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"content": "\u003cp>Earlier this year my students were teaching each other about taxes. One student was struggling to explain how a progressive tax system works. He was getting really upset with himself so I went over to him and said, “You’re doing great. It’s a hard concept to explain. Teaching is hard; be patient with yourself.” At that moment, Stephen walked over, leaned in, and said, “Teaching isn’t hard. Teaching is so damn easy.”\u003c/p>\n\u003cp>So far in this series (\u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\">How Do You Teach Thinking?\u003c/a>; \u003ca href=\"http://ww2.kqed.org/education/2016/03/28/how-emotions-can-support-critical-thinking/\">How Emotions Can Support Critical Thinking\u003c/a>) I’ve focused on student thinking. This post is about teacher thinking and how hard it is to get good at the important, but crazy challenging job of \u003cem>thinking about other people’s thinking – \u003c/em>lots of people, and often on the fly. \u003ca href=\"https://www.amazon.com/Building-Better-Teacher-Teaching-Everyone-ebook/dp/B00FPT5MSQ\">Elizabeth Green in her book “Building a Better Teacher”\u003c/a> says this is what makes teaching so complex.\u003c/p>\n\u003ch3>Magical (Thinking) Moments in the Classroom\u003c/h3>\n\u003cp>This year I worked with some colleagues to create a vision for more effective teacher learning and professional development. In our discussions, we talked about those important “magical moments” that occur during a classroom discussion or conversation that we wish we could capture on film and analyze. These are the moments when how the teacher responds shapes student thinking for better or worse.\u003c/p>\n\u003caside class=\"pullquote alignright\">It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on, these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/aside>\n\u003cp>Researchers and teachers alike have spent quite a lot of time investigating, researching and dissecting these types of moments. A classic example of this phenomenon is an incredibly cool teaching moment involving \u003ca href=\"https://deepblue.lib.umich.edu/handle/2027.42/65013\">Dr. Deborah Ball as she teaches prime numbers in her elementary classroom\u003c/a>. A student named Sean makes what appears to be a mistake when explaining what makes a prime number. Dr. Ball’s response to this student gives me chills every time I watch it (even though it’s about elementary school math and I teach secondary social studies!) She allows the student’s thinking process to \u003cem>become\u003c/em> the class lesson and presents Sean’s explanation as an idea worthy to be examined by the class. This magical teaching moment transformed how I thought about teaching. It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on; these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/p>\n\u003cp>Since my colleagues and I discussed these important moments earlier this year, I’ve become a little obsessed with creating and capturing them in my class. It’s hard to explain but I can feel the moment arrive. It’s a little like a mix of getting kicked in the stomach while simultaneously seeing a celebrity you love eating at the same restaurant as you. Sick and excited all at once, and trying to make the most of this opportunity while all eyes are on you.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Deborah Ball makes utilizing this moment and saying and doing the right thing to unlock student thinking look effortless. But my daily experiences tell me how getting it right is incredibly hard. It is also really fun. Fun to lay witness to learning in real time. I want to tell the story of one such moment in my classroom.\u003c/p>\n\u003ch3>The Anatomy of a Moment\u003c/h3>\n\u003caside class=\"pullquote alignright\">What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/aside>\n\u003cp>I had just finished teaching about market equilibrium and the role of prices in the market. Students seemed to get it but I wanted to give them one more chance to review the concept so we worked on a practice problem around setting the price for a box of girl scout cookies. The students had to graph the numbers and choose the best price for a troop to sell the cookies. Essentially, I was looking for them to choose the equilibrium point ($5) on the graph because that is the place where demand and supply are equal and everyone feels ok about the transaction. In a market, the equilibrium point is king. Everything looked good at first. Students graphed and then wrote. I felt good but want to quickly check for understanding so I called on Andrew to share out. He says confidently “4 dollars is best price.” I re-explain equilibrium and look for someone else to try and explain why $4 is not the best price (answer: $4 will cause excess demand for girl scout cookies-too many people want to buy them, but only a few will supply them at that low of a price.). Stephen, yep-“teaching is so damn easy”, quickly jumps in and complicates things further by saying “it’s $3 – people like low prices. 3 dollars is best price. You’ll sell out quick and make hella money.”\u003c/p>\n\u003cp>This is the moment where time stood still. What I say next to the 35 students in front of me matters. Inside my head so many questions and decisions about what to say next swirl around at what feels like is the exact same moment. Here they are:\u003c/p>\n\u003cp>\u003cstrong>Who else is confused in the room? \u003c/strong>One kid getting the answer wrong might be an outlier but two…who else misunderstands equilibrium in this room? Do I stop and go over the concept again even though I see a chunk of students look surprised that the answer has been given incorrectly two times? One student has already put her head down because she understood equilibrium point the first time. What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/p>\n\u003cp>\u003cstrong>The very next concept I teach is about price controls where I am going to complicate the concept of equilibrium.\u003c/strong> I can’t just say to the class “the equilibrium point is always the answer when setting prices” because I am about to teach how, in some situations, prices are intentionally set below equilibrium-\u003ci>the exact thing I am about to tell the student is wrong in the girl scout scenario!\u003c/i> I don’t want to give an absolute answer/rule about equilibrium but I don’t want to be unclear either.\u003c/p>\n\u003cp>\u003cstrong>How can I correct Stephen without making him feel dumb in front of the class? \u003c/strong>Stephen is sensitive. Sometimes, he tries to mask it but his eyes give him away. There have been a few times students have made gentle teasing remarks to him and he lashes back. I don’t want him to shut down because then it doesn’t matter what I say. But, if I don’t clearly say that his answer is incorrect then I confuse other students.\u003c/p>\n\u003cp>\u003cstrong>Oh yeah and the bell is going to ring in six minutes. \u003c/strong>Spring break is in one week and I want to give their exam before break. Every moment in the next week is planned out. So, I need to get it right and get it right quickly.\u003c/p>\n\u003cp>Ok. Ok. How did I respond to Stephen? I made up a quick simulation with real numbers. I made him a girl scout cookie supplier (he has told me countless times that he is a real businessman) and told him that it costs him $3 to make the cookies. If the girl scouts only charge $3 a box, they can only pay him $2 box for the cookies because girl scouts need to make some cash too! He loses $1 every time he sells a box to them. He said, “Ahhh-I forgot about the supplier. The price needs to account for the cost of the actual cookie maker not just the girl scout and the customer. Cookie man needs to get paid so he will make thin mints for the people!” We all laughed and I wrapped class with a question which teased the price control lesson the next day.\u003c/p>\n\u003cp>Rrriiinnnnngg.\u003c/p>\n\u003cp>Teaching is NOT easy. The pressure of this moment is real. And these moments happen many times every day, in every classroom. How teachers think matters!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Did I get it right? I don’t know. I’m still thinking about that.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this year my students were teaching each other about taxes. One student was struggling to explain how a progressive tax system works. He was getting really upset with himself so I went over to him and said, “You’re doing great. It’s a hard concept to explain. Teaching is hard; be patient with yourself.” At that moment, Stephen walked over, leaned in, and said, “Teaching isn’t hard. Teaching is so damn easy.”\u003c/p>\n\u003cp>So far in this series (\u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\">How Do You Teach Thinking?\u003c/a>; \u003ca href=\"http://ww2.kqed.org/education/2016/03/28/how-emotions-can-support-critical-thinking/\">How Emotions Can Support Critical Thinking\u003c/a>) I’ve focused on student thinking. This post is about teacher thinking and how hard it is to get good at the important, but crazy challenging job of \u003cem>thinking about other people’s thinking – \u003c/em>lots of people, and often on the fly. \u003ca href=\"https://www.amazon.com/Building-Better-Teacher-Teaching-Everyone-ebook/dp/B00FPT5MSQ\">Elizabeth Green in her book “Building a Better Teacher”\u003c/a> says this is what makes teaching so complex.\u003c/p>\n\u003ch3>Magical (Thinking) Moments in the Classroom\u003c/h3>\n\u003cp>This year I worked with some colleagues to create a vision for more effective teacher learning and professional development. In our discussions, we talked about those important “magical moments” that occur during a classroom discussion or conversation that we wish we could capture on film and analyze. These are the moments when how the teacher responds shapes student thinking for better or worse.\u003c/p>\n\u003caside class=\"pullquote alignright\">It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on, these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/aside>\n\u003cp>Researchers and teachers alike have spent quite a lot of time investigating, researching and dissecting these types of moments. A classic example of this phenomenon is an incredibly cool teaching moment involving \u003ca href=\"https://deepblue.lib.umich.edu/handle/2027.42/65013\">Dr. Deborah Ball as she teaches prime numbers in her elementary classroom\u003c/a>. A student named Sean makes what appears to be a mistake when explaining what makes a prime number. Dr. Ball’s response to this student gives me chills every time I watch it (even though it’s about elementary school math and I teach secondary social studies!) She allows the student’s thinking process to \u003cem>become\u003c/em> the class lesson and presents Sean’s explanation as an idea worthy to be examined by the class. This magical teaching moment transformed how I thought about teaching. It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on; these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/p>\n\u003cp>Since my colleagues and I discussed these important moments earlier this year, I’ve become a little obsessed with creating and capturing them in my class. It’s hard to explain but I can feel the moment arrive. It’s a little like a mix of getting kicked in the stomach while simultaneously seeing a celebrity you love eating at the same restaurant as you. Sick and excited all at once, and trying to make the most of this opportunity while all eyes are on you.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Deborah Ball makes utilizing this moment and saying and doing the right thing to unlock student thinking look effortless. But my daily experiences tell me how getting it right is incredibly hard. It is also really fun. Fun to lay witness to learning in real time. I want to tell the story of one such moment in my classroom.\u003c/p>\n\u003ch3>The Anatomy of a Moment\u003c/h3>\n\u003caside class=\"pullquote alignright\">What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/aside>\n\u003cp>I had just finished teaching about market equilibrium and the role of prices in the market. Students seemed to get it but I wanted to give them one more chance to review the concept so we worked on a practice problem around setting the price for a box of girl scout cookies. The students had to graph the numbers and choose the best price for a troop to sell the cookies. Essentially, I was looking for them to choose the equilibrium point ($5) on the graph because that is the place where demand and supply are equal and everyone feels ok about the transaction. In a market, the equilibrium point is king. Everything looked good at first. Students graphed and then wrote. I felt good but want to quickly check for understanding so I called on Andrew to share out. He says confidently “4 dollars is best price.” I re-explain equilibrium and look for someone else to try and explain why $4 is not the best price (answer: $4 will cause excess demand for girl scout cookies-too many people want to buy them, but only a few will supply them at that low of a price.). Stephen, yep-“teaching is so damn easy”, quickly jumps in and complicates things further by saying “it’s $3 – people like low prices. 3 dollars is best price. You’ll sell out quick and make hella money.”\u003c/p>\n\u003cp>This is the moment where time stood still. What I say next to the 35 students in front of me matters. Inside my head so many questions and decisions about what to say next swirl around at what feels like is the exact same moment. Here they are:\u003c/p>\n\u003cp>\u003cstrong>Who else is confused in the room? \u003c/strong>One kid getting the answer wrong might be an outlier but two…who else misunderstands equilibrium in this room? Do I stop and go over the concept again even though I see a chunk of students look surprised that the answer has been given incorrectly two times? One student has already put her head down because she understood equilibrium point the first time. What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/p>\n\u003cp>\u003cstrong>The very next concept I teach is about price controls where I am going to complicate the concept of equilibrium.\u003c/strong> I can’t just say to the class “the equilibrium point is always the answer when setting prices” because I am about to teach how, in some situations, prices are intentionally set below equilibrium-\u003ci>the exact thing I am about to tell the student is wrong in the girl scout scenario!\u003c/i> I don’t want to give an absolute answer/rule about equilibrium but I don’t want to be unclear either.\u003c/p>\n\u003cp>\u003cstrong>How can I correct Stephen without making him feel dumb in front of the class? \u003c/strong>Stephen is sensitive. Sometimes, he tries to mask it but his eyes give him away. There have been a few times students have made gentle teasing remarks to him and he lashes back. I don’t want him to shut down because then it doesn’t matter what I say. But, if I don’t clearly say that his answer is incorrect then I confuse other students.\u003c/p>\n\u003cp>\u003cstrong>Oh yeah and the bell is going to ring in six minutes. \u003c/strong>Spring break is in one week and I want to give their exam before break. Every moment in the next week is planned out. So, I need to get it right and get it right quickly.\u003c/p>\n\u003cp>Ok. Ok. How did I respond to Stephen? I made up a quick simulation with real numbers. I made him a girl scout cookie supplier (he has told me countless times that he is a real businessman) and told him that it costs him $3 to make the cookies. If the girl scouts only charge $3 a box, they can only pay him $2 box for the cookies because girl scouts need to make some cash too! He loses $1 every time he sells a box to them. He said, “Ahhh-I forgot about the supplier. The price needs to account for the cost of the actual cookie maker not just the girl scout and the customer. Cookie man needs to get paid so he will make thin mints for the people!” We all laughed and I wrapped class with a question which teased the price control lesson the next day.\u003c/p>\n\u003cp>Rrriiinnnnngg.\u003c/p>\n\u003cp>Teaching is NOT easy. The pressure of this moment is real. And these moments happen many times every day, in every classroom. How teachers think matters!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Did I get it right? I don’t know. I’m still thinking about that.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "4 Exciting and Engaging Summer Learning Activities for All Students",
