window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"education_152154": {
"type": "attachments",
"id": "education_152154",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "152154",
"found": true
},
"parent": 152116,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/04/Miller2-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1459790990,
"modified": 1459791162,
"caption": "Photo by \u003ca href=\"https://flic.kr/p/tkhzD3\">Bruce Matsunaga\u003c/a> via Flickr, CC BY 2.0",
"description": null,
"title": "Miller2",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_138186": {
"type": "attachments",
"id": "education_138186",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "138186",
"found": true
},
"parent": 138183,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/ogden_emotionalthinking-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1458326031,
"modified": 1458326144,
"caption": "Photo by Mark Koehler ",
"description": null,
"title": "ogden_emotionalthinking",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_143642": {
"type": "attachments",
"id": "education_143642",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "143642",
"found": true
},
"parent": 135690,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-1038x576.jpeg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-400x225.jpeg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-960x540.jpeg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-672x372.jpeg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1.jpeg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-1440x810.jpeg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-96x96.jpeg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-800x450.jpeg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-64x64.jpeg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-32x32.jpeg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-1920x1080.jpeg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-1180x664.jpeg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-75x75.jpeg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-768x432.jpeg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Vogel2-1-128x128.jpeg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1458924213,
"modified": 1458924223,
"caption": null,
"description": null,
"title": "Vogel2",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_135134": {
"type": "attachments",
"id": "education_135134",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "135134",
"found": true
},
"parent": 131906,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/03/Alice-Chen-Classroom-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1458010389,
"modified": 1458663584,
"caption": "Photo by Amy Weng",
"description": null,
"title": "Alice-Chen-Classroom",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_123249": {
"type": "attachments",
"id": "education_123249",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "123249",
"found": true
},
"parent": 123235,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence2-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1456779693,
"modified": 1456779708,
"caption": null,
"description": null,
"title": "Bence2",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_117752": {
"type": "attachments",
"id": "education_117752",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "117752",
"found": true
},
"parent": 115336,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/Bence1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1456164301,
"modified": 1456164317,
"caption": null,
"description": null,
"title": "Bence1",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_79589": {
"type": "attachments",
"id": "education_79589",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "79589",
"found": true
},
"parent": 79549,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/TeachingThinking-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1452295405,
"modified": 1452295482,
"caption": "Photo by AFS-USA Intercultural Programs\nvia Flickr, CC BY 2.0",
"description": null,
"title": "TeachingThinking",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_102083": {
"type": "attachments",
"id": "education_102083",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "102083",
"found": true
},
"parent": 102081,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/02/chen1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1454612864,
"modified": 1454612994,
"caption": "Photo by USAG Livorno PAO via Flickr, CC BY 2.0",
"description": null,
"title": "chen1",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"education_97146": {
"type": "attachments",
"id": "education_97146",
"meta": {
"index": "attachments_1716263798",
"site": "education",
"id": "97146",
"found": true
},
"parent": 95364,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-960x539.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 539
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1.jpg",
"width": 1922,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-1440x809.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 809
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-1920x1079.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1079
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-1180x663.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 663
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/38/2016/01/whisenant1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1454109789,
"modified": 1454109836,
"caption": "Photo By U.S. Department of Education via Flickr , CC BY 2.0",
"description": null,
"title": null,
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"janellebence": {
"type": "authors",
"id": "11104",
"meta": {
"index": "authors_1716337520",
"id": "11104",
"found": true
},
"name": "Janelle Bence",
"firstName": "Janelle",
"lastName": "Bence",
"slug": "janellebence",
"email": "janelle.quintans@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Janelle Quintans Bence currently facilitates English in a blended Humanities class at New Tech High @ Coppell in Texas. She has vast experience with English Language Learners and has taught for fourteen years in both urban and suburban school districts. She is an active teacher-leader at both local and national levels and has presented at many national conferences such as NWP, NCTE, and SITE. Her passion is teaching writing and offering her learners authentic learning experiences where they have opportunities to make meaningful changes in the world.",
"avatar": "https://secure.gravatar.com/avatar/c4c0f623b89b46b6aaf4d44c0939de3b?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Janelle Bence | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/c4c0f623b89b46b6aaf4d44c0939de3b?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/c4c0f623b89b46b6aaf4d44c0939de3b?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/janellebence"
},
"nancyogden": {
"type": "authors",
"id": "11198",
"meta": {
"index": "authors_1716337520",
"id": "11198",
"found": true
},
"name": "Nancy Ogden",
"firstName": "Nancy",
"lastName": "Ogden",
"slug": "nancyogden",
"email": "nogden@husd.k12.ca.us",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Nancy Ogden is a high school social studies teacher at Hayward High school in the San Francisco's East Bay. In addition to teaching high school, she teaches Social Studies Curriculum and Instruction courses in the teaching credential program at Cal State University East Bay. Outside of teaching, she is a mom to two energetic and curious little boys.",
"avatar": "https://secure.gravatar.com/avatar/7521b50d5ab87abe391e30a1c6b35576?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Nancy Ogden | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/7521b50d5ab87abe391e30a1c6b35576?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/7521b50d5ab87abe391e30a1c6b35576?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/nancyogden"
},
"kristinvogel": {
"type": "authors",
"id": "11199",
"meta": {
"index": "authors_1716337520",
"id": "11199",
"found": true
},
"name": "Kristin Vogel",
"firstName": "Kristin",
"lastName": "Vogel",
"slug": "kristinvogel",
