/span>\u003ca href=\"https://ww2.kqed.org/quest/2014/12/12/evidence-of-global-warming/\">\u003cspan style=\"font-weight: 400\">Evidence of Global Warming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/science/2017/01/12/end-of-californias-epic-drought-is-in-sight/?utm_source=email&utm_medium=emailnewsletter&utm_campaign=KQEDScience\">\u003cspan style=\"font-weight: 400\">The End the California Drought\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.matter.greenhouse2/global-warming-the-physics-of-the-greenhouse-effect/\">\u003cspan style=\"font-weight: 400\">Global Warming: The Physics of the Greenhouse Effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://ozonewatch.gsfc.nasa.gov/facts/SH.html\">\u003cspan style=\"font-weight: 400\">What is Ozone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laboratory teams of four conducted a series of\u003c/span> \u003cspan style=\"font-weight: 400\">NASA inquiry-based laboratories in order to learn the science of climate change. \u003c/span>\u003cspan style=\"font-weight: 400\">The NASA labs gave them greater insights into the processes that cause climate change. All labs utilized sensors made by Vernier. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Lab 1:\u003c/b> \u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20sea%20level%20lab.pdf\">\u003cspan style=\"font-weight: 400\">Melting Ice and Sea Level Rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.pbslearningmedia.org/asset/ess05_int_icemelt/\">\u003cspan style=\"font-weight: 400\">Mountain of Ice: If the Ice Melts\u003c/span>\u003c/a>\u003cb>\u003cbr>\nLab 2: \u003c/b>\u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20carbon%20dioxide%20lab.pdf\">\u003cspan style=\"font-weight: 400\">CO\u003c/span>\u003cspan style=\"font-weight: 400\">2\u003c/span>\u003cspan style=\"font-weight: 400\"> and Air Temperature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 3: \u003c/b>\u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20sea%20ice%20lab.pdf\">\u003cspan style=\"font-weight: 400\">Sea Ice and Temperature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 4: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/2/local_weather_study/\">\u003cspan style=\"font-weight: 400\">Local Weather Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 5: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/20/global_warming/\">\u003cspan style=\"font-weight: 400\">Global Warming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 6: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/20/global_warming/\">\u003cspan style=\"font-weight: 400\">Particulates\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\">In the NOAA\u003c/span> \u003cspan style=\"font-weight: 400\">lessons, the students took the \u003c/span>\u003ca href=\"http://www.srh.noaa.gov/jetstream/synoptic/synoptic_intro.html\">\u003cspan style=\"font-weight: 400\">NOAA Weather Quiz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which showed how the weather transports the products of climate change around the world. \u003c/span>\u003cspan style=\"font-weight: 400\">Then student teams of two applied their knowledge to researching the effects of climate change on different regions of the Earth. Some of the topics they presented were \u003c/span>\u003cspan style=\"font-weight: 400\">deforestation, greenhouse gases and melting ice caps. Here are some examples of student work:\u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1SBz8IhdHvC7S2QbostUMkWBVnpMtut8itHU26LoNaGY/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\"> Forest Fire Behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1fC0qk0Vy30WTH-DXwepPcoe9eVClY6y_Np6jzNVeEZY/edit#slide=id.g35f391192_00\">\u003cspan style=\"font-weight: 400\">Zika virus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Anatomy / Physiology students \u003c/b>used resources like \u003ca href=\"https://ww2.kqed.org/science/2016/08/05/scientists-tease-out-climate-changes-role-in-zika-spread/\">Scientist Tease Out Climate Change’s Role in Zika Spread\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=TXSK7Qvmlps\">Effect of Air Pollutants on Health, \u003c/a>\u003cspan style=\"font-weight: 400\">students studied how the increase in greenhouse gases resulted in an increase in respiratory illnesses. They also analyzed how the increase in Earth’s temperature has caused longer warm periods in the tropics, which has allowed the Zika-carrying mosquito virus to spread to the United States. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The AP Environmental Science students\u003c/b> studied how climate change affects the environment, using resources such as\u003cb> \u003c/b>KQED’s \u003cb>\u003ca href=\"http://ww2.kqed.org/quest/2015/01/06/napa-wineries-face-global-warming/\" target=\"_blank\" rel=\"noopener\">Napa Wineries Face Global Warming\u003c/a>, \u003ca href=\"http://blogs.kqed.org/climatewatch/2012/02/03/the-unequal-effects-of-climate-change/\" target=\"_blank\" rel=\"noopener\">The Unequal effects of Climate Change\u003c/a>, \u003c/b>and\u003cb> \u003ca href=\"http://blogs.kqed.org/climatewatch/2012/09/23/heat-and-harvest-calif-farms-on-a-climate-collision-course/\" target=\"_blank\" rel=\"noopener\">Heat and Harvest\u003c/a>.\u003c/b>\u003c/p>\n\u003cp>\u003cb>The AP Chemistr\u003c/b>\u003cstrong>y\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong> students\u003c/strong> studied climate change and the acidification of the oceans, using KQED’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/quest/collections/clue-into-climate/\">\u003cspan style=\"font-weight: 400\">Clue into Climate Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/quest/collections/ocean-acidification-2/\">Ocean Acidification\u003c/a> as references.