"headTitle": "4 Exciting and Engaging Summer Learning Activities for All Students | KQED",
"content": "\u003cp>As students, teachers, and families are beginning their summer vacation, it’s important to remember that the learning process doesn’t take a break during the months of June, July, and (some of) August. While most students don’t see the inside of a traditional classroom in summer, there are many opportunities to continue to improve Math fluency and Reading Comprehension, as well as develop skills that may lead to discovering new career paths. Adventures await around the Bay Area! Here are 4 free or low cost activities that will keep your learner motivated and engaged this summer.\u003c/p>\n\u003ch3>\u003ca href=\"http://www.discoverandgo.org\">\u003cb>Discover and Go\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Discover and Go is a partnership between public libraries in Northern California and local museums and community centers that offer free and discounted tickets for students and their families. It’s absolutely free to sign up; all you need is a public library card from one of the fifteen participating Northern California counties. Members enter the Discover and Go portal through their library site, and can select tickets by date availability. Participating museums and attractions include: Bay Area Discovery Museum, California Academy of Sciences, Children’s Creativity Museum, CuriOdyssey, Exploratorium, and the Pacific Pinball Museum. Each member may have up to two outstanding reservations at a time.\u003c/p>\n\u003cp>This is a fantastic way to expose children to the wonderful cultural institutions the Bay Area has to offer. It’s difficult to budget for multiple family outings during the summer without breaking the bank. Discover and Go offers this to all members, regardless of income. I have already used two Discover and Go passes to play pinball and visit the Museum of the African Diaspora.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204278\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-800x400.png\" alt=\"\" width=\"800\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-800x400.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-400x200.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-768x384.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-1440x720.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-1180x590.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-960x480.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent.png 1801w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Dig up your library card (or register for one!), sign up at \u003c/i>\u003ca href=\"http://discoverandgo.org/\">\u003ci>www.discoverandgo.org\u003c/i>\u003c/a>\u003ci>, and plan an outing for the first week of summer vacation! See how many new and exciting places you can visit this summer, and have your children journal about what they saw and experienced! Discover and Go memberships are FREE.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"https://studio.code.org/\">\u003cb>Code.org’s Code Studio\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Learning how to code may be one of the most enjoyable activities your students or children can do during their summer break. I engage my students in a coding activity in my Math class on a monthly basis. During this session, we put the prescribed curriculum on the back burner for a day, and I give them the opportunity to go to Code.org’s Code Studio and work on their course. As 6th graders, they were able to complete Course 2 of the Computer Science Fundamentals series, and are now equipped with the tools necessary to create their own games, mostly on \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> site. Coding can expose students to new job possibilities, and new skills that they can use to be successful in school and beyond.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students who have struggled in traditional Math classrooms have taken to coding very quickly. There are no prerequisites to learn how to Code. At our annual Hour of Code event, we had kindergarteners working with their parents and completing strings of code on their own. As MIT Professor \u003ca href=\"http://www.media.mit.edu/people/mres\">Mitchel Resnick\u003c/a> says: “Learn to Code, Code to Learn”.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204364\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/codedotorgstudio-800x427.png\" alt=\"\" width=\"800\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-400x213.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-960x512.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio.png 978w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Browse the \u003c/i>\u003ca href=\"https://studio.code.org/\">\u003ci>Code.org\u003c/i>\u003c/a> \u003ci>Course Studio and choose the best starter course. Determine how long you will take to complete the 20 hour course. Set a timeline. If you finish faster, start the next level course! All courses are FREE.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"http://www.ixl.com\">\u003cb>IXL\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>IXL is a site and app based program that provides support, learning, and practice in Math for all grades K-12 with problems based on the Common Core Standards. The math problems have a wide variety of question types, from word problems to interactive graphing. IXL explains the process for solving a question correctly if a student answers it wrong, and keeps track of how long you spend on each section. I use IXL in my classroom for basic multiplication and division practice, as well as a supplement to the Math curriculum. It’s an engaging program for students; they get to pick their avatar and work towards earning prizes on each grade level game board. It’s also easy to differentiate instruction with IXL. While students work on grade level problems, they also have the opportunity to work above and below their particular grade.\u003c/p>\n\u003cp>One word of caution for teachers and parents: while the program awards anywhere from 3 to 5 points for each correct answer, incorrect answers are docked 7 to 10 points. This is a teachable moment for students; if they get an answer wrong it’s important to work through the process of correcting it so they don’t repeat the error. I encourage my students to stop their assignment if they get stuck or answer a few incorrectly in a row. For students who have anxiety, or are easily frustrated, taking a break is an important lesson in self-management.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204365\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/IXL-800x392.png\" alt=\"IXL\" width=\"800\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-800x392.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-400x196.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-768x376.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL.png 869w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: The IXL app is available for free in the \u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/ixl-math-and-english/id693689912?mt=8\">\u003ci>Apple App Store\u003c/i>\u003c/a>\u003cb>, \u003c/b>\u003ci>as well as \u003c/i>\u003ca href=\"https://play.google.com/store/apps/details?id=com.ixl.ixlmath\">\u003ci>Google Play for Android\u003c/i>\u003c/a>\u003cb>. \u003c/b>\u003ci>Memberships are $9.95 per month, or $79 per year. IXL also offers programs in Language Arts, Science, and Social Studies, for an additional membership price.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"http://www.nitrotype.com\">\u003cb>Nitro Type\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Technology is an part of everyday life for our students. Many can text faster with than the average adult can type with a full blown keyboard. This usually doesn’t cross over into having effective typing skills. Upon entering the 6th grade, many of my students still use the “pecking” technique when it comes to typing, as opposed to using the home row. Teaching typing by itself can be a painful and arduous task (believe me, I have tried). There are some sites out there that focus primarily on typing skills, but my favorite of the bunch is Nitro Type.\u003c/p>\n\u003cp>MMOGs (Massively Multiplayer Online Games) are one of the popular trends as of late, with the majority of my students playing such games as \u003ca href=\"http://slither.io/\">slither.io\u003c/a> and \u003ca href=\"http://agar.io/\">agar.io\u003c/a> whenever they have the chance. Nitro Type builds on this desire to play with (and against) strangers on the Internet, but without the chat boxes (and possible inappropriate language). Your typing speed and accuracy will determine how fast your car goes in a race against four other players. You can create an account by logging into Facebook, Google+, Clever, or you can choose to play as a guest.\u003c/p>\n\u003cp>Before you begin to race you’ll go through a “test run” to get an idea of your typing baseline. This will help determine your placement in the first series of games. You can earn money by placing high in a race, and use that money to customize your car. A confession: this educator also plays Nitro Type every now and then to brush up on her skills.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204367\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Nitrotype-800x255.png\" alt=\"Nitrotype\" width=\"800\" height=\"255\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-800x255.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-400x127.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-768x245.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-960x306.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype.png 982w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Register for an account and take your test run to see your current WPM accuracy. Chart your progress over the summer. Accounts for Nitro Type are FREE.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>These are only four of the free and low cost resources to keep our students engaged and learning throughout the summer! Do you have any suggestions to share with others? Please share them in the comments below!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As students, teachers, and families are beginning their summer vacation, it’s important to remember that the learning process doesn’t take a break during the months of June, July, and (some of) August. While most students don’t see the inside of a traditional classroom in summer, there are many opportunities to continue to improve Math fluency and Reading Comprehension, as well as develop skills that may lead to discovering new career paths. Adventures await around the Bay Area! Here are 4 free or low cost activities that will keep your learner motivated and engaged this summer.\u003c/p>\n\u003ch3>\u003ca href=\"http://www.discoverandgo.org\">\u003cb>Discover and Go\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Discover and Go is a partnership between public libraries in Northern California and local museums and community centers that offer free and discounted tickets for students and their families. It’s absolutely free to sign up; all you need is a public library card from one of the fifteen participating Northern California counties. Members enter the Discover and Go portal through their library site, and can select tickets by date availability. Participating museums and attractions include: Bay Area Discovery Museum, California Academy of Sciences, Children’s Creativity Museum, CuriOdyssey, Exploratorium, and the Pacific Pinball Museum. Each member may have up to two outstanding reservations at a time.\u003c/p>\n\u003cp>This is a fantastic way to expose children to the wonderful cultural institutions the Bay Area has to offer. It’s difficult to budget for multiple family outings during the summer without breaking the bank. Discover and Go offers this to all members, regardless of income. I have already used two Discover and Go passes to play pinball and visit the Museum of the African Diaspora.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204278\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-800x400.png\" alt=\"\" width=\"800\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-800x400.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-400x200.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-768x384.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-1440x720.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-1180x590.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent-960x480.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Discover-and-Go-Logo_RGB_7-2013-transparent.png 1801w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Dig up your library card (or register for one!), sign up at \u003c/i>\u003ca href=\"http://discoverandgo.org/\">\u003ci>www.discoverandgo.org\u003c/i>\u003c/a>\u003ci>, and plan an outing for the first week of summer vacation! See how many new and exciting places you can visit this summer, and have your children journal about what they saw and experienced! Discover and Go memberships are FREE.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"https://studio.code.org/\">\u003cb>Code.org’s Code Studio\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Learning how to code may be one of the most enjoyable activities your students or children can do during their summer break. I engage my students in a coding activity in my Math class on a monthly basis. During this session, we put the prescribed curriculum on the back burner for a day, and I give them the opportunity to go to Code.org’s Code Studio and work on their course. As 6th graders, they were able to complete Course 2 of the Computer Science Fundamentals series, and are now equipped with the tools necessary to create their own games, mostly on \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> site. Coding can expose students to new job possibilities, and new skills that they can use to be successful in school and beyond.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students who have struggled in traditional Math classrooms have taken to coding very quickly. There are no prerequisites to learn how to Code. At our annual Hour of Code event, we had kindergarteners working with their parents and completing strings of code on their own. As MIT Professor \u003ca href=\"http://www.media.mit.edu/people/mres\">Mitchel Resnick\u003c/a> says: “Learn to Code, Code to Learn”.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204364\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/codedotorgstudio-800x427.png\" alt=\"\" width=\"800\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-400x213.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio-960x512.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/codedotorgstudio.png 978w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Browse the \u003c/i>\u003ca href=\"https://studio.code.org/\">\u003ci>Code.org\u003c/i>\u003c/a> \u003ci>Course Studio and choose the best starter course. Determine how long you will take to complete the 20 hour course. Set a timeline. If you finish faster, start the next level course! All courses are FREE.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"http://www.ixl.com\">\u003cb>IXL\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>IXL is a site and app based program that provides support, learning, and practice in Math for all grades K-12 with problems based on the Common Core Standards. The math problems have a wide variety of question types, from word problems to interactive graphing. IXL explains the process for solving a question correctly if a student answers it wrong, and keeps track of how long you spend on each section. I use IXL in my classroom for basic multiplication and division practice, as well as a supplement to the Math curriculum. It’s an engaging program for students; they get to pick their avatar and work towards earning prizes on each grade level game board. It’s also easy to differentiate instruction with IXL. While students work on grade level problems, they also have the opportunity to work above and below their particular grade.