"email": "kristintheresevogel@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Kristin Vogel is a Resource Specialist in San Bruno, CA. She has been teaching in the Bay Area for the past ten years, and has worked in a variety of school settings for students with special needs. Kristin brings a strong sense of social justice pedagogy to her craft, and actively participates in local, state, and national advocacy groups to ensure the best education for all students. She resides in San Francisco, CA, and is a pretty big nerd.",
"avatar": "https://secure.gravatar.com/avatar/c3926cf65a39492315156aecb421b0e3?s=600&d=blank&r=g",
"twitter": "msvogelparkside",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Kristin Vogel | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/c3926cf65a39492315156aecb421b0e3?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/c3926cf65a39492315156aecb421b0e3?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/kristinvogel"
},
"kiramiller": {
"type": "authors",
"id": "11202",
"meta": {
"index": "authors_1716337520",
"id": "11202",
"found": true
},
"name": "Kira Miller",
"firstName": "Kira",
"lastName": "Miller",
"slug": "kiramiller",
"email": "klirons@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": "KQED Contributor",
"bio": "Kira Miller is a Resource Specialist in the East Bay, CA. She has been teaching in the Bay Area since 2011. She has worked in a number of Special Education settings, including elementary, middle and high school environments. She has a Master's degree in curriculum and instruction and has completed her administrative credential as well. (She also has her MBA, as if that all wasn’t enough) Kira loves her job and has loved watching her career and the children she works with blossom.",
"avatar": "https://secure.gravatar.com/avatar/66c10af329cb330a53de640e70c32815?s=600&d=mm&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Kira Miller | KQED",
"description": "KQED Contributor",
"ogImgSrc": "https://secure.gravatar.com/avatar/66c10af329cb330a53de640e70c32815?s=600&d=mm&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/66c10af329cb330a53de640e70c32815?s=600&d=mm&r=g"
},
"isLoading": false,
"link": "/author/kiramiller"
},
"florencewhisenant": {
"type": "authors",
"id": "11218",
"meta": {
"index": "authors_1716337520",
"id": "11218",
"found": true
},
"name": "Florence Whisenant",
"firstName": "Florence",
"lastName": "Whisenant",
"slug": "florencewhisenant",
"email": "fwhisenant@nvusd.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "\u003cp class=\"p1\">\u003cspan class=\"s1\">Florence Whisenant teaches Art & Photography at Napa Valley Independent Studies (NVIS). She graduated from California College of the Arts. Outside of teaching she is involved in making ceramics, drawings, & book arts. Recently she served as an Art Jurist (2 year term) for the Napa City/County Library for their Art Gallery.\u003c/span>\u003c/p>",
"avatar": "https://secure.gravatar.com/avatar/1b114ba6cfd64edef1d1423f820034aa?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Florence Whisenant | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/1b114ba6cfd64edef1d1423f820034aa?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/1b114ba6cfd64edef1d1423f820034aa?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/florencewhisenant"
},
"alicechen": {
"type": "authors",
"id": "11220",
"meta": {
"index": "authors_1716337520",
"id": "11220",
"found": true
},
"name": "Alice Chen",
"firstName": "Alice",
"lastName": "Chen",
"slug": "alicechen",
"email": "wondertechedu@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": "KQED Contributor",
"bio": "\u003cspan style=\"font-weight: 400;\">Alice Chen is an English Language Arts teacher, technology coach, and professional development trainer. Additionally, she is a Lead PBS Digital Innovator, Google for Education Certified Innovator, and PBS SoCaL American Graduate Champion. She is constantly pushing the boundaries of her knowledge and believes in the power of a collaborative Personal Learning Network (PLN). She enjoys connecting with other educators on Twitter \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://twitter.com/WonderTechEdu\">@wondertechedu\u003c/a>,\u003c/span>\u003cspan style=\"font-weight: 400;\"> and s\u003c/span>\u003cspan style=\"font-weight: 400;\">he also blogs at\u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com/\">\u003cspan style=\"font-weight: 400;\"> wondertechedu.blogspot.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Meanderers welcomed.\u003c/span>",
"avatar": "https://secure.gravatar.com/avatar/d3d158862df2a81de44161995cfbcea8?s=600&d=blank&r=g",
"twitter": "wondertechedu",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Alice Chen | KQED",
"description": "KQED Contributor",
"ogImgSrc": "https://secure.gravatar.com/avatar/d3d158862df2a81de44161995cfbcea8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/d3d158862df2a81de44161995cfbcea8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/alicechen"
},
"rebeccagirard": {
"type": "authors",
"id": "11221",
"meta": {
"index": "authors_1716337520",
"id": "11221",
"found": true
},
"name": "Rebecca Girard",
"firstName": "Rebecca",
"lastName": "Girard",
"slug": "rebeccagirard",
"email": "rgirard@ndhsb.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Rebecca Girard has been a science teacher for over 23 years. She currently teaches biology at Notre Dame High School in Belmont, CA. She is also their EdTech Instigator and works to integrate technology in meaningful ways to engage and motivate her school community. She is passionate about developing student and adult 21st Century learners.\r\n\r\nShe has been honored as a Comcast All-Star Teacher Finalist and a Silicon Valley CUE Outstanding Teacher of the year. In 2015, she received her school's highest teaching honor, the Rosalind Crosby Excellence in Teaching Award, and completed the MERIT program through the Krause Center for Innovation.\r\n\r\nWhen she isn't teaching and surfing the web for the latest and greatest tech tools, she loves spending time with her husband and two girls.",
"avatar": "https://secure.gravatar.com/avatar/3508b598ce6c17c989c90cf4b9ffc2b9?s=600&d=blank&r=g",
"twitter": "TechBioBek",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "education",
"roles": [
"author"
]
}
],
"headData": {
"title": "Rebecca Girard | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/3508b598ce6c17c989c90cf4b9ffc2b9?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/3508b598ce6c17c989c90cf4b9ffc2b9?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/rebeccagirard"
}
},
"pagesReducer": {
"education_series_professional-learning": {
"type": "terms",
"id": "education_52",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "52",
"score": 14.904581
},
"name": "Professional Learning",
"slug": "professional-learning",
"taxonomy": "series",
"description": "Learn more about our free courses and workshops and how to earn graduate units at \u003ca href=\"https://teach.kqed.org/\">TEACH.kqed.org\u003c/a>.",
"featImg": null,
"headData": {
"title": "Professional Learning | KQED Education",
"description": "Free courses and workshops on media making, media literacy, GenAI, and civic engagement--and earn graduate units for professional advancement.",
"ogTitle": null,
"ogDescription": null,
"ogImgId": null,
"twTitle": null,
"twDescription": null,
"twImgId": null
},
"ttid": 60,
"isLoading": false,
"title": "Professional Learning",
"pageMeta": {
"site": "education",
"WpPageTemplate": "page-topic-company",
"currentPage": 12
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "Learn more about our free courses and workshops and how to earn graduate units at \u003ca href=\"https://teach.kqed.org/\">TEACH.kqed.org\u003c/a>."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardCompany2",
"query": "posts/education?series=professional-learning",
"seeMore": false,
"paginated": true,
"page": 12
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"education_152116": {
"type": "posts",
"id": "education_152116",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "152116",
"score": null,
"sort": [
1459798289000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1459798289,
"format": "standard",
"title": "The Writing Process Through the Eyes of Children with Special Needs (Part 2)",