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The STEM Club members \u003c/b>\u003cspan style=\"font-weight: 400\">used $996 in funds received from a James Cary Smith Community Science Grant (\u003c/span>\u003ca href=\"http://www.baaqmd.gov/\">\u003cspan style=\"font-weight: 400\">BAAQMD) \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to learn how to program the \u003c/span>\u003ca href=\"https://www.amazon.com/Vilros-Raspberry-Media-Center-Kit/dp/B01CYX4HRM/ref=sr_1_24?s=pc&ie=UTF8&qid=1504120430&sr=1-24&keywords=raspberry+pi\">\u003cspan style=\"font-weight: 400\">Raspberry Pi 3\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> computer. The students then built, coded, and calibrated these Raspberry Pi computers with a \u003c/span>\u003ca href=\"http://www.instructables.com/id/Sensly-Hat-for-the-Raspberry-Pi-Air-Quality-Gas-De/\">\u003cspan style=\"font-weight: 400\">Sensly gas sensor hat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.instructables.com/id/Weather-Display-With-Sense-Hat/\">\u003cspan style=\"font-weight: 400\">Astro Pi hat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to collect indoor/ outdoor environmental air quality data in their community. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch3>Culminating Event\u003c/h3>\n\u003cp>After completing the complex tasks mentioned above, sixty-four American Canyon High School students attended the \u003ca href=\"http://www.sparetheairyouth.org/2017-yes-conference\">2017 Youth for the Environment and Sustainability (YES) Conference\u003c/a>\u003ca href=\"http://www.sparetheairyouth.org/2017-yes-conference\">.\u003c/a>\u003c/p>\n\u003cp>[media-credit id=11390 align=\"aligncenter\" width=\"627\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527790 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-800x561.png\" width=\"627\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-800x561.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-160x112.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-768x539.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-240x168.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-375x263.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-520x365.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM.png 924w\" sizes=\"(max-width: 627px) 100vw, 627px\">[/media-credit]\u003c/p>\n\u003cp>About twenty of the student who attended the conference gave presentations on their climate change projects using \u003ca href=\"https://www.google.com/mymaps\">Google My Maps\u003c/a>, a public service announcement format (PSA), a poster or a multimedia presentation\u003c/p>\n\u003cp>Every year in February the Bay Area Air Quality Management Board puts on the YES Conference to promote youth awareness of air quality and to show students how they can help clean the air. \u003ca href=\"http://baaqmd\">BAAQMD\u003c/a> pays for transportation and food for the conference.\u003c/p>\n\u003cp>At the conference guest speakers spoke about their efforts in cleaning up the air and the environment. All the students interacted with other high and middle school students from the Bay Area. Throughout the day they went to workshops and attended presentations created by other students and designed to show what they had learned about air quality and climate change. This was a very empowering experience for them. Coming from a small community, they didn’t think that their voices would be heard.\u003c/p>\n\u003cp>If you live in the Bay Area, consider taking your students to the \u003ca href=\"http://www.sparetheairyouth.org/2018-yes-conference\">2018 YES Conference\u003c/a>. Last year, over 500 students attended and this year the conference organizers hope to attract 1,000!\u003c/p>\n\u003ch3>Plans for 2017-2018\u003c/h3>\n\u003cp>In the upcoming school year, I will incorporate some\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> Above the Noise\u003c/a> episodes including \u003ca href=\"https://ww2.kqed.org/lowdown/2017/06/15/why-mosquitoes-are-still-so-deadly/\">Bloodsuckers! The War on Mosquitoes\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=L4U4H5xLCoM&feature=youtu.be&utm_medium=Email&utm_source=ExactTarget&utm_campaign=20170908Science&mc_key=00Qi000001Uh8XNEAZ\">Does Climate Change Cause Extreme Weather\u003c/a>?\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=wmDvmBWmXUI\u003c/p>\n\u003cp>Also new this year, both the Humanities and the Mandarin Language classes will be joining our project. The Humanities classes will focus on the devastating impact of American industrialization on the environment and the connection between the fossil fuel industries and climate change. They will then design cities that will meet the challenges of a changing climate while minimizing their carbon footprints and environmental impact. The Mandarin Language classes will be focusing on China’s impact on climate change, both good and bad.\u003c/p>\n\u003ch3>Reflection\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>I believe that this project was extremely effective both in terms of presenting scientific content to the students and in terms of informing the students about the real-world problem of climate change. I also believe that because of their work on this project, a large number of American Canyon Hgh School students can be counted on to spend much of their adult lives doing what they can to save the Earth.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Climate change is threatening the planet. It’s causing sea levels to rise, oceans to become warmer, forest fires to burn more wildly, freshwater supplies to dry up, and crops to wither. Yet one-third of all students in the United States spend only an hour of class time every year talking about climate change.