\u003c/p>\n\u003cp>One word of caution for teachers and parents: while the program awards anywhere from 3 to 5 points for each correct answer, incorrect answers are docked 7 to 10 points. This is a teachable moment for students; if they get an answer wrong it’s important to work through the process of correcting it so they don’t repeat the error. I encourage my students to stop their assignment if they get stuck or answer a few incorrectly in a row. For students who have anxiety, or are easily frustrated, taking a break is an important lesson in self-management.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204365\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/IXL-800x392.png\" alt=\"IXL\" width=\"800\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-800x392.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-400x196.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL-768x376.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/IXL.png 869w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: The IXL app is available for free in the \u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/ixl-math-and-english/id693689912?mt=8\">\u003ci>Apple App Store\u003c/i>\u003c/a>\u003cb>, \u003c/b>\u003ci>as well as \u003c/i>\u003ca href=\"https://play.google.com/store/apps/details?id=com.ixl.ixlmath\">\u003ci>Google Play for Android\u003c/i>\u003c/a>\u003cb>. \u003c/b>\u003ci>Memberships are $9.95 per month, or $79 per year. IXL also offers programs in Language Arts, Science, and Social Studies, for an additional membership price.\u003c/i>\u003c/p>\n\u003ch3>\u003ca href=\"http://www.nitrotype.com\">\u003cb>Nitro Type\u003c/b>\u003c/a>\u003c/h3>\n\u003cp>Technology is an part of everyday life for our students. Many can text faster with than the average adult can type with a full blown keyboard. This usually doesn’t cross over into having effective typing skills. Upon entering the 6th grade, many of my students still use the “pecking” technique when it comes to typing, as opposed to using the home row. Teaching typing by itself can be a painful and arduous task (believe me, I have tried). There are some sites out there that focus primarily on typing skills, but my favorite of the bunch is Nitro Type.\u003c/p>\n\u003cp>MMOGs (Massively Multiplayer Online Games) are one of the popular trends as of late, with the majority of my students playing such games as \u003ca href=\"http://slither.io/\">slither.io\u003c/a> and \u003ca href=\"http://agar.io/\">agar.io\u003c/a> whenever they have the chance. Nitro Type builds on this desire to play with (and against) strangers on the Internet, but without the chat boxes (and possible inappropriate language). Your typing speed and accuracy will determine how fast your car goes in a race against four other players. You can create an account by logging into Facebook, Google+, Clever, or you can choose to play as a guest.\u003c/p>\n\u003cp>Before you begin to race you’ll go through a “test run” to get an idea of your typing baseline. This will help determine your placement in the first series of games. You can earn money by placing high in a race, and use that money to customize your car. A confession: this educator also plays Nitro Type every now and then to brush up on her skills.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-204367\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/06/Nitrotype-800x255.png\" alt=\"Nitrotype\" width=\"800\" height=\"255\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-800x255.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-400x127.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-768x245.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype-960x306.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/06/Nitrotype.png 982w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003ci>Take action: Register for an account and take your test run to see your current WPM accuracy. Chart your progress over the summer. Accounts for Nitro Type are FREE.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These are only four of the free and low cost resources to keep our students engaged and learning throughout the summer! Do you have any suggestions to share with others? Please share them in the comments below!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Do you use media in your classroom in powerful ways? KQED\u003cspan style=\"font-weight: 400\"> is \u003cstrong>currently recruiting a cohort of middle and high school educators\u003c/strong> to tell stories about their experiences integrating media making into their classroom for KQED’s \u003cem>\u003ca href=\"http://ww2.kqed.org/education/category/trainings/online-trainings/in-the-classroom/\" target=\"_blank\" rel=\"noopener\">In The Classroom\u003c/a>\u003c/em> blog. We’re looking for stories from educators with diverse experiences who have a passion for \u003cstrong>media and storytelling\u003c/strong>, along with the understanding that sometimes our imperfect experiences often lead to the best stories and the best learning.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED’s \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/trainings/online-trainings/in-the-classroom/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">In The Classroom \u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">blog is written by educators, for educators – highlighting the creative, innovative and successful practices educators have used to integrate media use and media making into their learning environments. We hope these stories inspire the journey of others, both beginners and veterans, who want to bring media more effectively into their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have stories to tell about your own learning and experiences integrating media in your instruction then let KQED help you spread the word and\u003cstrong> build your influence\u003c/strong>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Details:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Writers need to be \u003cstrong>currently serving students directly. \u003c/strong>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Writers receive\u003cstrong> $125 per story\u003c/strong> for up to five stories during the 2016-17 school year. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Stories are between \u003cstrong>750-1000 words\u003c/strong>. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Each story tells about a specific experience integrating media into the classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/1prExN1DbR860LppCsEkly8JhL9dYO0B6Z-w7GyHG21g/viewform\" target=\"_blank\" rel=\"noopener\">Apply online\u003c/a> by \u003cstrong>July 8, 2016.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Do you use media in your classroom in powerful ways? KQED\u003cspan style=\"font-weight: 400\"> is \u003cstrong>currently recruiting a cohort of middle and high school educators\u003c/strong> to tell stories about their experiences integrating media making into their classroom for KQED’s \u003cem>\u003ca href=\"http://ww2.kqed.org/education/category/trainings/online-trainings/in-the-classroom/\" target=\"_blank\" rel=\"noopener\">In The Classroom\u003c/a>\u003c/em> blog. We’re looking for stories from educators with diverse experiences who have a passion for \u003cstrong>media and storytelling\u003c/strong>, along with the understanding that sometimes our imperfect experiences often lead to the best stories and the best learning.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED’s \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/trainings/online-trainings/in-the-classroom/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">In The Classroom \u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">blog is written by educators, for educators – highlighting the creative, innovative and successful practices educators have used to integrate media use and media making into their learning environments. We hope these stories inspire the journey of others, both beginners and veterans, who want to bring media more effectively into their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have stories to tell about your own learning and experiences integrating media in your instruction then let KQED help you spread the word and\u003cstrong> build your influence\u003c/strong>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Details:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Writers need to be \u003cstrong>currently serving students directly. \u003c/strong>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Writers receive\u003cstrong> $125 per story\u003c/strong> for up to five stories during the 2016-17 school year. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Stories are between \u003cstrong>750-1000 words\u003c/strong>. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Each story tells about a specific experience integrating media into the classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/1prExN1DbR860LppCsEkly8JhL9dYO0B6Z-w7GyHG21g/viewform\" target=\"_blank\" rel=\"noopener\">Apply online\u003c/a> by \u003cstrong>July 8, 2016.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "It's Time to Consider Snapchat's Classroom Potential",
"headTitle": "It’s Time to Consider Snapchat’s Classroom Potential | KQED",
"content": "\u003cp>Recently my class was discussing where they get their news. In addition to the usual outlets (local media and cable news) one student mentioned Snapchat. I did a double take.\u003c/p>\n\u003cp>Snapchat? For news?\u003c/p>\n\u003cp>“Yeah, Snapchat,” he said. “I get my news from Snapchat stories – like from the Wall Street Journal.” I took my cue from him and in no time I was reading brief, engaging \u003ca href=\"http://www.niemanlab.org/2015/02/snapchat-stories-heres-how-6-news-orgs-are-thinking-about-the-chat-app/\">content from the likes of CNN and NPR\u003c/a>.\u003c/p>\n\u003cp>Admittedly there will be skeptics when I suggest that an app like Snapchat has a place in education. Messages shared privately between peers that expire seconds after they’re viewed – what could possibly go wrong?\u003c/p>\n\u003cp>It might help to remember that when Facebook and Twitter first started being introduced in classrooms, a lot of educators voiced similar concerns (some of them justified). But now there’s no shortage of innovative and pedagogically sound uses of Twitter, just look over the resources for KQED Education’s \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Guide to Using Twitter in your Teaching Practice\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the past few weeks my media staff has covered live events with Snapchat, and an enterprising group of students at my school used the app as a portal for their psychology project “because that’s where everybody is.” There are lots of other assignments at school where a “practice platform” would come in handy.\u003c/p>\n\u003cp>For example recently my school had an Arts Day, and the high school media staff that I advise decided to cover the events in three ways: via print, a video package, and a Snapchat Story (a compilation of individual Snaps that create a narrative, appearing in chronological order with a beginning, middle and end).\u003c/p>\n\u003cp>My students’ Snapchat stories from our school’s arts day featured quick interviews, video of aspiring chefs and cupcake makers, knitters, ballroom dancers, birders with falcons, photographers working with a reflector, the poet laureate of our state giving student writers advice about “failing better.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What separated Snapchat from the print and video package was its immediacy. \u003c/span>\u003c/p>\n\u003cp>Probably the most captivating thing about Snapchat is its impermanence. It’s not designed to save photos and videos forever. Snaps only have your attention for an instant and then they’re gone. So like the event itself, Snaps are fleeting, ephemeral. Stories only exist for 24 hours.\u003c/p>\n\u003cp>One constraint of Snapchat is the viewing experience. At the end of the day when students shared their Snapchat stories, the rest of the media staff had to gather around individual phones. There are ways to get around this but for the most part Snaps are meant for individual consumption or for sharing in small groups. Some argue that because the default orientation is vertical video that’s another another constraint (\u003ca href=\"http://www.latimes.com/business/la-fi-snapchat-vertical-video-20150715-story.html\">although others disagree\u003c/a>).\u003c/p>\n\u003cp>A consideration for educators is that up until now Snapchat has been used \u003ca href=\"http://mashable.com/2014/02/24/snapchat-study-college-students/?utm_cid=mash-com-Tw-main-link#DemslLuApGqR\">\u003cspan style=\"font-weight: 400\">primarily for social purposes\u003c/span>\u003c/a> and rarely in academic settings. This means that if students “friend” a teacher, that teacher can see every snap the student shares. However this can also be said for all social media that’s been repurposed for school. There are a couple of options to deal with this.\u003c/p>\n\u003cp>When participating in \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> activities via Twitter, for example, some of my students elect to create another account so that they have one account for their friends and another for school. But this is less than ideal in my opinion. A better solution is to have a ongoing discussions with students about their overall social media presence. The more savvy teen social media users know that what they post can potentially have a much wider audience than what was originally intended, and they craft their original message with that in mind. They realize that nothing they post on social media is really private. After all, it’s called “World Wide Web” for a reason. No matter who the original audience, “private” tweets between friends can get retweeted, Snaps can be saved and shared.\u003c/p>\n\u003cp>Despite these constraints and concerns, Snapchat can be used for educational purposes. It seems particularly adapted to situations that call for repeated attempts at solving problems (math classes, science experiments, maker spaces). In situations where students might like practicing more privately before publishing/performing in public forums (like Do Now responses and performing arts classrooms).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What makes Snapchat potentially effective for some school settings is that users pay attention because of its ephemeral nature. By its very nature it’s timely and can facilitate continuing conversations about current events. And with over 100 million users, odds are pretty good your students won’t have to spend much time learning the interface. Heck, you can be pretty sure they’re already using it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recently my class was discussing where they get their news. In addition to the usual outlets (local media and cable news) one student mentioned Snapchat. I did a double take.\u003c/p>\n\u003cp>Snapchat? For news?\u003c/p>\n\u003cp>“Yeah, Snapchat,” he said. “I get my news from Snapchat stories – like from the Wall Street Journal.” I took my cue from him and in no time I was reading brief, engaging \u003ca href=\"http://www.niemanlab.org/2015/02/snapchat-stories-heres-how-6-news-orgs-are-thinking-about-the-chat-app/\">content from the likes of CNN and NPR\u003c/a>.\u003c/p>\n\u003cp>Admittedly there will be skeptics when I suggest that an app like Snapchat has a place in education. Messages shared privately between peers that expire seconds after they’re viewed – what could possibly go wrong?\u003c/p>\n\u003cp>It might help to remember that when Facebook and Twitter first started being introduced in classrooms, a lot of educators voiced similar concerns (some of them justified). But now there’s no shortage of innovative and pedagogically sound uses of Twitter, just look over the resources for KQED Education’s \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Guide to Using Twitter in your Teaching Practice\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the past few weeks my media staff has covered live events with Snapchat, and an enterprising group of students at my school used the app as a portal for their psychology project “because that’s where everybody is.” There are lots of other assignments at school where a “practice platform” would come in handy.