"headTitle": "The Writing Process Through the Eyes of Children with Special Needs (Part 2) | KQED",
"content": "\u003cp>\u003cem>\u003cspan class=\"s1\">The achievement of students with special needs is a critical issue for all schools and teachers. Writing effectively is one of the areas in which students struggle most and in which classroom teachers struggle most to support them. This is the second in a four part series chronicling my efforts at teaching writing to students with special needs in a world dominated by the Internet and digital media.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>In my \u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\" target=\"_blank\" rel=\"noopener\">last post\u003c/a> I described the steps needed to begin work on a writing assignment with my special education students. Part One identified how to begin a gallery walk to introduce new ideas and questions as pre-writing activities. In this post, I discuss using sentence frames and partner/group discussion to better develop student writing ideas.\u003c/p>\n\u003cp>Before we begin writing, I try to ensure students have some prior knowledge they can apply to the lesson. Many times, we will go over vocabulary first. I will put the words up around the room so they are accessible for students as they work on the unit. We might discuss these in small groups, or identify the words and how one might use them in context related to their chosen topics. We often look up the words we don’t know during our silent reading, which helps build vocabulary and helps stimulate interest in words that they wouldn’t normally use.\u003c/p>\n\u003cp>For a majority of the papers we write in class, I have my students choose a side to argue for or against. Usually there are two options I give as idea and sentence starters. For example: “I believe the Renaissance changed man for the better” or “I believe the Renaissance changed man for the worse.” This option gives my students a chance to see arguments they might want to keep their eye out for when searching for evidence. I provide students with a graphic organizer with both options on which students can take notes.\u003c/p>\n\u003cp>On a recent assignment we studied Shakespeare. First, I gave my students two excerpts to study. We discovered meaning from a late 15th century work – \u003cem>\u003ca href=\"http://legacy.fordham.edu/halsall/basis/everyman.asp\" target=\"_blank\" rel=\"noopener\">Everyman\u003c/a>\u003c/em>, and then studied an excerpt from Act 2, Scene 2 of \u003cem>Hamlet\u003c/em>. I gave my students the exact passages to use, with source information provided as well (this way no outside research or unnecessary information was in the way — adding independent research to a writing assignment requires a whole different set of supports). During this portion of the assignment, I had my students analyze the work by reading for deeper meaning. The phrasing and diction are very different from what my students normally hear or read. We did an in depth read where we listened for key components that the students understood – line by line.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In my first post, I discussed the need for \u003ca href=\"https://www5.esc13.net/thescoop/insight/2014/03/academic-conversations-for-diverse-learners-the-first-steps/\" target=\"_blank\" rel=\"noopener\">Academic Conversation\u003c/a> at our school site. We are constantly working to improve our students’ understanding of different modes of learning. When we read, I often let students volunteer to read. When the volunteer is reading, the other students are expected to follow along and highlight anything that stands out to them. Usually students will highlight things that they don’t understand, things they feel are important as evidence, or write notes in the margins to help during discussion.\u003c/p>\n\u003cp>During this lesson, students got a chance to listen to someone else read while they took notes. They got to read and have others listen. This made the students all work together toward the common goal of understanding the two passages. During group work, students are given the opportunity to engage in the work. I provide them with the graphic organizer (below) to help them jot down notes while they are interacting with classmates. Students are encouraged to use the vocabulary charts from around the room, as well as their notes with their groups to come up with points to argue in their writing.\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp aligncenter\" style=\"width: 746px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Miller2_graphicorganizer.jpg\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-152191 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Miller2_graphicorganizer.jpg\" alt=\"Miller2_graphicorganizer\" width=\"337\" height=\"483\">\u003c/a>\u003c/div>\n\u003cp>I sort students into high-low groups. I do this to ensure groups have at least one stronger student which helps support those who might be lower and need extra support. Within my classroom, each of my students has an IEP, and each student’s learning needs differ. Grouping in this way allows me more individual time with groups since I know a stronger student is in each of the groups to keep them going and on task. This strategy also builds leadership skills and encourages individual responsibility.\u003c/p>\n\u003cp>One of my Seniors wants me to add here that when she does essays, she likes to take her own notes and make it colorful. This way she has an idea of information she likes, information she understands, and information she needs to ask questions about. She said this way helps her to develop her ideas and decide what things from the text she can pull and what is not worth her time. Since we read aloud in class, she can read along and follow the words, listening for what she needs to to understand the whole article.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From this point, we move onto the Rough draft portion of the work. In my next article, I will provide more information about several software programs I use to help support the students in my High School Resource English class, as well as describe the drafting process I use.\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 913,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1704762874,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The achievement of students with special needs is a critical issue for all schools and teachers. Writing effectively is one of the areas in which students struggle most and in which classroom teachers struggle most to support them. This is the second in a four part series chronicling my efforts at teaching writing to students with",
"title": "The Writing Process Through the Eyes of Children with Special Needs (Part 2) | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Writing Process Through the Eyes of Children with Special Needs (Part 2)",
"datePublished": "2016-04-04T12:31:29-07:00",
"dateModified": "2024-01-08T17:14:34-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-writing-process-through-the-eyes-of-children-with-special-needs-part-two",
"status": "publish",
"sticky": false,