\u003c/p>\n\u003cp>However, this is not the case here at American Canyon High School (Napa County, California). Here, the school’s science department students spent January and February of 2017 engaged in a project to save the earth.\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>The Physics and Preparatory Physics students\u003c/b>\u003cspan style=\"font-weight: 400\"> learned about how climate change has increased weather patterns (extreme weather) and how drought in the West has increased the frequency and intensity of \u003c/span>\u003ca href=\"https://ww2.kqed.org/science/2016/11/28/study-finds-surprising-culprit-drives-forest-fire-behavior/?utm_source=email&utm_medium=emailnewsletter&utm_campaign=KQEDScience\">\u003cspan style=\"font-weight: 400\">forest fires\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These are some of the resources that were used to help students make sense of this issue: \u003c/span>\u003ca href=\"https://ww2.kqed.org/quest/2014/12/12/evidence-of-global-warming/\">\u003cspan style=\"font-weight: 400\">Evidence of Global Warming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/science/2017/01/12/end-of-californias-epic-drought-is-in-sight/?utm_source=email&utm_medium=emailnewsletter&utm_campaign=KQEDScience\">\u003cspan style=\"font-weight: 400\">The End the California Drought\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.matter.greenhouse2/global-warming-the-physics-of-the-greenhouse-effect/\">\u003cspan style=\"font-weight: 400\">Global Warming: The Physics of the Greenhouse Effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://ozonewatch.gsfc.nasa.gov/facts/SH.html\">\u003cspan style=\"font-weight: 400\">What is Ozone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laboratory teams of four conducted a series of\u003c/span> \u003cspan style=\"font-weight: 400\">NASA inquiry-based laboratories in order to learn the science of climate change. \u003c/span>\u003cspan style=\"font-weight: 400\">The NASA labs gave them greater insights into the processes that cause climate change. All labs utilized sensors made by Vernier. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Lab 1:\u003c/b> \u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20sea%20level%20lab.pdf\">\u003cspan style=\"font-weight: 400\">Melting Ice and Sea Level Rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.pbslearningmedia.org/asset/ess05_int_icemelt/\">\u003cspan style=\"font-weight: 400\">Mountain of Ice: If the Ice Melts\u003c/span>\u003c/a>\u003cb>\u003cbr>\nLab 2: \u003c/b>\u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20carbon%20dioxide%20lab.pdf\">\u003cspan style=\"font-weight: 400\">CO\u003c/span>\u003cspan style=\"font-weight: 400\">2\u003c/span>\u003cspan style=\"font-weight: 400\"> and Air Temperature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 3: \u003c/b>\u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20sea%20ice%20lab.pdf\">\u003cspan style=\"font-weight: 400\">Sea Ice and Temperature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 4: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/2/local_weather_study/\">\u003cspan style=\"font-weight: 400\">Local Weather Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 5: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/20/global_warming/\">\u003cspan style=\"font-weight: 400\">Global Warming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 6: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/20/global_warming/\">\u003cspan style=\"font-weight: 400\">Particulates\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\">In the NOAA\u003c/span> \u003cspan style=\"font-weight: 400\">lessons, the students took the \u003c/span>\u003ca href=\"http://www.srh.noaa.gov/jetstream/synoptic/synoptic_intro.html\">\u003cspan style=\"font-weight: 400\">NOAA Weather Quiz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which showed how the weather transports the products of climate change around the world. \u003c/span>\u003cspan style=\"font-weight: 400\">Then student teams of two applied their knowledge to researching the effects of climate change on different regions of the Earth. Some of the topics they presented were \u003c/span>\u003cspan style=\"font-weight: 400\">deforestation, greenhouse gases and melting ice caps. Here are some examples of student work:\u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1SBz8IhdHvC7S2QbostUMkWBVnpMtut8itHU26LoNaGY/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\"> Forest Fire Behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1fC0qk0Vy30WTH-DXwepPcoe9eVClY6y_Np6jzNVeEZY/edit#slide=id.g35f391192_00\">\u003cspan style=\"font-weight: 400\">Zika virus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Anatomy / Physiology students \u003c/b>used resources like \u003ca href=\"https://ww2.kqed.org/science/2016/08/05/scientists-tease-out-climate-changes-role-in-zika-spread/\">Scientist Tease Out Climate Change’s Role in Zika Spread\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=TXSK7Qvmlps\">Effect of Air Pollutants on Health, \u003c/a>\u003cspan style=\"font-weight: 400\">students studied how the increase in greenhouse gases resulted in an increase in respiratory illnesses. They also analyzed how the increase in Earth’s temperature has caused longer warm periods in the tropics, which has allowed the Zika-carrying mosquito virus to spread to the United States. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The AP Environmental Science students\u003c/b> studied how climate change affects the environment, using resources such as\u003cb> \u003c/b>KQED’s \u003cb>\u003ca href=\"http://ww2.kqed.org/quest/2015/01/06/napa-wineries-face-global-warming/\" target=\"_blank\" rel=\"noopener\">Napa Wineries Face Global Warming\u003c/a>, \u003ca href=\"http://blogs.kqed.org/climatewatch/2012/02/03/the-unequal-effects-of-climate-change/\" target=\"_blank\" rel=\"noopener\">The Unequal effects of Climate Change\u003c/a>, \u003c/b>and\u003cb> \u003ca href=\"http://blogs.kqed.org/climatewatch/2012/09/23/heat-and-harvest-calif-farms-on-a-climate-collision-course/\" target=\"_blank\" rel=\"noopener\">Heat and Harvest\u003c/a>.\u003c/b>\u003c/p>\n\u003cp>\u003cb>The AP Chemistr\u003c/b>\u003cstrong>y\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong> students\u003c/strong> studied climate change and the acidification of the oceans, using KQED’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/quest/collections/clue-into-climate/\">\u003cspan style=\"font-weight: 400\">Clue into Climate Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/quest/collections/ocean-acidification-2/\">Ocean Acidification\u003c/a> as references.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The STEM Club members \u003c/b>\u003cspan style=\"font-weight: 400\">used $996 in funds received from a James Cary Smith Community Science Grant (\u003c/span>\u003ca href=\"http://www.baaqmd.gov/\">\u003cspan style=\"font-weight: 400\">BAAQMD) \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to learn how to program the \u003c/span>\u003ca href=\"https://www.amazon.com/Vilros-Raspberry-Media-Center-Kit/dp/B01CYX4HRM/ref=sr_1_24?s=pc&ie=UTF8&qid=1504120430&sr=1-24&keywords=raspberry+pi\">\u003cspan style=\"font-weight: 400\">Raspberry Pi 3\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> computer. The students then built, coded, and calibrated these Raspberry Pi computers with a \u003c/span>\u003ca href=\"http://www.instructables.com/id/Sensly-Hat-for-the-Raspberry-Pi-Air-Quality-Gas-De/\">\u003cspan style=\"font-weight: 400\">Sensly gas sensor hat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.instructables.com/id/Weather-Display-With-Sense-Hat/\">\u003cspan style=\"font-weight: 400\">Astro Pi hat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to collect indoor/ outdoor environmental air quality data in their community. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch3>Culminating Event\u003c/h3>\n\u003cp>After completing the complex tasks mentioned above, sixty-four American Canyon High School students attended the \u003ca href=\"http://www.sparetheairyouth.org/2017-yes-conference\">2017 Youth for the Environment and Sustainability (YES) Conference\u003c/a>\u003ca href=\"http://www.sparetheairyouth.org/2017-yes-conference\">.\u003c/a>\u003c/p>\n\u003cp>[media-credit id=11390 align=\"aligncenter\" width=\"627\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527790 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-800x561.png\" width=\"627\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-800x561.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-160x112.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-768x539.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-240x168.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-375x263.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-520x365.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM.png 924w\" sizes=\"(max-width: 627px) 100vw, 627px\">[/media-credit]\u003c/p>\n\u003cp>About twenty of the student who attended the conference gave presentations on their climate change projects using \u003ca href=\"https://www.google.com/mymaps\">Google My Maps\u003c/a>, a public service announcement format (PSA), a poster or a multimedia presentation\u003c/p>\n\u003cp>Every year in February the Bay Area Air Quality Management Board puts on the YES Conference to promote youth awareness of air quality and to show students how they can help clean the air. \u003ca href=\"http://baaqmd\">BAAQMD\u003c/a> pays for transportation and food for the conference.\u003c/p>\n\u003cp>At the conference guest speakers spoke about their efforts in cleaning up the air and the environment. All the students interacted with other high and middle school students from the Bay Area. Throughout the day they went to workshops and attended presentations created by other students and designed to show what they had learned about air quality and climate change. This was a very empowering experience for them. Coming from a small community, they didn’t think that their voices would be heard.\u003c/p>\n\u003cp>If you live in the Bay Area, consider taking your students to the \u003ca href=\"http://www.sparetheairyouth.org/2018-yes-conference\">2018 YES Conference\u003c/a>. Last year, over 500 students attended and this year the conference organizers hope to attract 1,000!\u003c/p>\n\u003ch3>Plans for 2017-2018\u003c/h3>\n\u003cp>In the upcoming school year, I will incorporate some\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> Above the Noise\u003c/a> episodes including \u003ca href=\"https://ww2.kqed.org/lowdown/2017/06/15/why-mosquitoes-are-still-so-deadly/\">Bloodsuckers! The War on Mosquitoes\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=L4U4H5xLCoM&feature=youtu.be&utm_medium=Email&utm_source=ExactTarget&utm_campaign=20170908Science&mc_key=00Qi000001Uh8XNEAZ\">Does Climate Change Cause Extreme Weather\u003c/a>?\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/wmDvmBWmXUI'\n title='//www.youtube.com/embed/wmDvmBWmXUI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Also new this year, both the Humanities and the Mandarin Language classes will be joining our project. The Humanities classes will focus on the devastating impact of American industrialization on the environment and the connection between the fossil fuel industries and climate change. They will then design cities that will meet the challenges of a changing climate while minimizing their carbon footprints and environmental impact. The Mandarin Language classes will be focusing on China’s impact on climate change, both good and bad.