\u003c/p>\n\u003cp>For example recently my school had an Arts Day, and the high school media staff that I advise decided to cover the events in three ways: via print, a video package, and a Snapchat Story (a compilation of individual Snaps that create a narrative, appearing in chronological order with a beginning, middle and end).\u003c/p>\n\u003cp>My students’ Snapchat stories from our school’s arts day featured quick interviews, video of aspiring chefs and cupcake makers, knitters, ballroom dancers, birders with falcons, photographers working with a reflector, the poet laureate of our state giving student writers advice about “failing better.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What separated Snapchat from the print and video package was its immediacy. \u003c/span>\u003c/p>\n\u003cp>Probably the most captivating thing about Snapchat is its impermanence. It’s not designed to save photos and videos forever. Snaps only have your attention for an instant and then they’re gone. So like the event itself, Snaps are fleeting, ephemeral. Stories only exist for 24 hours.\u003c/p>\n\u003cp>One constraint of Snapchat is the viewing experience. At the end of the day when students shared their Snapchat stories, the rest of the media staff had to gather around individual phones. There are ways to get around this but for the most part Snaps are meant for individual consumption or for sharing in small groups. Some argue that because the default orientation is vertical video that’s another another constraint (\u003ca href=\"http://www.latimes.com/business/la-fi-snapchat-vertical-video-20150715-story.html\">although others disagree\u003c/a>).\u003c/p>\n\u003cp>A consideration for educators is that up until now Snapchat has been used \u003ca href=\"http://mashable.com/2014/02/24/snapchat-study-college-students/?utm_cid=mash-com-Tw-main-link#DemslLuApGqR\">\u003cspan style=\"font-weight: 400\">primarily for social purposes\u003c/span>\u003c/a> and rarely in academic settings. This means that if students “friend” a teacher, that teacher can see every snap the student shares. However this can also be said for all social media that’s been repurposed for school. There are a couple of options to deal with this.\u003c/p>\n\u003cp>When participating in \u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> activities via Twitter, for example, some of my students elect to create another account so that they have one account for their friends and another for school. But this is less than ideal in my opinion. A better solution is to have a ongoing discussions with students about their overall social media presence. The more savvy teen social media users know that what they post can potentially have a much wider audience than what was originally intended, and they craft their original message with that in mind. They realize that nothing they post on social media is really private. After all, it’s called “World Wide Web” for a reason. No matter who the original audience, “private” tweets between friends can get retweeted, Snaps can be saved and shared.\u003c/p>\n\u003cp>Despite these constraints and concerns, Snapchat can be used for educational purposes. It seems particularly adapted to situations that call for repeated attempts at solving problems (math classes, science experiments, maker spaces). In situations where students might like practicing more privately before publishing/performing in public forums (like Do Now responses and performing arts classrooms).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What makes Snapchat potentially effective for some school settings is that users pay attention because of its ephemeral nature. By its very nature it’s timely and can facilitate continuing conversations about current events. And with over 100 million users, odds are pretty good your students won’t have to spend much time learning the interface. Heck, you can be pretty sure they’re already using it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Public education has long been scrutinized for how it is serving today’s diverse learners. In an effort to measure and communicate with stakeholders the academic progress of public schools, federal and state assessments have been implemented to examine if and how well academic standards are being met. These high stake tests consume much needed instructional time, have cultural bias tendencies, and have been proven to be inaccurate indicators of successful learning.\u003c/p>\n\u003cp>Many alternative evaluation tools have been recommended to more accurately measure academic gains, but what if schools were more transparent with what goes on in the classroom? What if learner work were shared on a wider level so the work could speak for itself? And what does this sharing of academic tasks in a public space mean to educators and learners? Wouldn’t this transparency address concerns of stakeholders and possibly have other affordances for both learner and educator?\u003c/p>\n\u003cp>I am committed to positively transforming education. One way to accomplish this, is sharing what’s happening in my classroom. As an educator-learner, I choose to publish student work as well as my own reflections via, blogs, Twitter, discussion boards, conference presentations, webinars, and various education organization sites. When student work is broadly shared, it helps the audience to understand what is possible, what can be improved, what could be replicated in other schools, and what could be reenvisioned.\u003c/p>\n\u003cp>Being transparent with learning also adds another layer of authenticity to education. Authentic learning is not demonstrated by a worksheet that’s turned into a teacher. That may be more appropriate to indicate progress in a particular more isolated skill. Real learning, however, is manifested in learner creations that are published for consumption by a wider audience. Knowing work will be seen by numerous sets of eyes heightens accountability of learners and educators alike. Sharing with with people outside the classroom inspires higher quality work. This wider scrutiny also provides opportunities for various perspectives to be shared. Likewise, learners gain access to feedback from more people.\u003c/p>\n\u003cp>And, Learners find even more advantages to sharing their work in public spaces as noted in the video at the top.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s exciting to see learners seek out feedback and place value on receiving comments from diverse settings. Under normal classroom conditions, it’s difficult to get young learners to revisit their work. For many, receiving critique from others is seen as an admission their work may be flawed. Many teenage learners prefer to get an assignment, do it, and be done. They’re ready for a grade. However, somehow, sharing work in public spaces and the prospect of doing so helps learners revisit their work, integrate feedback and improve future work. The opportunity to cultivate and grow their virtual identity through their work motivates them to create, critique, and iterate.\u003c/p>\n\u003cp>What’s most interesting is the learner agency engaged through this sharing of work in public spaces. Learners understand the potential impact on wider audiences. They see it as a responsibility to help reform education, but they also see other ways to make impactful change. They can gain both moral and financial support for important causes. We see learners accepting different roles is when sharing work in public space. They are advocates. They are philanthropists. They are critics. They are teachers \u003ci>and\u003c/i> learners. They accept more active roles in the world, within each, understanding how social media and its multitude of contributors give them voice and the power to choose from diverse perspectives not tethered to the classroom.\u003c/p>\n\u003cp>But how does one get started? Here are some quick tips and resources to check out:\u003c/p>\n\u003cul>\n\u003cli>Make sure your learners have parental approval to share work more broadly than the school. On my campus, students sign a release to approve sharing work as well as images of them from school activities to the wider public.\u003c/li>\n\u003cli>If your learners do not already have a school email address, please ensure they do. They should create “school” accounts for whichever sites and social media platforms you envision using in your classroom. Consider having a discussion with your students about \u003ca href=\"https://www.commonsensemedia.org/videos/digital-footprint\">digital footprints\u003c/a> and virtual identities. Remind learners to keep personal and academic accounts separate, and reiterate the importance of negotiating these separate identities and when to use each.\u003c/li>\n\u003cli>Know the stance of your district and campus administration on using social media in the classroom. You may need to advocate and get certain sites approved to use. Focus on the social media you’d like to use in your classroom. I, personally, prefer a more open space like \u003ca href=\"https://twitter.com/\">Twitter\u003c/a> vs. something like Edmodo that is limited to education. Check out KQED Education’s \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">\u003ci>Guide to Using Twitter in Your Teaching Practice\u003c/i>\u003c/a>. This valuable resource gives to tips on how to be safe, use netiquette, and even advocate for including social media in the classroom. Twitter is an excellent tool to use for rapid responses. It’s also ideal for getting learners to work on getting a concise thesis statement.\u003c/li>\n\u003cli>When you choose which platforms and/or discussion boards you’d like your learners to participate in, review the expectations/norms of the site. For example, when using \u003ca href=\"http://www.kqed.org/donow\">KQED Do Now\u003c/a>, the purpose of the board is to engage in civic discourse. To that end, talk about how the goal isn’t to “win” a debate but rather to continue discussing to learn various perspectives. Just because learners may disagree with one another, it’s not a solid contribution to the discussion if people are constantly attempting to shut one another down. (For more information on how to implement Do Now in the classroom, check out this\u003ca href=\"http://ww2.kqed.org/education/2015/10/26/10-tips-for-engaging-students-in-social-media-discussions/\"> In the Classroom post \u003c/a>from earlier this school year.)\u003c/li>\n\u003cli>It’s helpful to use platforms that are low-stakes and easy to use. \u003ca href=\"https://hackpad.com/ep/account/sign-in\">Hackpad\u003c/a>, for example, is a collaborative space that allows people to log in and “hack” content that’s already there or add their own. The low-stakes quality of Hackpad seems to invite more organic – and deep – conversation. Consider creating individual Hackpads addressing specific questions. Framing the purpose is essential, and guiding questions really help set the tone of contributions. Here’s an example of a Hackpad about \u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\">Youth in Participatory Politics\u003c/a>.\u003c/li>\n\u003cli>But what can learners do with all the stuff they have created and put out there or how can learners catalogue inspirations and research in a user-friendly platform? I am a huge supporter of curation. \u003ca href=\"https://www.pinterest.com/\">Pinterest\u003c/a> is a great tool they can use in school and out. Encourage learners to create specific pinboards for various topics and share so they can collaborate on research and musings. They can even add summaries and justifications for pins and discuss relevancy via comments. Another great way to make learner thinking transparent and gain various perspectives!\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When asked why I invite my learners to share their work in public spaces, it’s difficult for me to respond succinctly because although there are excuses not to do so, the affordances of this transparency in learning is, forgive the pun, clear. Perhaps, the most appropriate response to such a question is “How can you not?”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Public education has long been scrutinized for how it is serving today’s diverse learners. In an effort to measure and communicate with stakeholders the academic progress of public schools, federal and state assessments have been implemented to examine if and how well academic standards are being met. These high stake tests consume much needed instructional time, have cultural bias tendencies, and have been proven to be inaccurate indicators of successful learning.\u003c/p>\n\u003cp>Many alternative evaluation tools have been recommended to more accurately measure academic gains, but what if schools were more transparent with what goes on in the classroom? What if learner work were shared on a wider level so the work could speak for itself? And what does this sharing of academic tasks in a public space mean to educators and learners? Wouldn’t this transparency address concerns of stakeholders and possibly have other affordances for both learner and educator?\u003c/p>\n\u003cp>I am committed to positively transforming education. One way to accomplish this, is sharing what’s happening in my classroom. As an educator-learner, I choose to publish student work as well as my own reflections via, blogs, Twitter, discussion boards, conference presentations, webinars, and various education organization sites. When student work is broadly shared, it helps the audience to understand what is possible, what can be improved, what could be replicated in other schools, and what could be reenvisioned.\u003c/p>\n\u003cp>Being transparent with learning also adds another layer of authenticity to education. Authentic learning is not demonstrated by a worksheet that’s turned into a teacher. That may be more appropriate to indicate progress in a particular more isolated skill. Real learning, however, is manifested in learner creations that are published for consumption by a wider audience. Knowing work will be seen by numerous sets of eyes heightens accountability of learners and educators alike. Sharing with with people outside the classroom inspires higher quality work. This wider scrutiny also provides opportunities for various perspectives to be shared. Likewise, learners gain access to feedback from more people.\u003c/p>\n\u003cp>And, Learners find even more advantages to sharing their work in public spaces as noted in the video at the top.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s exciting to see learners seek out feedback and place value on receiving comments from diverse settings. Under normal classroom conditions, it’s difficult to get young learners to revisit their work. For many, receiving critique from others is seen as an admission their work may be flawed. Many teenage learners prefer to get an assignment, do it, and be done. They’re ready for a grade. However, somehow, sharing work in public spaces and the prospect of doing so helps learners revisit their work, integrate feedback and improve future work. The opportunity to cultivate and grow their virtual identity through their work motivates them to create, critique, and iterate.\u003c/p>\n\u003cp>What’s most interesting is the learner agency engaged through this sharing of work in public spaces. Learners understand the potential impact on wider audiences. They see it as a responsibility to help reform education, but they also see other ways to make impactful change. They can gain both moral and financial support for important causes. We see learners accepting different roles is when sharing work in public space. They are advocates. They are philanthropists. They are critics. They are teachers \u003ci>and\u003c/i> learners. They accept more active roles in the world, within each, understanding how social media and its multitude of contributors give them voice and the power to choose from diverse perspectives not tethered to the classroom.\u003c/p>\n\u003cp>But how does one get started? Here are some quick tips and resources to check out:\u003c/p>\n\u003cul>\n\u003cli>Make sure your learners have parental approval to share work more broadly than the school. On my campus, students sign a release to approve sharing work as well as images of them from school activities to the wider public.