"path": "/education/152116/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan class=\"s1\">The achievement of students with special needs is a critical issue for all schools and teachers. Writing effectively is one of the areas in which students struggle most and in which classroom teachers struggle most to support them. This is the second in a four part series chronicling my efforts at teaching writing to students with special needs in a world dominated by the Internet and digital media.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>In my \u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\" target=\"_blank\" rel=\"noopener\">last post\u003c/a> I described the steps needed to begin work on a writing assignment with my special education students. Part One identified how to begin a gallery walk to introduce new ideas and questions as pre-writing activities. In this post, I discuss using sentence frames and partner/group discussion to better develop student writing ideas.\u003c/p>\n\u003cp>Before we begin writing, I try to ensure students have some prior knowledge they can apply to the lesson. Many times, we will go over vocabulary first. I will put the words up around the room so they are accessible for students as they work on the unit. We might discuss these in small groups, or identify the words and how one might use them in context related to their chosen topics. We often look up the words we don’t know during our silent reading, which helps build vocabulary and helps stimulate interest in words that they wouldn’t normally use.\u003c/p>\n\u003cp>For a majority of the papers we write in class, I have my students choose a side to argue for or against. Usually there are two options I give as idea and sentence starters. For example: “I believe the Renaissance changed man for the better” or “I believe the Renaissance changed man for the worse.” This option gives my students a chance to see arguments they might want to keep their eye out for when searching for evidence. I provide students with a graphic organizer with both options on which students can take notes.\u003c/p>\n\u003cp>On a recent assignment we studied Shakespeare. First, I gave my students two excerpts to study. We discovered meaning from a late 15th century work – \u003cem>\u003ca href=\"http://legacy.fordham.edu/halsall/basis/everyman.asp\" target=\"_blank\" rel=\"noopener\">Everyman\u003c/a>\u003c/em>, and then studied an excerpt from Act 2, Scene 2 of \u003cem>Hamlet\u003c/em>. I gave my students the exact passages to use, with source information provided as well (this way no outside research or unnecessary information was in the way — adding independent research to a writing assignment requires a whole different set of supports). During this portion of the assignment, I had my students analyze the work by reading for deeper meaning. The phrasing and diction are very different from what my students normally hear or read. We did an in depth read where we listened for key components that the students understood – line by line.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In my first post, I discussed the need for \u003ca href=\"https://www5.esc13.net/thescoop/insight/2014/03/academic-conversations-for-diverse-learners-the-first-steps/\" target=\"_blank\" rel=\"noopener\">Academic Conversation\u003c/a> at our school site. We are constantly working to improve our students’ understanding of different modes of learning. When we read, I often let students volunteer to read. When the volunteer is reading, the other students are expected to follow along and highlight anything that stands out to them. Usually students will highlight things that they don’t understand, things they feel are important as evidence, or write notes in the margins to help during discussion.\u003c/p>\n\u003cp>During this lesson, students got a chance to listen to someone else read while they took notes. They got to read and have others listen. This made the students all work together toward the common goal of understanding the two passages. During group work, students are given the opportunity to engage in the work. I provide them with the graphic organizer (below) to help them jot down notes while they are interacting with classmates. Students are encouraged to use the vocabulary charts from around the room, as well as their notes with their groups to come up with points to argue in their writing.\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp aligncenter\" style=\"width: 746px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Miller2_graphicorganizer.jpg\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-152191 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Miller2_graphicorganizer.jpg\" alt=\"Miller2_graphicorganizer\" width=\"337\" height=\"483\">\u003c/a>\u003c/div>\n\u003cp>I sort students into high-low groups. I do this to ensure groups have at least one stronger student which helps support those who might be lower and need extra support. Within my classroom, each of my students has an IEP, and each student’s learning needs differ. Grouping in this way allows me more individual time with groups since I know a stronger student is in each of the groups to keep them going and on task. This strategy also builds leadership skills and encourages individual responsibility.\u003c/p>\n\u003cp>One of my Seniors wants me to add here that when she does essays, she likes to take her own notes and make it colorful. This way she has an idea of information she likes, information she understands, and information she needs to ask questions about. She said this way helps her to develop her ideas and decide what things from the text she can pull and what is not worth her time. Since we read aloud in class, she can read along and follow the words, listening for what she needs to to understand the whole article.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From this point, we move onto the Rough draft portion of the work. In my next article, I will provide more information about several software programs I use to help support the students in my High School Resource English class, as well as describe the drafting process I use.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/152116/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two",
"authors": [
"11202"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_152154",
"label": "education_52"
},
"education_138183": {
"type": "posts",
"id": "education_138183",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "138183",
"score": null,
"sort": [
1459198483000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1459198483,
"format": "standard",
"title": "How Emotions Can Support Critical Thinking",
"headTitle": "How Emotions Can Support Critical Thinking | KQED",
"content": "\u003cp>Ask “what role should emotions play in critical thinking?” and you get an unsurprising response from almost everywhere: They shouldn’t. This response comes from a wide variety of sources ranging from Internet crowdsourcing favorite Yahoo Answers – “emotion severely HAMPERS the critical thinking process as it clouds our judgment to fact and reason” to the Academic Journal Teaching of Psychology – “critical thinking avoids emotions and emotional reasoning.” Recently, I have questioned this view that feelings have no place in critical thinking.\u003c/p>\n\u003cp>In the fall, a beginning teacher asked me why emotions didn’t belong in the critical thinking process and I couldn’t come up with an answer I actually stood behind. The more I thought about it, the more I realized that I didn’t see emotions and critical thinking as two planets orbiting different suns. In fact, often critically thinking about an issue leads us to have big feelings about the issue. The reverse is true as well. Big feelings often lead us to think critically about an issue. So, feelings and thinking are very connected. This connection was on display in my classroom throughout a debate and writing assignment on Felon Disenfranchisement. Emotions played a central role in framing the debate and contributing to the students engagement with the issue.\u003c/p>\n\u003cp>Earlier this year, during a unit on voting, my class looked at this blog post from KQED’s The Lowdown titled \u003cem>\u003ca href=\"http://ww2.kqed.org/lowdown/2014/02/26/felon-voting/\" target=\"_blank\" rel=\"noopener\">States Where Felons Can’t Vote\u003c/a>\u003c/em>. The students quickly noticed that the rules about felon voting vary significantly from state to state. For example, Maine lets felons vote even while they are in prison while Florida denies the vote to prisoners, parolees, probationers, and ex-felons. My students asked great questions, “Can ex-felons from Arizona just move to Illinois so their right to vote will be restored?” And they gave great responses, “Well, only if you, as an ex-felon, have the money to move across the country and are willing to leave your family and community. Seems like doing too much for a chance to vote.” This discussion led into table debates on the topic “Should there be a national law banning felon disenfranchisement?”