\u003c/p>\n\u003ch3>Reflection\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>I believe that this project was extremely effective both in terms of presenting scientific content to the students and in terms of informing the students about the real-world problem of climate change. I also believe that because of their work on this project, a large number of American Canyon Hgh School students can be counted on to spend much of their adult lives doing what they can to save the Earth.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "A Slick Way to Share Knowledge via Interactive Timelines and Stories",
"headTitle": "A Slick Way to Share Knowledge via Interactive Timelines and Stories | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For the past couple of years, part of my middle school teaching assignment has required me to teach an engineering elective, even though my degree is in biochemistry, not engineering. \u003c/span>\u003c/p>\n\u003cp>In any event, when I first began to teach this class, I did it armed with just the NGSS engineering standards and much determined Google searching. As a direct result of all this Google searching, I came across several websites that became my go-to places for units and challenging ideas – places like \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teachengineering.org\">Teach Engineering\u003c/a> and \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.egfi-k12.org/index_noflash.php\">Engineering Go For It\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There, \u003c/span>\u003cspan style=\"font-weight: 400\">I was able to piece together enough content to keep the students engaged and learning. Of course, I also took the liberty of making sure that the scientific concepts that went along with the design challenges were solid. After all, I am a science teacher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As this elective continued to evolve, it soon became apparent that simply having the students take on various engineering design challenges was not enough. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often times, the students would work on something for a while and later discover that their “answer” did not work. And when I asked them to go back to their list of brainstormed ideas we had spent days on, they would answer things like “I threw those out.” Other times, students would present finished work, but where clueless when asked about the process to reach that point. I had failed to convey the importance of documenting the process as a powerful learning experience. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Musing over this problem, I spent the summer of 2016 revamping my units, creating discrete sections in each of them (problem analysis, learn/research, brainstorm, design, prototype, test, redesign, etc.). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then in the fall of 2016, I asked my students to blog at least once a week (\u003c/span>\u003ca href=\"http://mariana68.wixsite.com/adventureblogs/engineering-blogs\">\u003cspan style=\"font-weight: 400\">engineering blog assignment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://mareks-engineering.blogspot.com/\">\u003cspan style=\"font-weight: 400\">student work sample\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), identifying the step of the engineering design process they were on, including a summary of their work with links to relevant documents they created and images of their work in progress. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this definitely improved the learning that took place, and they did create a portfolio,\u003c/span>\u003cspan style=\"font-weight: 400\"> I was still relatively unconvinced, and so I continued to explore different digital tools in the hope that they could give me the answer I was seekin\u003c/span>\u003cspan style=\"font-weight: 400\">g. I needed something that could be evaluated and shared more effectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engineering design challenges, although relatively “messy” in their approach, are still linear in their development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Towards the end of the 2016/17 school year, one of my student teams approached me to ask if they could use \u003c/span>\u003ca href=\"https://www.sutori.com/\">\u003cspan style=\"font-weight: 400\">Sutori\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during their project presentation. I gave my usual response, “Whatever you think is best to showcase what you learned,” and left it at that. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"aligncenter\" width=\"600\"]\u003ca href=\"https://www.sutori.com\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527726\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-800x476.png\" width=\"600\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-800x476.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-160x95.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-768x457.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-240x143.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-375x223.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-520x309.