\u003c/li>\n\u003cli>If your learners do not already have a school email address, please ensure they do. They should create “school” accounts for whichever sites and social media platforms you envision using in your classroom. Consider having a discussion with your students about \u003ca href=\"https://www.commonsensemedia.org/videos/digital-footprint\">digital footprints\u003c/a> and virtual identities. Remind learners to keep personal and academic accounts separate, and reiterate the importance of negotiating these separate identities and when to use each.\u003c/li>\n\u003cli>Know the stance of your district and campus administration on using social media in the classroom. You may need to advocate and get certain sites approved to use. Focus on the social media you’d like to use in your classroom. I, personally, prefer a more open space like \u003ca href=\"https://twitter.com/\">Twitter\u003c/a> vs. something like Edmodo that is limited to education. Check out KQED Education’s \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">\u003ci>Guide to Using Twitter in Your Teaching Practice\u003c/i>\u003c/a>. This valuable resource gives to tips on how to be safe, use netiquette, and even advocate for including social media in the classroom. Twitter is an excellent tool to use for rapid responses. It’s also ideal for getting learners to work on getting a concise thesis statement.\u003c/li>\n\u003cli>When you choose which platforms and/or discussion boards you’d like your learners to participate in, review the expectations/norms of the site. For example, when using \u003ca href=\"http://www.kqed.org/donow\">KQED Do Now\u003c/a>, the purpose of the board is to engage in civic discourse. To that end, talk about how the goal isn’t to “win” a debate but rather to continue discussing to learn various perspectives. Just because learners may disagree with one another, it’s not a solid contribution to the discussion if people are constantly attempting to shut one another down. (For more information on how to implement Do Now in the classroom, check out this\u003ca href=\"http://ww2.kqed.org/education/2015/10/26/10-tips-for-engaging-students-in-social-media-discussions/\"> In the Classroom post \u003c/a>from earlier this school year.)\u003c/li>\n\u003cli>It’s helpful to use platforms that are low-stakes and easy to use. \u003ca href=\"https://hackpad.com/ep/account/sign-in\">Hackpad\u003c/a>, for example, is a collaborative space that allows people to log in and “hack” content that’s already there or add their own. The low-stakes quality of Hackpad seems to invite more organic – and deep – conversation. Consider creating individual Hackpads addressing specific questions. Framing the purpose is essential, and guiding questions really help set the tone of contributions. Here’s an example of a Hackpad about \u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\">Youth in Participatory Politics\u003c/a>.\u003c/li>\n\u003cli>But what can learners do with all the stuff they have created and put out there or how can learners catalogue inspirations and research in a user-friendly platform? I am a huge supporter of curation. \u003ca href=\"https://www.pinterest.com/\">Pinterest\u003c/a> is a great tool they can use in school and out. Encourage learners to create specific pinboards for various topics and share so they can collaborate on research and musings. They can even add summaries and justifications for pins and discuss relevancy via comments. Another great way to make learner thinking transparent and gain various perspectives!\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>I was first introduced to the work of \u003ca href=\"http://www.merylpataky.com/\">Meryl Pataky\u003c/a> through KQED’s \u003ca href=\"http://ww2.kqed.org/artschool/\">Art School\u003c/a> resource with us as a way to share the work and art practices of local artists.\u003c/p>\n\u003cp>[youtube=”https://www.youtube.com/watch?v=oaVpM6y7ziw”]\u003c/p>\n\u003cp>I was preparing to introduce basic chemistry concepts to my biology students so that we could build on them to a deeper understanding of the types of bonds and how they form in living things. On the day of our first introduction to the basics of the periodic table, I told students I was going to show them a short video clip and that I wanted them to simply write down any science/chemistry related word they recognized as they watched. After the video, each group shared their words and discussed them, looking for similarities and differences. I asked each group to share out a burning question and something that stood out to them as particularly interesting as they watched the video, something that struck them.\u003c/p>\n\u003cp>And this is where it got interesting. Students asked about Pataki’s art:\u003c/p>\n\u003cul>\n\u003cli>How does she make the pegboards?\u003c/li>\n\u003cli>What is vertical gardening and what local companies do that?\u003c/li>\n\u003cli>How is it different being a neon artist versus owning a neon sign company?\u003c/li>\n\u003cli>What other art does she do? Where can I see it?\u003c/li>\n\u003cli>Was she a scientist first before doing this art?\u003c/li>\n\u003c/ul>\n\u003cp>Students also immediately began to make connections between their word lists, Meryl’s work, and the very large periodic table in the front of our room that we haven’t looked at deeply in any content related way just yet. Why is neon is called a noble gas? What does it mean to be reactive? What is a patina? Where does the color in the gas tubes come from, why do they happen? Does every element do this?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>All of these questions allowed me to transition into a description of periodic table basics such as periods, groups/families, and valence electrons while students pointed at the chart, conferred with each other as they consulted their word list, and added in the knowledge they already had from their own personal previous science experiences. The engagement level was high throughout our discussion in ways I can’t say is typical when talking about the periodic table with younger students. Being able to start with such an engaging catalyst for scientific conversation made this typically dry mini-lecture into a substantive discussion with students guiding the direction of our talk with their group and individual questions. For me as the teacher, this meant I could weave in my essential terms and concepts throughout the conversation in ways that felt connected and casual.\u003c/p>\n\u003cp>Students left ready to hear more about bonding and how that impacts our body chemistry and the environment and the next day, they remembered more of our discussion than I have seen before even when students took notes or studied my slide presentations. The movie clip stayed with students throughout our unit, with one student referring to the artist’s comment about the resistance of her materials as a source of inspiration and connecting it to the many restraints that govern electron sharing and movement between atoms in bonding.\u003c/p>\n\u003cp>The class discussion also gave me a window into the unique personalities of each of my classes. One class focused all of their burning questions on the periodic table itself while another class asked questions related to the career paths of science and art and the training needed to transition and connect the two fields. In one class, we had a great side conversation about Pataki’s other works and focused one set she referenced in the video called \u003cem>Rorschach No. 1 and No. 2\u003c/em>. Students loved the idea of using hand made natural fiber paper and how she connected these inkblots to scientific themes. Students in this class immediately began asking when we would be doing our next project.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>When students lead this type of conversation, they help connect me to ideas and resources, too. I remembered we had gas tubes and spectroscopes in a different part of the science wing at school and I pulled them out to show students the colors of specific elements and describe the activity of electrons as they moved up and down energy levels around atom nuclei. My mind is already swirling with ideas for projects and what’s even more important, my students’ minds are, too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I was first introduced to the work of \u003ca href=\"http://www.merylpataky.com/\">Meryl Pataky\u003c/a> through KQED’s \u003ca href=\"http://ww2.kqed.org/artschool/\">Art School\u003c/a> resource with us as a way to share the work and art practices of local artists.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/oaVpM6y7ziw'\n title='//www.youtube.com/embed/oaVpM6y7ziw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>I was preparing to introduce basic chemistry concepts to my biology students so that we could build on them to a deeper understanding of the types of bonds and how they form in living things. On the day of our first introduction to the basics of the periodic table, I told students I was going to show them a short video clip and that I wanted them to simply write down any science/chemistry related word they recognized as they watched. After the video, each group shared their words and discussed them, looking for similarities and differences. I asked each group to share out a burning question and something that stood out to them as particularly interesting as they watched the video, something that struck them.\u003c/p>\n\u003cp>And this is where it got interesting. Students asked about Pataki’s art:\u003c/p>\n\u003cul>\n\u003cli>How does she make the pegboards?\u003c/li>\n\u003cli>What is vertical gardening and what local companies do that?\u003c/li>\n\u003cli>How is it different being a neon artist versus owning a neon sign company?\u003c/li>\n\u003cli>What other art does she do? Where can I see it?\u003c/li>\n\u003cli>Was she a scientist first before doing this art?\u003c/li>\n\u003c/ul>\n\u003cp>Students also immediately began to make connections between their word lists, Meryl’s work, and the very large periodic table in the front of our room that we haven’t looked at deeply in any content related way just yet. Why is neon is called a noble gas? What does it mean to be reactive? What is a patina? Where does the color in the gas tubes come from, why do they happen? Does every element do this?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All of these questions allowed me to transition into a description of periodic table basics such as periods, groups/families, and valence electrons while students pointed at the chart, conferred with each other as they consulted their word list, and added in the knowledge they already had from their own personal previous science experiences. The engagement level was high throughout our discussion in ways I can’t say is typical when talking about the periodic table with younger students. Being able to start with such an engaging catalyst for scientific conversation made this typically dry mini-lecture into a substantive discussion with students guiding the direction of our talk with their group and individual questions. For me as the teacher, this meant I could weave in my essential terms and concepts throughout the conversation in ways that felt connected and casual.\u003c/p>\n\u003cp>Students left ready to hear more about bonding and how that impacts our body chemistry and the environment and the next day, they remembered more of our discussion than I have seen before even when students took notes or studied my slide presentations. The movie clip stayed with students throughout our unit, with one student referring to the artist’s comment about the resistance of her materials as a source of inspiration and connecting it to the many restraints that govern electron sharing and movement between atoms in bonding.\u003c/p>\n\u003cp>The class discussion also gave me a window into the unique personalities of each of my classes. One class focused all of their burning questions on the periodic table itself while another class asked questions related to the career paths of science and art and the training needed to transition and connect the two fields. In one class, we had a great side conversation about Pataki’s other works and focused one set she referenced in the video called \u003cem>Rorschach No. 1 and No. 2\u003c/em>. Students loved the idea of using hand made natural fiber paper and how she connected these inkblots to scientific themes. Students in this class immediately began asking when we would be doing our next project.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>When students lead this type of conversation, they help connect me to ideas and resources, too. I remembered we had gas tubes and spectroscopes in a different part of the science wing at school and I pulled them out to show students the colors of specific elements and describe the activity of electrons as they moved up and down energy levels around atom nuclei. My mind is already swirling with ideas for projects and what’s even more important, my students’ minds are, too.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Designing and deploying robust, interactive lessons that engage students with real-world problems that demand application of content to produce innovative solutions is both exciting and demanding. One of my critical challenges has been providing feedback to students about their performance. I always feel pressured for time to consistently connect with each of my students. I have learned that the 4Cs: communication, collaboration, critical thinking, and creativity can form a great frame for thinking about ways to engage students in a peer review process that teaches and reinforces these vital skills.\u003c/p>\n\u003cp>It was at a \u003ca href=\"http://www.cue.org/\">CUE Conference\u003c/a> three years ago that I had an “Ah Ha” moment:\u003c/p>\n\u003cul>\n\u003cli>Our learners will not be prepared for the 21st Century by relying on rote memory of content. They’ve got Google for that!\u003c/li>\n\u003cli>To develop the 4Cs, I must provide experiences that enhance \u003ca href=\"http://www.edutopia.org/blog/deeper-learning-in-practice-jennifer-kabaker\">deeper learning\u003c/a>.\u003c/li>\n\u003cli>If learning happens best when students experience a lesson, then engaging students in the process of providing peer feedback is part of the learning!\u003c/li>\n\u003cli>Extra bonus = each student receives timely feedback from multiple perspectives, their peers and me.\u003c/li>\n\u003c/ul>\n\u003cp>Since then, I have refocused the process of developing the skills students need to include providing meaningful feedback to their peers. During the process, students also develop their own voice as they reflect on their learning.\u003c/p>\n\u003ch3>CREATE a culture of providing feedback.\u003c/h3>\n\u003cp>Every year, I start by explaining the importance of feedback. There are endless resources like the \u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx\">Seven Keys to Effective Feedback\u003c/a>, that support the benefits and describe how to provide meaningful feedback. You will have to commit time to the process. When students are comfortable with their peers, they are more likely to appropriately give and receive feedback that matters. We play games together and get to know one another. We focus on the goal of helping each other develop and improve.\u003c/p>\n\u003cp>I’ve learned that frequency is essential to creating a culture that values feedback. For example, we begin reflecting daily on short assignments like homework or a class activity. \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/think-pair-share-facilitating-discussions-small-and-large\">Think, Pair, Share\u003c/a> can be a quick way to begin a face-to-face discussion. Students share their work with one another, giving informal, verbal feedback. The more often you practice the process, the more comfortable and confident the students become and their feedback skills improve. We build up to writing reflections on major papers, lab reports, and projects. In addition, giving students opportunities to incorporate the feedback and revise their work keeps the focus more on the process of learning instead of just the grade.\u003c/p>\n\u003ch3>Learn the language of clear COMMUNICATION.\u003c/h3>\n\u003cp>When I was in graduate school, I was introduced to the \u003ca href=\"http://www.risemodel.com/\">RISE Model\u003c/a> developed by Emily Wray. (\u003ca href=\"https://twitter.com/emilywray\">@EmilyWray\u003c/a>). This invaluable resource has been my number one tool ever since.