\u003c/p>\n\u003cp>I love this debate lesson and do it almost every year. This year I updated this lesson with my new focus on asset-based thinking strategies that I outlined in a \u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\" target=\"_blank\" rel=\"noopener\">previous post\u003c/a>, structuring the lesson with these strategies in mind: A) supporting claims with evidence, B) considering different viewpoints and perspectives, and C) wondering and asking thoughtful questions. Interestingly, as the debate unfolded, I noticed that a completely different thinking strategy came to dominate my students approach – identifying patterns and themes. While they certainly used strategies like asking thoughtful questions and considering different viewpoints, they were most engaged in the process of unearthing key themes such as how it felt to be prohibited from voting, or how it felt to have someone who has broken the social contract vote within your community. And this strategy, this way of thinking, emerged from my students’ emotional engagement with the topic.\u003c/p>\n\u003caside class=\"pullquote alignright\">It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis.\u003c/aside>\n\u003cp>It took me a while to catch what they had done. The students framed a very academic debate about voting rights through the lens of teenage emotions and feelings. Specifically, the feeling of being “left out” or excluded and the feeling of being “betrayed.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students arguing for a felon’s right to vote articulated that denying them a vote makes the felons feel excluded from the community when they return. They are “half citizens, kept on the sidelines of the community.” They don’t really belong. The students who argued against a felon’s right to vote used “betrayal” as their central theme. The felon “violated the trust of his/her fellow citizens” when he/she broke the law. “You can’t just expect your community to trust you again and let you take part fully in the community relationship.”\u003c/p>\n\u003cp>And it worked. The evidence for each side wasn’t framed as a set of rational facts to help you win the debate – the more facts you stack up the better. The table discussions emerged from and were framed by emotional arguments – it’s upsetting to feel excluded or it hurts to be betrayed. One set of students focused on felons being “locked out of their own society” and how humans respond when they are “basically invisible” to their community. Another set of students focused on how when people betray and “disrespect their community and people, [they] have to pay. [They} have to pay with something big, like voting.” The students didn’t stop there. They supported these frames, based in emotional reasoning, with evidence and facts based in academic evidence. They made connections to other groups of people such as legal residents who are also treated as “half citizens” as well as made connections to American history, “whatever happened to no taxation without representation” and John Locke’s ideas of a social contract.\u003c/p>\n\u003cp>Age and maturity come with many benefits including perspective and the ability to manage setbacks and recognize when they are not the end of the world. However, creating this emotional distance can be a loss, too. The energy and passion and BIG FEELINGS of young people are effective and beautiful for framing issues of justice. Emotions and emotional framing can assemble and organize all the evidence in a way that makes someone care. It did for me that day. I stopped counting the facts the students used as they made their points and I pictured the humans who were living these facts.\u003c/p>\n\u003cp>Months later, on the final exam, I asked the students an essay question about voting in today’s society. Although the question did NOT specifically mention felon disenfranchisement, many of the students referenced this debate, they referenced the emotional frames, and they used these to answer the question thoughtfully.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Now when I teach critical thinking I try to figure out how to communicate that emotions can and do play a role in thinking while balancing that idea with the view that emotions cannot be the sole basis for critical thinking. More recently, my students and I practiced this more nuanced approach as we examined the rights students have on school campuses and talked about managing personal finances. It was refreshing to admit that feelings play a role in deciding how people will spend and budget money. It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis. Doing so can amplify their power as critical thinkers.\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1239,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1704762884,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Ask “what role should emotions play in critical thinking?” and you get an unsurprising response from almost everywhere: They shouldn’t. This response comes from a wide variety of sources ranging from Internet crowdsourcing favorite Yahoo Answers – “emotion severely HAMPERS the critical thinking process as it clouds our judgment to fact and reason” to the",
"title": "How Emotions Can Support Critical Thinking | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Emotions Can Support Critical Thinking",
"datePublished": "2016-03-28T13:54:43-07:00",
"dateModified": "2024-01-08T17:14:44-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-emotions-can-support-critical-thinking",
"status": "publish",
"sticky": false,
"path": "/education/138183/how-emotions-can-support-critical-thinking",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ask “what role should emotions play in critical thinking?” and you get an unsurprising response from almost everywhere: They shouldn’t. This response comes from a wide variety of sources ranging from Internet crowdsourcing favorite Yahoo Answers – “emotion severely HAMPERS the critical thinking process as it clouds our judgment to fact and reason” to the Academic Journal Teaching of Psychology – “critical thinking avoids emotions and emotional reasoning.” Recently, I have questioned this view that feelings have no place in critical thinking.\u003c/p>\n\u003cp>In the fall, a beginning teacher asked me why emotions didn’t belong in the critical thinking process and I couldn’t come up with an answer I actually stood behind. The more I thought about it, the more I realized that I didn’t see emotions and critical thinking as two planets orbiting different suns. In fact, often critically thinking about an issue leads us to have big feelings about the issue. The reverse is true as well. Big feelings often lead us to think critically about an issue. So, feelings and thinking are very connected. This connection was on display in my classroom throughout a debate and writing assignment on Felon Disenfranchisement. Emotions played a central role in framing the debate and contributing to the students engagement with the issue.\u003c/p>\n\u003cp>Earlier this year, during a unit on voting, my class looked at this blog post from KQED’s The Lowdown titled \u003cem>\u003ca href=\"http://ww2.kqed.org/lowdown/2014/02/26/felon-voting/\" target=\"_blank\" rel=\"noopener\">States Where Felons Can’t Vote\u003c/a>\u003c/em>. The students quickly noticed that the rules about felon voting vary significantly from state to state. For example, Maine lets felons vote even while they are in prison while Florida denies the vote to prisoners, parolees, probationers, and ex-felons. My students asked great questions, “Can ex-felons from Arizona just move to Illinois so their right to vote will be restored?” And they gave great responses, “Well, only if you, as an ex-felon, have the money to move across the country and are willing to leave your family and community. Seems like doing too much for a chance to vote.” This discussion led into table debates on the topic “Should there be a national law banning felon disenfranchisement?”