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM.png 940w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>On presentation day, as that group of students showcased their work I had that wonderful “a-ha” moment. The students had come up with the answer to the question that had been plaguing me for a year (\u003ca href=\"https://www.sutori.com/story/sound-amplifier-project\">Sound Amplifier Project on Sutori\u003c/a>).\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, my first instinct was to spend the summer of 2017 creating templates for each of the different units I teach, and I went as far as developing one of our \u003c/span>\u003ca href=\"https://www.sutori.com/story/roller-coaster-design-brief-template\">\u003cspan style=\"font-weight: 400\">Roller Coaster project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, as the summer caught up with me, I decided instead to simply create one \u003c/span>\u003ca href=\"https://www.sutori.com/story/engineering-design-challenge\">\u003cspan style=\"font-weight: 400\">template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could be used for all units. By this time, I also had taken KQED Teach’s \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\"> course.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527721\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-800x231.png\" width=\"800\" height=\"231\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-800x231.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-160x46.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-768x222.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-1020x295.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-1180x341.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-960x278.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-240x69.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-375x108.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-520x150.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM.png 1273w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This course provided specific tips on how to manage this assignment more effectively. \u003c/span>\u003cspan style=\"font-weight: 400\">For example, making sure there is a designated photographer/videographer on each team to record the group’s process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, by this point you may be thinking I have not shared much about Sutori itself. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Sutori\u003c/b> (formerly HSTRY) was initially marketed as a tool for viewing and creating interactive timelines, but is now positioned as a tool to create interactive stories.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is incredibly easy to use, as explained in \u003c/span>\u003ca href=\"https://www.sutori.com/story/how-to-create-a-story\">\u003cspan style=\"font-weight: 400\">this tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and their free package includes all you would need to get your students to start creating and collaborating their own project digital portfolios.\u003c/span>\u003c/p>\n\u003cp>I hope I have encouraged you to explore the world of digital portfolios for documenting the learning process that occurs during project work, and I cannot wait for you to share your own stories.\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\">For the past couple of years, part of my middle school teaching assignment has required me to teach an engineering elective, even though my degree is in biochemistry, not engineering. \u003c/span>\u003c/p>\n\u003cp>In any event, when I first began to teach this class, I did it armed with just the NGSS engineering standards and much determined Google searching. As a direct result of all this Google searching, I came across several websites that became my go-to places for units and challenging ideas – places like \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teachengineering.org\">Teach Engineering\u003c/a> and \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.egfi-k12.org/index_noflash.php\">Engineering Go For It\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There, \u003c/span>\u003cspan style=\"font-weight: 400\">I was able to piece together enough content to keep the students engaged and learning. Of course, I also took the liberty of making sure that the scientific concepts that went along with the design challenges were solid. After all, I am a science teacher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As this elective continued to evolve, it soon became apparent that simply having the students take on various engineering design challenges was not enough. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often times, the students would work on something for a while and later discover that their “answer” did not work. And when I asked them to go back to their list of brainstormed ideas we had spent days on, they would answer things like “I threw those out.” Other times, students would present finished work, but where clueless when asked about the process to reach that point. I had failed to convey the importance of documenting the process as a powerful learning experience. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Musing over this problem, I spent the summer of 2016 revamping my units, creating discrete sections in each of them (problem analysis, learn/research, brainstorm, design, prototype, test, redesign, etc.). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then in the fall of 2016, I asked my students to blog at least once a week (\u003c/span>\u003ca href=\"http://mariana68.wixsite.com/adventureblogs/engineering-blogs\">\u003cspan style=\"font-weight: 400\">engineering blog assignment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://mareks-engineering.blogspot.com/\">\u003cspan style=\"font-weight: 400\">student work sample\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), identifying the step of the engineering design process they were on, including a summary of their work with links to relevant documents they created and images of their work in progress. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this definitely improved the learning that took place, and they did create a portfolio,\u003c/span>\u003cspan style=\"font-weight: 400\"> I was still relatively unconvinced, and so I continued to explore different digital tools in the hope that they could give me the answer I was seekin\u003c/span>\u003cspan style=\"font-weight: 400\">g. I needed something that could be evaluated and shared more effectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engineering design challenges, although relatively “messy” in their approach, are still linear in their development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Towards the end of the 2016/17 school year, one of my student teams approached me to ask if they could use \u003c/span>\u003ca href=\"https://www.sutori.com/\">\u003cspan style=\"font-weight: 400\">Sutori\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during their project presentation. I gave my usual response, “Whatever you think is best to showcase what you learned,” and left it at that. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"aligncenter\" width=\"600\"]\u003ca href=\"https://www.sutori.com\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527726\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-800x476.png\" width=\"600\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-800x476.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-160x95.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-768x457.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-240x143.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-375x223.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-520x309.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM.png 940w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>On presentation day, as that group of students showcased their work I had that wonderful “a-ha” moment. The students had come up with the answer to the question that had been plaguing me for a year (\u003ca href=\"https://www.sutori.com/story/sound-amplifier-project\">Sound Amplifier Project on Sutori\u003c/a>).\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, my first instinct was to spend the summer of 2017 creating templates for each of the different units I teach, and I went as far as developing one of our \u003c/span>\u003ca href=\"https://www.sutori.com/story/roller-coaster-design-brief-template\">\u003cspan style=\"font-weight: 400\">Roller Coaster project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, as the summer caught up with me, I decided instead to simply create one \u003c/span>\u003ca href=\"https://www.sutori.com/story/engineering-design-challenge\">\u003cspan style=\"font-weight: 400\">template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could be used for all units. By this time, I also had taken KQED Teach’s \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\"> course.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527721\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-800x231.png\" width=\"800\" height=\"231\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-800x231.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-160x46.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-768x222.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-1020x295.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-1180x341.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-960x278.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-240x69.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-375x108.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-520x150.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM.png 1273w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This course provided specific tips on how to manage this assignment more effectively. \u003c/span>\u003cspan style=\"font-weight: 400\">For example, making sure there is a designated photographer/videographer on each team to record the group’s process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, by this point you may be thinking I have not shared much about Sutori itself. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Sutori\u003c/b> (formerly HSTRY) was initially marketed as a tool for viewing and creating interactive timelines, but is now positioned as a tool to create interactive stories.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is incredibly easy to use, as explained in \u003c/span>\u003ca href=\"https://www.sutori.com/story/how-to-create-a-story\">\u003cspan style=\"font-weight: 400\">this tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and their free package includes all you would need to get your students to start creating and collaborating their own project digital portfolios.\u003c/span>\u003c/p>\n\u003cp>I hope I have encouraged you to explore the world of digital portfolios for documenting the learning process that occurs during project work, and I cannot wait for you to share your own stories.\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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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"onourwatch": {
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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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",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
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Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.