\u003c/p>\n\u003cfigure id=\"attachment_175083\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-175083 size-medium\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/RISE_infographic-peer-web.jpg-800x486.jpeg\" alt=\"RISE_infographic-peer-web.jpg\" width=\"800\" height=\"486\">\u003cfigcaption class=\"wp-caption-text\">RISE Model by \u003ca href=\"//elwray.squarespace.com/about/\">Emily Wray\u003c/a> is licensed under a \u003ca href=\"//creativecommons.org/licenses/by-nc-sa/4.0/deed.en_US\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License\u003c/a>.\u003c/figcaption>\u003c/figure>\n\u003cp>Emily’s infographic outlines the language of feedback. Students will frequently say “great job” or “nice work” to their peers, but what does that mean? Providing examples of specific vocabulary to use opens up a whole new level of feedback. Students move through an organized process as they design responses that are meaningful and describe specifically what was “great” and what needs improvement. Emily has also designed an infographic for \u003ca href=\"http://www.risemodel.com/\">self-reflection!\u003c/a>\u003c/p>\n\u003ch3>Develop CRITICAL THINKING skills.\u003c/h3>\n\u003cp>Meaningful feedback starts with understanding the content and expectations of an assignment. Last fall, my students competed in the \u003ca href=\"https://www.breakthroughjuniorchallenge.org/\">Khan Academy Breakthrough Junior Challenge\u003c/a>. Students created a video tutorial about a topic in science and were required to review other student entries from around the world. Many were challenged to review videos about unfamiliar topics. Most were unable to give specific, clear feedback if they did not understand the content of the tutorial.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I listened as they naturally compared their videos with those they watched. Exercising critical thinking skills, students identified how their own tutorials may not have been as clearly explained as they thought. They also discussed the reviews they received to determine if the other students had provided meaningful feedback. I could clearly see how this feedback process provided opportunities to critically think, analyze, and learn together. This experience also led me to design \u003ca href=\"https://docs.google.com/document/d/1gXTlNsIzI0gTNusvZShiSli4SaTvqDDd7ije6b1Kb_Q/edit?usp=sharing\">rubrics\u003c/a> students can use to assess peer feedback and self-reflection skills. Now students are developing metacognition during the process as well. Again, the goal is to enhance the process because the process IS the learning!\u003c/p>\n\u003ch3>Focus on feedback that relies on COLLABORATION.\u003c/h3>\n\u003cp>Rich feedback happens when students can collaborate with peers. Asking and responding to questions develops a collaborative culture that mirrors the 21st century workplace. This takes time, but every minute spent encouraging students to critique their work and their peers’ work is time spent learning! Use a variety of tools to get students collaborating and communicating about their work.\u003c/p>\n\u003cp>Digital tools allow time for processing of information and forming of clear, concise thoughts. Time and time again I have been particularly impressed by the comments shared by my more introverted students. Quieter students have an opportunity to share their voice without the pressure of speaking in front of a crowd.\u003c/p>\n\u003cul>\n\u003cli>Google Apps like Docs, Slides, and Draw allow for comments to be embedded and threaded in a document.\u003c/li>\n\u003cli>Reflect and share on a discussion board. An LMS, like \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a>, may have this function or try \u003ca href=\"https://www.graphite.org/website/collaborize-classroom\">Collaborize Classroom\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> is another go to tool that allows for group discussion using text, audio, and video. If you haven’t seen it yet, you’ve got to check it out!\u003c/li>\n\u003cli>Engage students in real world discussions using \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">KQED #DoNow\u003c/a>. The weekly topics are perfect conversation starters that help students practice the 4Cs.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Giving my students time to practice providing feedback has transformed the learning environment in my classroom. Students are more comfortable sharing their work with peers. Knowing that I am not the only one to see what they create has also improved the quality of the work produced. Students are developing the 4Cs everyday and it is these skills that will help them succeed. How do you develop student voice in your classroom? What types of opportunities do you provide that allow students to practice the 4Cs?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Designing and deploying robust, interactive lessons that engage students with real-world problems that demand application of content to produce innovative solutions is both exciting and demanding. One of my critical challenges has been providing feedback to students about their performance. I always feel pressured for time to consistently connect with each of my students. I have learned that the 4Cs: communication, collaboration, critical thinking, and creativity can form a great frame for thinking about ways to engage students in a peer review process that teaches and reinforces these vital skills.\u003c/p>\n\u003cp>It was at a \u003ca href=\"http://www.cue.org/\">CUE Conference\u003c/a> three years ago that I had an “Ah Ha” moment:\u003c/p>\n\u003cul>\n\u003cli>Our learners will not be prepared for the 21st Century by relying on rote memory of content. They’ve got Google for that!\u003c/li>\n\u003cli>To develop the 4Cs, I must provide experiences that enhance \u003ca href=\"http://www.edutopia.org/blog/deeper-learning-in-practice-jennifer-kabaker\">deeper learning\u003c/a>.\u003c/li>\n\u003cli>If learning happens best when students experience a lesson, then engaging students in the process of providing peer feedback is part of the learning!\u003c/li>\n\u003cli>Extra bonus = each student receives timely feedback from multiple perspectives, their peers and me.\u003c/li>\n\u003c/ul>\n\u003cp>Since then, I have refocused the process of developing the skills students need to include providing meaningful feedback to their peers. During the process, students also develop their own voice as they reflect on their learning.\u003c/p>\n\u003ch3>CREATE a culture of providing feedback.\u003c/h3>\n\u003cp>Every year, I start by explaining the importance of feedback. There are endless resources like the \u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx\">Seven Keys to Effective Feedback\u003c/a>, that support the benefits and describe how to provide meaningful feedback. You will have to commit time to the process. When students are comfortable with their peers, they are more likely to appropriately give and receive feedback that matters. We play games together and get to know one another. We focus on the goal of helping each other develop and improve.\u003c/p>\n\u003cp>I’ve learned that frequency is essential to creating a culture that values feedback. For example, we begin reflecting daily on short assignments like homework or a class activity. \u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/think-pair-share-facilitating-discussions-small-and-large\">Think, Pair, Share\u003c/a> can be a quick way to begin a face-to-face discussion. Students share their work with one another, giving informal, verbal feedback. The more often you practice the process, the more comfortable and confident the students become and their feedback skills improve. We build up to writing reflections on major papers, lab reports, and projects. In addition, giving students opportunities to incorporate the feedback and revise their work keeps the focus more on the process of learning instead of just the grade.\u003c/p>\n\u003ch3>Learn the language of clear COMMUNICATION.\u003c/h3>\n\u003cp>When I was in graduate school, I was introduced to the \u003ca href=\"http://www.risemodel.com/\">RISE Model\u003c/a> developed by Emily Wray. (\u003ca href=\"https://twitter.com/emilywray\">@EmilyWray\u003c/a>). This invaluable resource has been my number one tool ever since.\u003c/p>\n\u003cfigure id=\"attachment_175083\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-175083 size-medium\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/05/RISE_infographic-peer-web.jpg-800x486.jpeg\" alt=\"RISE_infographic-peer-web.jpg\" width=\"800\" height=\"486\">\u003cfigcaption class=\"wp-caption-text\">RISE Model by \u003ca href=\"//elwray.squarespace.com/about/\">Emily Wray\u003c/a> is licensed under a \u003ca href=\"//creativecommons.org/licenses/by-nc-sa/4.0/deed.en_US\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License\u003c/a>.\u003c/figcaption>\u003c/figure>\n\u003cp>Emily’s infographic outlines the language of feedback. Students will frequently say “great job” or “nice work” to their peers, but what does that mean? Providing examples of specific vocabulary to use opens up a whole new level of feedback. Students move through an organized process as they design responses that are meaningful and describe specifically what was “great” and what needs improvement. Emily has also designed an infographic for \u003ca href=\"http://www.risemodel.com/\">self-reflection!\u003c/a>\u003c/p>\n\u003ch3>Develop CRITICAL THINKING skills.\u003c/h3>\n\u003cp>Meaningful feedback starts with understanding the content and expectations of an assignment. Last fall, my students competed in the \u003ca href=\"https://www.breakthroughjuniorchallenge.org/\">Khan Academy Breakthrough Junior Challenge\u003c/a>. Students created a video tutorial about a topic in science and were required to review other student entries from around the world. Many were challenged to review videos about unfamiliar topics. Most were unable to give specific, clear feedback if they did not understand the content of the tutorial.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I listened as they naturally compared their videos with those they watched. Exercising critical thinking skills, students identified how their own tutorials may not have been as clearly explained as they thought. They also discussed the reviews they received to determine if the other students had provided meaningful feedback. I could clearly see how this feedback process provided opportunities to critically think, analyze, and learn together. This experience also led me to design \u003ca href=\"https://docs.google.com/document/d/1gXTlNsIzI0gTNusvZShiSli4SaTvqDDd7ije6b1Kb_Q/edit?usp=sharing\">rubrics\u003c/a> students can use to assess peer feedback and self-reflection skills. Now students are developing metacognition during the process as well. Again, the goal is to enhance the process because the process IS the learning!\u003c/p>\n\u003ch3>Focus on feedback that relies on COLLABORATION.\u003c/h3>\n\u003cp>Rich feedback happens when students can collaborate with peers. Asking and responding to questions develops a collaborative culture that mirrors the 21st century workplace. This takes time, but every minute spent encouraging students to critique their work and their peers’ work is time spent learning! Use a variety of tools to get students collaborating and communicating about their work.\u003c/p>\n\u003cp>Digital tools allow time for processing of information and forming of clear, concise thoughts. Time and time again I have been particularly impressed by the comments shared by my more introverted students. Quieter students have an opportunity to share their voice without the pressure of speaking in front of a crowd.\u003c/p>\n\u003cul>\n\u003cli>Google Apps like Docs, Slides, and Draw allow for comments to be embedded and threaded in a document.\u003c/li>\n\u003cli>Reflect and share on a discussion board. An LMS, like \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a>, may have this function or try \u003ca href=\"https://www.graphite.org/website/collaborize-classroom\">Collaborize Classroom\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> is another go to tool that allows for group discussion using text, audio, and video. If you haven’t seen it yet, you’ve got to check it out!\u003c/li>\n\u003cli>Engage students in real world discussions using \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">KQED #DoNow\u003c/a>. The weekly topics are perfect conversation starters that help students practice the 4Cs.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Giving my students time to practice providing feedback has transformed the learning environment in my classroom. Students are more comfortable sharing their work with peers. Knowing that I am not the only one to see what they create has also improved the quality of the work produced. Students are developing the 4Cs everyday and it is these skills that will help them succeed. How do you develop student voice in your classroom? What types of opportunities do you provide that allow students to practice the 4Cs?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>We are starting to see them pop up more frequently in U.S. classrooms: the iPads, the Chromebooks, and the laptops. As more schools move toward using technology in the classroom, we are faced with the question of how to use these devices effectively in our instruction.\u003c/p>\n\u003cp>Undoubtedly, it’s an exciting time to be an educator. We are no longer limited to just using textbooks or curriculum guides. The number of apps and websites available to us has exploded exponentially in the online educational space. Students are using math apps to brush up on much-needed skills. They can watch science videos that bring concepts to life. With social media, they are able to access the latest news within minutes of the occurrence of an event. However, is that all we wish our students to be able to do, to only become consumers of information?\u003c/p>\n\u003cp>I believe that students should be using technology to its fullest potential in the classroom. This means that not only should students be using it to access the wealth of information on the Internet but that they also should be using digital tools to create meaningful content.\u003c/p>\n\u003ch3>Cross-Curricular Integration\u003c/h3>\n\u003caside class=\"alignright\">\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 310px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-163421 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/pbslm_sm-2.png\" alt=\"pbslm_sm-2\" width=\"300\" height=\"229\">\u003c/div>\n\u003ch3>PBS LearningMedia\u003c/h3>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> has something for every classroom. Check out these wonderful resources.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/resource/midlit10.soc.splgovt/the-powers-of-government/\">The Powers of the Government\u003c/a> is a self-paced lesson that teaches students the three branches of the U.S. government.\u003c/li>\n\u003cli>For hands-on learning, try the\u003ca href=\"http://mass.pbslearningmedia.org/resource/nvhescichemistryelements/nova-elements/\"> Nova Elements\u003c/a> interactive which allows students to build their own atoms to reinforce their learning.\u003c/li>\n\u003cli>Students can role-play to learn about different historical events with \u003ca href=\"http://ca.pbslearningmedia.org/resource/mu10.vk8soc.7-8.newnation.flifree/mission-us-flight-to-freedom/\">Mission U.S.\u003c/a>\u003c/li>\n\u003cli>What English teacher wouldn’t appreciate having a go-to place when teaching \u003ca href=\"http://ca.pbslearningmedia.org/search/?q=Shakespeare&order=-view_count\">Shakespeare\u003c/a>?\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Though I teach English Language Arts, I believe in integrating other academic content whenever possible. I always try to provide a scientific or historical perspective when the lesson lends itself, and \u003ca href=\"http://www.pbslearningmedia.org/\">\u003cspan style=\"font-weight: 400\">PBS LearningMedia\u003c/span>\u003c/a> is perfect for this purpose. This fantastic and free online platform has over 100,000 resources available that covers topics from all content areas and grade levels.