\u003c/p>\n\u003cp>I love this debate lesson and do it almost every year. This year I updated this lesson with my new focus on asset-based thinking strategies that I outlined in a \u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\" target=\"_blank\" rel=\"noopener\">previous post\u003c/a>, structuring the lesson with these strategies in mind: A) supporting claims with evidence, B) considering different viewpoints and perspectives, and C) wondering and asking thoughtful questions. Interestingly, as the debate unfolded, I noticed that a completely different thinking strategy came to dominate my students approach – identifying patterns and themes. While they certainly used strategies like asking thoughtful questions and considering different viewpoints, they were most engaged in the process of unearthing key themes such as how it felt to be prohibited from voting, or how it felt to have someone who has broken the social contract vote within your community. And this strategy, this way of thinking, emerged from my students’ emotional engagement with the topic.\u003c/p>\n\u003caside class=\"pullquote alignright\">It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis.\u003c/aside>\n\u003cp>It took me a while to catch what they had done. The students framed a very academic debate about voting rights through the lens of teenage emotions and feelings. Specifically, the feeling of being “left out” or excluded and the feeling of being “betrayed.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students arguing for a felon’s right to vote articulated that denying them a vote makes the felons feel excluded from the community when they return. They are “half citizens, kept on the sidelines of the community.” They don’t really belong. The students who argued against a felon’s right to vote used “betrayal” as their central theme. The felon “violated the trust of his/her fellow citizens” when he/she broke the law. “You can’t just expect your community to trust you again and let you take part fully in the community relationship.”\u003c/p>\n\u003cp>And it worked. The evidence for each side wasn’t framed as a set of rational facts to help you win the debate – the more facts you stack up the better. The table discussions emerged from and were framed by emotional arguments – it’s upsetting to feel excluded or it hurts to be betrayed. One set of students focused on felons being “locked out of their own society” and how humans respond when they are “basically invisible” to their community. Another set of students focused on how when people betray and “disrespect their community and people, [they] have to pay. [They} have to pay with something big, like voting.” The students didn’t stop there. They supported these frames, based in emotional reasoning, with evidence and facts based in academic evidence. They made connections to other groups of people such as legal residents who are also treated as “half citizens” as well as made connections to American history, “whatever happened to no taxation without representation” and John Locke’s ideas of a social contract.\u003c/p>\n\u003cp>Age and maturity come with many benefits including perspective and the ability to manage setbacks and recognize when they are not the end of the world. However, creating this emotional distance can be a loss, too. The energy and passion and BIG FEELINGS of young people are effective and beautiful for framing issues of justice. Emotions and emotional framing can assemble and organize all the evidence in a way that makes someone care. It did for me that day. I stopped counting the facts the students used as they made their points and I pictured the humans who were living these facts.\u003c/p>\n\u003cp>Months later, on the final exam, I asked the students an essay question about voting in today’s society. Although the question did NOT specifically mention felon disenfranchisement, many of the students referenced this debate, they referenced the emotional frames, and they used these to answer the question thoughtfully.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now when I teach critical thinking I try to figure out how to communicate that emotions can and do play a role in thinking while balancing that idea with the view that emotions cannot be the sole basis for critical thinking. More recently, my students and I practiced this more nuanced approach as we examined the rights students have on school campuses and talked about managing personal finances. It was refreshing to admit that feelings play a role in deciding how people will spend and budget money. It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis. Doing so can amplify their power as critical thinkers.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/138183/how-emotions-can-support-critical-thinking",
"authors": [
"11198"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_138186",
"label": "education_52"
},
"education_135690": {
"type": "posts",
"id": "education_135690",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "135690",
"score": null,
"sort": [
1458578708000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1458578708,
"format": "standard",
"title": "Four Great Media Tools for Inclusive Classrooms",
"headTitle": "Four Great Media Tools for Inclusive Classrooms | KQED",
"content": "\u003cp>In my middle school, technology is a consistent part of every student and teacher’s daily routine. We are in the third year of using a Math curriculum that has a digital only component. Students are immersed in STEAM activities in electives, and utilize GAFE (Google Apps for Education) in most classes. Just last week, our Special Education Department went 1:1, where each student has access to a numbered laptop all day. We supplement our curriculum with some subscriptions to websites, apps, and programs, but there are also many free, high quality resources available that I use. I frequently use the following four apps/websites in my classroom, and am extremely happy to share them with you. My hope is that you will incorporate some of these programs into your curriculum and share them with your colleagues. Enjoy!\u003c/p>\n\u003ch3>Open eBooks\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://openebooks.net/\" target=\"_blank\" rel=\"noopener\">Open eBooks\u003c/a> is a free resource that is the product of a collaboration between the \u003c/span>\u003ca href=\"http://www.nypl.org/\">\u003cspan style=\"font-weight: 400\">New York Public Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"http://dp.la/\">\u003cspan style=\"font-weight: 400\">Digital Public Library of America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.firstbook.org/\">\u003cspan style=\"font-weight: 400\">First Book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers, librarians, after-school program leaders, and informal educators can access the catalog if they work directly with students who go to Title 1 schools, students with disabilities, and several other qualifying categories. Once registered, you have the option of acquiring licenses for Elementary, Middle School, High School, and all ages collections. Each collection has a variety of genres, of both fiction and informational text.\u003c/span>\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp\">\u003cspan class=\"mceMediaCreditTemp mceNonEditable\" style=\"max-width: 800px\"> \u003c/span>\u003c/div>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-135697 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/OpenEbooks.png\" alt=\"Open eBooks\" width=\"767\" height=\"746\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks.png 767w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks-400x389.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks-32x32.png 32w\" sizes=\"(max-width: 767px) 100vw, 767px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Licenses can be used in the classroom, school library, or distributed to students so they can use them at home. Students can borrow up to ten books at a time, and these books can be accessed through apps for iOS and Android. Once a book is downloaded to the app, it can be opened up and read without needing an internet connection. This makes it accessible to students who may not have Internet at home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use this tool with learners who may be at different reading levels. Students that are reading above or below grade level access content in different collections, they just need additional an login and key code. It also gives students the opportunity to share reading with siblings. I encourage my students to read to their little brothers and sisters to enhance their own comprehension skills. It’s also a great tool for both small reading groups and book clubs in class, giving me the opportunity to teach and introduce new books to those groups and clubs each year. The current libraries have thousands of titles, and it’s expected that this number will grow considerably this year as more publishers come on board.