\u003c/p>\n\u003cp>For example, my students just finished reading a wide selection of speeches for our rhetoric unit. We studied various speeches for their beauty of language, persuasive elements, and powerful message. One of my favorite speeches from this unit is Martin Luther King, Jr.’s “I Have a Dream.” I want this speech to come to life for my students and for them to also appreciate the historical significance of this time period. Below is my approach to teaching this piece by leveraging digital media resources and \u003ca href=\"https://support.google.com/docs/topic/1360903?hl=en&ref_topic=1397170\">Google Drawings\u003c/a>.\u003c/p>\n\u003ch3>Lesson Plan for “I Have a Dream”\u003c/h3>\n\u003col>\n\u003cli>Introduce the Civil Right Movement by showing students these media pieces: \u003ca href=\"http://ca.pbslearningmedia.org/resource/a324ff73-32e3-4290-8944-f3bd1f0adfcd/address-legacy/\">“The Legacy of the Gettysburg Address”\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/100415ca-dd37-4531-a2f7-ab6c361adc74/civil-rights-and-the-1950s-crash-course-us-history-39/\">“Civil Rights and the 1950s | Crash Course US History #39”\u003c/a>.\u003c/li>\n\u003cli>Students read \u003ca href=\"https://www.archives.gov/press/exhibits/dream-speech.pdf\">“I Have a Dream”\u003c/a> in groups, stopping to discuss each paragraph and the rhetorical strategies Dr. King used.\u003c/li>\n\u003cli>Divide the speech into different sections and have each group create a \u003ca href=\"https://padlet.com/\">Padlet\u003c/a> to demonstrate their understanding of this piece. Each group must include the following components: a quoted passage, an explanation of the quote, two analysis of the rhetorical strategies used, and proper attribution for any media they included. Here is an \u003ca href=\"http://padlet.com/mschen/qqmk0j6icq9q\">example\u003c/a> that my students created.\u003c/li>\n\u003cli>Students examine the following primary sources provided by \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>: the \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">original pamphlet advertising the 1963 March on Washington\u003c/a>, the \u003ca href=\"http://d43fweuh3sg51.cloudfront.net/media/media_files/March_on_Washington_Final_Plan_Manual.pdf\">manual for march participants\u003c/a>, and the \u003ca href=\"http://d43fweuh3sg51.cloudfront.net/media/media_files/March_on_Washington_Program.pdf\">March on Washington official program\u003c/a>\u003c/li>\n\u003cli>Based on the information from the three historical documents above, students create a flyer advertising the event. Each group needs to analyze and discern the relevancy of the information from these various resources. They must also create their own original logos for the flyer. Below is an example of one group’s work on this project.\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-163423\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-800x448.png\" alt=\"March on Washington Digital Flyer\" width=\"800\" height=\"448\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-800x448.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-400x224.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-768x430.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-960x538.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer.png 966w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003ch3>Using Digital Tools for Authentic Assessment\u003c/h3>\n\u003cp>Instead of giving my students a traditional test to assess their comprehension of the significance of the speech and the historical documents they examined, I prefer to have my students express their understanding by creating an authentic product. Because I’m constantly trying to cultivate my students’ creativity and critical thinking skills by emulating the “real world” as much as possible, I also emphasize the importance of artistic design when creating a project. I find that this last step is often overlooked in our instruction. However, in life, how an idea is presented is just as important as the idea itself, and I want my students to realize this.\u003c/p>\n\u003ch3>Let’s Get Them Creating\u003c/h3>\n\u003cp>My students used \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener\">Padlet\u003c/a> and Google Drawings for this particular lesson, but there are also a plethora of other digital tools that students can use to foster their creativity. Below is a list of digital creation tools that are great for the classroom. It is no means an exhaustive list, but many students find them fun and easy-to-use.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a> makes images and videos interactive\u003c/li>\n\u003cli>\u003ca href=\"https://www.canva.com/\">Canva\u003c/a> is easy to use design software with templates for infographics, posters, and more\u003c/li>\n\u003cli>\u003ca href=\"https://storybird.com/\">Storybird\u003c/a> is a beautiful app that inspires writing with art\u003c/li>\n\u003cli>\u003ca href=\"http://www.powtoon.com/\">Powtoon\u003c/a> makes creating animated presentations full of awesome\u003c/li>\n\u003cli>\u003ca href=\"https://itunes.apple.com/us/app/zoodle-comics/id520954201?mt=8\">Zoodle Comics\u003c/a> a comic strip app for the iPad\u003c/li>\n\u003cli>\u003ca href=\"https://itunes.apple.com/us/app/sock-puppets/id394504903?mt=8\">Sock Puppets\u003c/a> if you love sock puppets…\u003c/li>\n\u003cli>Video editing tools (i.e. \u003ca href=\"https://support.google.com/youtube/answer/183851?hl=en\">YouTube Editor\u003c/a>, \u003ca href=\"https://www.wevideo.com/\">WeVideo\u003c/a>)\u003c/li>\n\u003cli>Screencasting tools (i.e. \u003ca href=\"http://www.techsmith.com/snagit-google-chrome.html\">Snagit\u003c/a>, \u003ca href=\"https://screencast-o-matic.com/\">Screencast-O-Matic\u003c/a>, \u003ca href=\"https://www.screencastify.com/\">Screencastify\u003c/a>, \u003ca href=\"https://www.movenote.com/\">Movenote\u003c/a>, \u003ca href=\"http://explaineverything.com/\">Explain Everything\u003c/a>)\u003c/li>\n\u003c/ol>\n\u003cp>Which digital tools do your students like to use to show what they know? Please share in the comments below.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We are starting to see them pop up more frequently in U.S. classrooms: the iPads, the Chromebooks, and the laptops. As more schools move toward using technology in the classroom, we are faced with the question of how to use these devices effectively in our instruction.\u003c/p>\n\u003cp>Undoubtedly, it’s an exciting time to be an educator. We are no longer limited to just using textbooks or curriculum guides. The number of apps and websites available to us has exploded exponentially in the online educational space. Students are using math apps to brush up on much-needed skills. They can watch science videos that bring concepts to life. With social media, they are able to access the latest news within minutes of the occurrence of an event. However, is that all we wish our students to be able to do, to only become consumers of information?\u003c/p>\n\u003cp>I believe that students should be using technology to its fullest potential in the classroom. This means that not only should students be using it to access the wealth of information on the Internet but that they also should be using digital tools to create meaningful content.\u003c/p>\n\u003ch3>Cross-Curricular Integration\u003c/h3>\n\u003caside class=\"alignright\">\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 310px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-163421 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/pbslm_sm-2.png\" alt=\"pbslm_sm-2\" width=\"300\" height=\"229\">\u003c/div>\n\u003ch3>PBS LearningMedia\u003c/h3>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> has something for every classroom. Check out these wonderful resources.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/resource/midlit10.soc.splgovt/the-powers-of-government/\">The Powers of the Government\u003c/a> is a self-paced lesson that teaches students the three branches of the U.S. government.\u003c/li>\n\u003cli>For hands-on learning, try the\u003ca href=\"http://mass.pbslearningmedia.org/resource/nvhescichemistryelements/nova-elements/\"> Nova Elements\u003c/a> interactive which allows students to build their own atoms to reinforce their learning.\u003c/li>\n\u003cli>Students can role-play to learn about different historical events with \u003ca href=\"http://ca.pbslearningmedia.org/resource/mu10.vk8soc.7-8.newnation.flifree/mission-us-flight-to-freedom/\">Mission U.S.\u003c/a>\u003c/li>\n\u003cli>What English teacher wouldn’t appreciate having a go-to place when teaching \u003ca href=\"http://ca.pbslearningmedia.org/search/?q=Shakespeare&order=-view_count\">Shakespeare\u003c/a>?\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Though I teach English Language Arts, I believe in integrating other academic content whenever possible. I always try to provide a scientific or historical perspective when the lesson lends itself, and \u003ca href=\"http://www.pbslearningmedia.org/\">\u003cspan style=\"font-weight: 400\">PBS LearningMedia\u003c/span>\u003c/a> is perfect for this purpose. This fantastic and free online platform has over 100,000 resources available that covers topics from all content areas and grade levels.\u003c/p>\n\u003cp>For example, my students just finished reading a wide selection of speeches for our rhetoric unit. We studied various speeches for their beauty of language, persuasive elements, and powerful message. One of my favorite speeches from this unit is Martin Luther King, Jr.’s “I Have a Dream.” I want this speech to come to life for my students and for them to also appreciate the historical significance of this time period. Below is my approach to teaching this piece by leveraging digital media resources and \u003ca href=\"https://support.google.com/docs/topic/1360903?hl=en&ref_topic=1397170\">Google Drawings\u003c/a>.\u003c/p>\n\u003ch3>Lesson Plan for “I Have a Dream”\u003c/h3>\n\u003col>\n\u003cli>Introduce the Civil Right Movement by showing students these media pieces: \u003ca href=\"http://ca.pbslearningmedia.org/resource/a324ff73-32e3-4290-8944-f3bd1f0adfcd/address-legacy/\">“The Legacy of the Gettysburg Address”\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/100415ca-dd37-4531-a2f7-ab6c361adc74/civil-rights-and-the-1950s-crash-course-us-history-39/\">“Civil Rights and the 1950s | Crash Course US History #39”\u003c/a>.\u003c/li>\n\u003cli>Students read \u003ca href=\"https://www.archives.gov/press/exhibits/dream-speech.pdf\">“I Have a Dream”\u003c/a> in groups, stopping to discuss each paragraph and the rhetorical strategies Dr. King used.\u003c/li>\n\u003cli>Divide the speech into different sections and have each group create a \u003ca href=\"https://padlet.com/\">Padlet\u003c/a> to demonstrate their understanding of this piece. Each group must include the following components: a quoted passage, an explanation of the quote, two analysis of the rhetorical strategies used, and proper attribution for any media they included. Here is an \u003ca href=\"http://padlet.com/mschen/qqmk0j6icq9q\">example\u003c/a> that my students created.\u003c/li>\n\u003cli>Students examine the following primary sources provided by \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>: the \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">original pamphlet advertising the 1963 March on Washington\u003c/a>, the \u003ca href=\"http://d43fweuh3sg51.cloudfront.net/media/media_files/March_on_Washington_Final_Plan_Manual.pdf\">manual for march participants\u003c/a>, and the \u003ca href=\"http://d43fweuh3sg51.cloudfront.net/media/media_files/March_on_Washington_Program.pdf\">March on Washington official program\u003c/a>\u003c/li>\n\u003cli>Based on the information from the three historical documents above, students create a flyer advertising the event. Each group needs to analyze and discern the relevancy of the information from these various resources. They must also create their own original logos for the flyer. Below is an example of one group’s work on this project.\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-163423\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-800x448.png\" alt=\"March on Washington Digital Flyer\" width=\"800\" height=\"448\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-800x448.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-400x224.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-768x430.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer-960x538.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/March-on-Washington-Digital-Flyer.png 966w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003ch3>Using Digital Tools for Authentic Assessment\u003c/h3>\n\u003cp>Instead of giving my students a traditional test to assess their comprehension of the significance of the speech and the historical documents they examined, I prefer to have my students express their understanding by creating an authentic product. Because I’m constantly trying to cultivate my students’ creativity and critical thinking skills by emulating the “real world” as much as possible, I also emphasize the importance of artistic design when creating a project. I find that this last step is often overlooked in our instruction. However, in life, how an idea is presented is just as important as the idea itself, and I want my students to realize this.\u003c/p>\n\u003ch3>Let’s Get Them Creating\u003c/h3>\n\u003cp>My students used \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener\">Padlet\u003c/a> and Google Drawings for this particular lesson, but there are also a plethora of other digital tools that students can use to foster their creativity. Below is a list of digital creation tools that are great for the classroom. It is no means an exhaustive list, but many students find them fun and easy-to-use.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a> makes images and videos interactive\u003c/li>\n\u003cli>\u003ca href=\"https://www.canva.com/\">Canva\u003c/a> is easy to use design software with templates for infographics, posters, and more\u003c/li>\n\u003cli>\u003ca href=\"https://storybird.com/\">Storybird\u003c/a> is a beautiful app that inspires writing with art\u003c/li>\n\u003cli>\u003ca href=\"http://www.powtoon.com/\">Powtoon\u003c/a> makes creating animated presentations full of awesome\u003c/li>\n\u003cli>\u003ca href=\"https://itunes.apple.com/us/app/zoodle-comics/id520954201?mt=8\">Zoodle Comics\u003c/a> a comic strip app for the iPad\u003c/li>\n\u003cli>\u003ca href=\"https://itunes.apple.com/us/app/sock-puppets/id394504903?mt=8\">Sock Puppets\u003c/a> if you love sock puppets…\u003c/li>\n\u003cli>Video editing tools (i.e. \u003ca href=\"https://support.google.com/youtube/answer/183851?hl=en\">YouTube Editor\u003c/a>, \u003ca href=\"https://www.wevideo.com/\">WeVideo\u003c/a>)\u003c/li>\n\u003cli>Screencasting tools (i.e. \u003ca href=\"http://www.techsmith.com/snagit-google-chrome.html\">Snagit\u003c/a>, \u003ca href=\"https://screencast-o-matic.com/\">Screencast-O-Matic\u003c/a>, \u003ca href=\"https://www.screencastify.com/\">Screencastify\u003c/a>, \u003ca href=\"https://www.movenote.com/\">Movenote\u003c/a>, \u003ca href=\"http://explaineverything.com/\">Explain Everything\u003c/a>)\u003c/li>\n\u003c/ol>\n\u003cp>Which digital tools do your students like to use to show what they know? Please share in the comments below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>I am seeking to expand my Art 1 students’ capacities to collaborate and problem-solve as teams. In addition, I am determined to more deeply implement the practice of \u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view\">Art Integration\u003c/a>, as a way of “Teaching in which students construct and demonstrate understanding through an artform (while) students engage in a creative process which connects an art form and another subject area.” (\u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view?usp=sharing\">Kennedy Center’s Art Edge\u003c/a>). My projects involve a great deal of student choice, student voice (Gallery Walks as forms of Peer Feedback), and mutual respect (collaborative teaming). Students also look to science, history and their own cultural experiences for inspiration.