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is the FLOTUS talking about Open eBooks:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[youtube=https://youtu.be/EfpgRiD4BF4]\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: The Open eBooks app is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/open-ebooks/id1033669250?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, as well as \u003c/span>\u003c/i>\u003ca href=\"https://play.google.com/store/apps/details?id=org.nypl.labs.OpenEbooks.app&hl=en\">\u003ci>\u003cspan style=\"font-weight: 400\">Google Play for Android\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. Register with First Book and request licenses for your students. \u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Padlet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener\">Padlet\u003c/a> is a web tool/iOS app that can be used as a digital parking lot for questions, a forum for brainstorming ideas during group time, a means of assessing through exit tickets, and so much more! Teachers can create custom URLs, such as \u003c/span>\u003ca href=\"http://padlet.com/ParksideRSP/RubyBridges\">\u003cspan style=\"font-weight: 400\">this.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Responses can be either anonymous or labeled. This is a great opportunity for students who may be hesitant to ask a question or pose an opinion in class. Students can work collaboratively on an assignment that the teacher posts, such as adding photos of book covers from a specific genre, or posting photos of geometric shapes. Here is an example of a Padlet I used with my students several years ago after watching the movie “\u003c/span>\u003ca href=\"http://movies.disney.com/ruby-bridges\">\u003cspan style=\"font-weight: 400\">Ruby Bridges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” (click image to enlarge):\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Padlet.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-135692\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Padlet-800x336.png\" alt=\"Padlet\" width=\"800\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-800x336.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-400x168.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-768x323.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-1440x606.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-1180x496.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-960x404.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet.png 1510w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>Here’s a \u003ca href=\"http://ww2.kqed.org/education/category/tools/\" target=\"_blank\" rel=\"noopener\">KQED Digital Tool \u003c/a>Tutorial “How to Build a Wall Using Padlet”\u003c/p>\n\u003cp>[youtube=https://www.youtube.com/watch?v=Xr-0CKBhz8s]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Padlet app is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/padlet/id834618886?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://chrome.google.com/webstore/detail/padlet/ppckapbnfhikdajgehibjapcohbaomhd?hl=en\">\u003ci>\u003cspan style=\"font-weight: 400\">Chrome Web Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, and is coming soon to Android.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Newsela\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://newsela.com/\" target=\"_blank\" rel=\"noopener\">Newsela\u003c/a> takes stories from current events, with a wide range of topics, and transcribes them in five different \u003c/span>\u003ca href=\"https://lexile.com/about-lexile/grade-equivalent/\">\u003cspan style=\"font-weight: 400\">Lexile levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Stories range from around 530L (approximately 3rd-4th grade reading level) to well over 1200L (upper middle school and high school level) on the Lexile framework. This is a fantastic resource for Social Studies, English Language Arts, and Elective courses where students can participate in discussions after reading content catered to them. Students’ reading assignments never have a Lexile number shown next to them, which lessens the stigma of a student reading below grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-135693\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Newsela-800x612.png\" alt=\"Newsela\" width=\"800\" height=\"612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-800x612.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-400x306.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-768x587.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-960x734.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela.png 968w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Find the right Lexile level for your students can help guide instruction, and can help them select books that are in their Independent and Instructional levels. I don’t deny requests to read books above or below their levels, but I do caution them that they may be too difficult (or easy). My students take a Lexile test around six times a year, and it’s great data to have to measure reading progress, as well as to send home to students! If you are not familiar with Lexile levels, you can find more information \u003c/span>\u003ca href=\"https://lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Newsela is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/newsela-daily-news-at-just/id966371321?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003c/i>\u003ca href=\"https://chrome.google.com/webstore/detail/newsela/bfpeiapdhnegnfcfkdfihabadngjagfj?hl=en-US\">\u003ci>\u003cspan style=\"font-weight: 400\">Chrome Web Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Popplet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://popplet.com/\" target=\"_blank\" rel=\"noopener\">Popplet\u003c/a> is a web-based tool and app that lets visual learners map out their thoughts and ideas in a format that meets their learning style. Out of all the resources I have mentioned in this post, Popplet is the one I was introduced to most recently; a friend of mine in real estate showed me an app that his team uses in meetings to brainstorm and connect ideas. Upon looking at the website, I discovered it was also heavily used in schools!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Popplet also works with students who are reluctant note takers, or who have orthopedic issues and cannot write quickly. Several of my students struggle with organization, and it takes them significantly longer to write down a few sentences of notes than other students. Graphic organizers are key in making sure that they are able to get key content down. Providing them the opportunity to capture their thoughts in a format that is stimulating to them ensures further student engagement and progress.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-135691\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Popplet.png\" alt=\"Popplet\" width=\"680\" height=\"506\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Popplet.png 680w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Popplet-400x298.png 400w\" sizes=\"(max-width: 680px) 100vw, 680px\">\u003c/p>\n\u003cp>Here’s another KQED Digital Tool Tutorial “How to Make a Popplet”\u003c/p>\n\u003cp>[youtube=https://www.youtube.com/watch?v=GkKg2qKnsRw]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Popplet Lite is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/popplet-lite/id364738549?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. The full version is available for $4.99.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are so many more resources out there that support our learners’ diverse strengths, talents, and learning styles. Have you found any that work well for you and your students? Please share them in the comments below!\u003c/span>\u003c/p>\n\n",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1124,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 26
},