\u003c/p>\n\u003ch3>Box Art About Systems\u003c/h3>\n\u003cp>In the project: Box Art About Systems, students work in teams to create a diorama or tableaux in a box that represents a system with which they are familiar. They look at the work of artists like \u003ca href=\"http://www.guggenheim.org/new-york/collections/collection-online/artists/bios/1068\" target=\"_blank\" rel=\"noopener\">Joseph Cornell\u003c/a> and \u003ca href=\"https://www.artsy.net/artist/betye-saar\" target=\"_blank\" rel=\"noopener\">Betye Saar\u003c/a> and learned about the scientific definition of a system \u003cb>\u003ci>: \u003c/i>\u003c/b>\u003cb>\u003ci> \u003c/i>\u003c/b>\u003ci>“an organized group of related objects or components that form a whole.\u003c/i> \u003ci>Systems can consist … of organisms, machines, fundamental particles,\u003c/i> \u003ci>galaxies, ideas, and numbers. Systems have boundaries, components, resources,\u003c/i> \u003ci>flow, and feedback” (\u003c/i>\u003ca href=\"http://www.nextgenscience.org/sites/default/files/Appendix%20I%20-%20Engineering%20Design%20in%20NGSS%20-%20FINAL_V2.pdf\">\u003ci>National Academy of Sciences\u003c/i>\u003c/a>\u003ci>)\u003c/i>\u003c/p>\n\u003cp>Their System Boxes were to emphasize Harmony/Unity as well as Movement/Visual Flow. Their Understanding Goals include:\u003c/p>\n\u003cul>\n\u003cli>How can I represent and model a system so that it’s both understood and artistically compelling?\u003c/li>\n\u003cli>What are the elements of my system and how can I use found object assemblage to describe it?\u003c/li>\n\u003cli>How does teamwork affect the outcome of an artistic project?\u003c/li>\n\u003c/ul>\n\u003cp>Based on this mutual understanding, the whole class brainstorms examples of familiar systems. Teams of 2-4 people are formed that have to come to an agreement on a system to investigate and represent in their own box art. The piece was to include features of that system (boundaries between what’s inside and outside, component parts, how things work together, etc.).\u003c/p>\n\u003cp>Once finished, they give their boxes titles and participate in a Gallery Walk in which they comment on each others’ projects, citing specific Principles of Design from a \u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrYjJSaFYtelMxQW8/view?usp=sharing\">Menu of Compositional Qualities\u003c/a> – which students were expected to incorporate in their groups’ System Boxes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ci>\u003c/i>In the end, the systems they chose were more diverse than I could have imagined – a crime scene investigation, cafe culture, a teenager’s bedroom, the city of Paris, the Civil War, as well as a coral reef and the Sonora desert (to name just a few…)\u003c/p>\n\u003cp>[gallery type=\"slideshow\" link=\"file\" size=\"large\" ids=\"155578,155583,155585,155577,155584,155579,155580,155576,155581,155582\"]\u003c/p>\n\u003ch3>The Natural World as Cultural Metaphor\u003c/h3>\n\u003cp>As we entered March, our next unit on print-making began by looking at the work of Oakland-based artist, Favianna Rodriquez. During and after viewing the KQED Art School video, \u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cb>Printmaking with Favianna Rodriguez\u003c/b>\u003c/a>, students responded to the following questions in their accordion journals:\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Printmaking with Favianna Rodriguez | KQED Arts\u003c/h4>\n\u003cp>[youtube=https://www.youtube.com/watch?v=m23otH5cFsY&w=320&h=160]\u003c/p>\n\u003ch4>Linocuts + Monotypes with Favianna Rodriguez | KQED Arts\u003c/h4>\n\u003cp>[youtube=https://www.youtube.com/watch?v=O_ct3iBCH-Y&w=320&h=160]\u003c/p>\n\u003c/aside>\n\u003cul>\n\u003cli>What does this artist do?\u003c/li>\n\u003cli>What does she care about?\u003c/li>\n\u003cli>What do YOU connect with?\u003c/li>\n\u003c/ul>\n\u003cp>In her video, Rodriguez explains how she is inspired and influenced by Chicano art movement and by features of the natural world. In particular, we focus on how she discovered and landed on the metaphor of the monarch butterfly in her series\u003ca href=\"http://www.culturestrike.org/project/migration-is-beautiful\" target=\"_blank\" rel=\"noopener\"> “Migration is Beautiful”\u003c/a>.\u003c/p>\n\u003cp>In this project (as in much of my pedagogy and curriculum), I encourage students to examine how the natural world and human culture aren’t as separate as many initially believe. Indeed, many cultural traditions have grown out of humans’ observations and curiosity about nature. Using Linoleum Prints and symbolic color, students incorporate features of the natural world as metaphors for their own culture and cultural values. Students are expected to:\u003c/p>\n\u003cul>\n\u003cli>Become proficient at relief printing using linocut\u003c/li>\n\u003cli>Incorporate texture, pattern and color to design a compelling image\u003c/li>\n\u003cli>Communicate symbolically and metaphorically your cultural values\u003c/li>\n\u003cli>Explore and learn about an aspect of the natural world\u003c/li>\n\u003c/ul>\n\u003cp>After a discussion and whole class brainstorm, individual students are asked to choose a subject from nature (animal, forces, plants, etc.) that symbolizes or stands as a metaphor for their own culture and values. Students are provided with resources to help them research that subject – its history, characteristics, etc. They take notes and make sketches about it, and eventually make a finished 6”x6” drawing of that natural symbol, based on photos and/or sketches. Several Elements of Art are at work here: \u003ca href=\"http://ww2.kqed.org/artschool/2014/09/16/elements-of-art-shape/\">Shape\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2014/08/18/elements-of-art-line/\">Line\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2015/01/05/elements-of-art-value/\">Value\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2015/01/16/elements-of-art-color/\">Color\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/artschool/2014/11/20/elements-of-art-texture/\">Texture\u003c/a> . As a goal, the drawing should have clear lines and contrasts in values from light to dark (2-3 areas of distinct tones).\u003c/p>\n\u003cp>[gallery type=\"slideshow\" ids=\"155630,155628,155631,155629,155621,155622,155623,155624,155625,155626,155627\"]\u003c/p>\n\u003cp>Our Criteria for excellent Nature-Culture Prints include:\u003c/p>\n\u003cul>\n\u003cli>Content\n\u003cul>\n\u003cli>The animal, plant, element must actually exist in nature (sorry, no unicorns!)\u003c/li>\n\u003cli>You should turn in at least three (3) numbered prints\u003c/li>\n\u003cli>Color(s) must have visual power and connection to your natural element & culture.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>Craftsmanship\n\u003cul>\n\u003cli>Clean and careful carving.\u003c/li>\n\u003cli>Neat and legible prints (not smudged or sloppy)\u003c/li>\n\u003cli>Prints should have 3 or more zones of value/tone.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>Students are also asked to write write responses to the following reflection prompts:\u003cb> \u003c/b>\u003c/p>\n\u003cul>\n\u003cli>What was your feature from the natural world and how is it a metaphor for your culture or values?\u003c/li>\n\u003cli>What colors did you use and why?\u003c/li>\n\u003cli>Were they symbolic or contribute to the meaning of the piece – if so how?\u003c/li>\n\u003c/ul>\n\u003cp>And, although this project is still in progress as of this blog’s publication date, students are totally invested and their responses are often insightful and endearing:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I chose a turtle, because I think it’s a calm,happy creature, and it’s printed on blue for the ocean.”\u003cbr>\n“The shark is printed on red to symbolize blood in the water.”\u003cbr>\n“The panda is serenity and it’s lazy – like me!”\u003cbr>\n“I’m a penguin, ‘cause I waddle.”\u003cbr>\n“I like pandas because they’re big and jiggly – like me. The green is for bamboo.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I am seeking to expand my Art 1 students’ capacities to collaborate and problem-solve as teams. In addition, I am determined to more deeply implement the practice of \u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view\">Art Integration\u003c/a>, as a way of “Teaching in which students construct and demonstrate understanding through an artform (while) students engage in a creative process which connects an art form and another subject area.” (\u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view?usp=sharing\">Kennedy Center’s Art Edge\u003c/a>). My projects involve a great deal of student choice, student voice (Gallery Walks as forms of Peer Feedback), and mutual respect (collaborative teaming). Students also look to science, history and their own cultural experiences for inspiration.\u003c/p>\n\u003ch3>Box Art About Systems\u003c/h3>\n\u003cp>In the project: Box Art About Systems, students work in teams to create a diorama or tableaux in a box that represents a system with which they are familiar. They look at the work of artists like \u003ca href=\"http://www.guggenheim.org/new-york/collections/collection-online/artists/bios/1068\" target=\"_blank\" rel=\"noopener\">Joseph Cornell\u003c/a> and \u003ca href=\"https://www.artsy.net/artist/betye-saar\" target=\"_blank\" rel=\"noopener\">Betye Saar\u003c/a> and learned about the scientific definition of a system \u003cb>\u003ci>: \u003c/i>\u003c/b>\u003cb>\u003ci> \u003c/i>\u003c/b>\u003ci>“an organized group of related objects or components that form a whole.\u003c/i> \u003ci>Systems can consist … of organisms, machines, fundamental particles,\u003c/i> \u003ci>galaxies, ideas, and numbers. Systems have boundaries, components, resources,\u003c/i> \u003ci>flow, and feedback” (\u003c/i>\u003ca href=\"http://www.nextgenscience.org/sites/default/files/Appendix%20I%20-%20Engineering%20Design%20in%20NGSS%20-%20FINAL_V2.pdf\">\u003ci>National Academy of Sciences\u003c/i>\u003c/a>\u003ci>)\u003c/i>\u003c/p>\n\u003cp>Their System Boxes were to emphasize Harmony/Unity as well as Movement/Visual Flow. Their Understanding Goals include:\u003c/p>\n\u003cul>\n\u003cli>How can I represent and model a system so that it’s both understood and artistically compelling?\u003c/li>\n\u003cli>What are the elements of my system and how can I use found object assemblage to describe it?\u003c/li>\n\u003cli>How does teamwork affect the outcome of an artistic project?\u003c/li>\n\u003c/ul>\n\u003cp>Based on this mutual understanding, the whole class brainstorms examples of familiar systems. Teams of 2-4 people are formed that have to come to an agreement on a system to investigate and represent in their own box art. The piece was to include features of that system (boundaries between what’s inside and outside, component parts, how things work together, etc.).\u003c/p>\n\u003cp>Once finished, they give their boxes titles and participate in a Gallery Walk in which they comment on each others’ projects, citing specific Principles of Design from a \u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrYjJSaFYtelMxQW8/view?usp=sharing\">Menu of Compositional Qualities\u003c/a> – which students were expected to incorporate in their groups’ System Boxes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>The Natural World as Cultural Metaphor\u003c/h3>\n\u003cp>As we entered March, our next unit on print-making began by looking at the work of Oakland-based artist, Favianna Rodriquez. During and after viewing the KQED Art School video, \u003ca href=\"http://ww2.kqed.org/artschool/2014/09/02/printmaking-with-favianna-rodriguez/\">\u003cb>Printmaking with Favianna Rodriguez\u003c/b>\u003c/a>, students responded to the following questions in their accordion journals:\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Printmaking with Favianna Rodriguez | KQED Arts\u003c/h4>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/m23otH5cFsY'\n title='//www.youtube.com/embed/m23otH5cFsY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003ch4>Linocuts + Monotypes with Favianna Rodriguez | KQED Arts\u003c/h4>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/O_ct3iBCH-Y'\n title='//www.youtube.com/embed/O_ct3iBCH-Y'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cul>\n\u003cli>What does this artist do?\u003c/li>\n\u003cli>What does she care about?\u003c/li>\n\u003cli>What do YOU connect with?\u003c/li>\n\u003c/ul>\n\u003cp>In her video, Rodriguez explains how she is inspired and influenced by Chicano art movement and by features of the natural world. In particular, we focus on how she discovered and landed on the metaphor of the monarch butterfly in her series\u003ca href=\"http://www.culturestrike.org/project/migration-is-beautiful\" target=\"_blank\" rel=\"noopener\"> “Migration is Beautiful”\u003c/a>.\u003c/p>\n\u003cp>In this project (as in much of my pedagogy and curriculum), I encourage students to examine how the natural world and human culture aren’t as separate as many initially believe. Indeed, many cultural traditions have grown out of humans’ observations and curiosity about nature. Using Linoleum Prints and symbolic color, students incorporate features of the natural world as metaphors for their own culture and cultural values. Students are expected to:\u003c/p>\n\u003cul>\n\u003cli>Become proficient at relief printing using linocut\u003c/li>\n\u003cli>Incorporate texture, pattern and color to design a compelling image\u003c/li>\n\u003cli>Communicate symbolically and metaphorically your cultural values\u003c/li>\n\u003cli>Explore and learn about an aspect of the natural world\u003c/li>\n\u003c/ul>\n\u003cp>After a discussion and whole class brainstorm, individual students are asked to choose a subject from nature (animal, forces, plants, etc.) that symbolizes or stands as a metaphor for their own culture and values. Students are provided with resources to help them research that subject – its history, characteristics, etc. They take notes and make sketches about it, and eventually make a finished 6”x6” drawing of that natural symbol, based on photos and/or sketches. Several Elements of Art are at work here: \u003ca href=\"http://ww2.kqed.org/artschool/2014/09/16/elements-of-art-shape/\">Shape\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2014/08/18/elements-of-art-line/\">Line\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2015/01/05/elements-of-art-value/\">Value\u003c/a>, \u003ca href=\"http://ww2.kqed.org/artschool/2015/01/16/elements-of-art-color/\">Color\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/artschool/2014/11/20/elements-of-art-texture/\">Texture\u003c/a> . As a goal, the drawing should have clear lines and contrasts in values from light to dark (2-3 areas of distinct tones).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Our Criteria for excellent Nature-Culture Prints include:\u003c/p>\n\u003cul>\n\u003cli>Content\n\u003cul>\n\u003cli>The animal, plant, element must actually exist in nature (sorry, no unicorns!)\u003c/li>\n\u003cli>You should turn in at least three (3) numbered prints\u003c/li>\n\u003cli>Color(s) must have visual power and connection to your natural element & culture.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>Craftsmanship\n\u003cul>\n\u003cli>Clean and careful carving.\u003c/li>\n\u003cli>Neat and legible prints (not smudged or sloppy)\u003c/li>\n\u003cli>Prints should have 3 or more zones of value/tone.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>Students are also asked to write write responses to the following reflection prompts:\u003cb> \u003c/b>\u003c/p>\n\u003cul>\n\u003cli>What was your feature from the natural world and how is it a metaphor for your culture or values?\u003c/li>\n\u003cli>What colors did you use and why?\u003c/li>\n\u003cli>Were they symbolic or contribute to the meaning of the piece – if so how?\u003c/li>\n\u003c/ul>\n\u003cp>And, although this project is still in progress as of this blog’s publication date, students are totally invested and their responses are often insightful and endearing:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I chose a turtle, because I think it’s a calm,happy creature, and it’s printed on blue for the ocean.”\u003cbr>\n“The shark is printed on red to symbolize blood in the water.”\u003cbr>\n“The panda is serenity and it’s lazy – like me!”\u003cbr>\n“I’m a penguin, ‘cause I waddle.”\u003cbr>\n“I like pandas because they’re big and jiggly – like me. The green is for bamboo.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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