"modified": 1704762915,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "In my middle school, technology is a consistent part of every student and teacher’s daily routine. We are in the third year of using a Math curriculum that has a digital only component. Students are immersed in STEAM activities in electives, and utilize GAFE (Google Apps for Education) in most classes. Just last week, our",
"title": "Four Great Media Tools for Inclusive Classrooms | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Four Great Media Tools for Inclusive Classrooms",
"datePublished": "2016-03-21T09:45:08-07:00",
"dateModified": "2024-01-08T17:15:15-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "four-great-media-tools-for-inclusive-classrooms",
"status": "publish",
"sticky": false,
"path": "/education/135690/four-great-media-tools-for-inclusive-classrooms",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In my middle school, technology is a consistent part of every student and teacher’s daily routine. We are in the third year of using a Math curriculum that has a digital only component. Students are immersed in STEAM activities in electives, and utilize GAFE (Google Apps for Education) in most classes. Just last week, our Special Education Department went 1:1, where each student has access to a numbered laptop all day. We supplement our curriculum with some subscriptions to websites, apps, and programs, but there are also many free, high quality resources available that I use. I frequently use the following four apps/websites in my classroom, and am extremely happy to share them with you. My hope is that you will incorporate some of these programs into your curriculum and share them with your colleagues. Enjoy!\u003c/p>\n\u003ch3>Open eBooks\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://openebooks.net/\" target=\"_blank\" rel=\"noopener\">Open eBooks\u003c/a> is a free resource that is the product of a collaboration between the \u003c/span>\u003ca href=\"http://www.nypl.org/\">\u003cspan style=\"font-weight: 400\">New York Public Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"http://dp.la/\">\u003cspan style=\"font-weight: 400\">Digital Public Library of America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.firstbook.org/\">\u003cspan style=\"font-weight: 400\">First Book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers, librarians, after-school program leaders, and informal educators can access the catalog if they work directly with students who go to Title 1 schools, students with disabilities, and several other qualifying categories. Once registered, you have the option of acquiring licenses for Elementary, Middle School, High School, and all ages collections. Each collection has a variety of genres, of both fiction and informational text.\u003c/span>\u003c/p>\n\u003cdiv class=\"mceMediaCreditOuterTemp\">\u003cspan class=\"mceMediaCreditTemp mceNonEditable\" style=\"max-width: 800px\"> \u003c/span>\u003c/div>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-135697 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/OpenEbooks.png\" alt=\"Open eBooks\" width=\"767\" height=\"746\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks.png 767w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks-400x389.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/OpenEbooks-32x32.png 32w\" sizes=\"(max-width: 767px) 100vw, 767px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Licenses can be used in the classroom, school library, or distributed to students so they can use them at home. Students can borrow up to ten books at a time, and these books can be accessed through apps for iOS and Android. Once a book is downloaded to the app, it can be opened up and read without needing an internet connection. This makes it accessible to students who may not have Internet at home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use this tool with learners who may be at different reading levels. Students that are reading above or below grade level access content in different collections, they just need additional an login and key code. It also gives students the opportunity to share reading with siblings. I encourage my students to read to their little brothers and sisters to enhance their own comprehension skills. It’s also a great tool for both small reading groups and book clubs in class, giving me the opportunity to teach and introduce new books to those groups and clubs each year. The current libraries have thousands of titles, and it’s expected that this number will grow considerably this year as more publishers come on board.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here is the FLOTUS talking about Open eBooks:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\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/EfpgRiD4BF4'\n title='//www.youtube.com/embed/EfpgRiD4BF4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: The Open eBooks app is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/open-ebooks/id1033669250?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, as well as \u003c/span>\u003c/i>\u003ca href=\"https://play.google.com/store/apps/details?id=org.nypl.labs.OpenEbooks.app&hl=en\">\u003ci>\u003cspan style=\"font-weight: 400\">Google Play for Android\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. Register with First Book and request licenses for your students. \u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Padlet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener\">Padlet\u003c/a> is a web tool/iOS app that can be used as a digital parking lot for questions, a forum for brainstorming ideas during group time, a means of assessing through exit tickets, and so much more! Teachers can create custom URLs, such as \u003c/span>\u003ca href=\"http://padlet.com/ParksideRSP/RubyBridges\">\u003cspan style=\"font-weight: 400\">this.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Responses can be either anonymous or labeled. This is a great opportunity for students who may be hesitant to ask a question or pose an opinion in class. Students can work collaboratively on an assignment that the teacher posts, such as adding photos of book covers from a specific genre, or posting photos of geometric shapes. Here is an example of a Padlet I used with my students several years ago after watching the movie “\u003c/span>\u003ca href=\"http://movies.disney.com/ruby-bridges\">\u003cspan style=\"font-weight: 400\">Ruby Bridges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” (click image to enlarge):\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Padlet.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-135692\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Padlet-800x336.png\" alt=\"Padlet\" width=\"800\" height=\"336\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-800x336.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-400x168.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-768x323.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-1440x606.png 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-1180x496.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet-960x404.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Padlet.png 1510w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>Here’s a \u003ca href=\"http://ww2.kqed.org/education/category/tools/\" target=\"_blank\" rel=\"noopener\">KQED Digital Tool \u003c/a>Tutorial “How to Build a Wall Using Padlet”\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/Xr-0CKBhz8s'\n title='//www.youtube.com/embed/Xr-0CKBhz8s'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Padlet app is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/padlet/id834618886?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://chrome.google.com/webstore/detail/padlet/ppckapbnfhikdajgehibjapcohbaomhd?hl=en\">\u003ci>\u003cspan style=\"font-weight: 400\">Chrome Web Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, and is coming soon to Android.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Newsela\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://newsela.com/\" target=\"_blank\" rel=\"noopener\">Newsela\u003c/a> takes stories from current events, with a wide range of topics, and transcribes them in five different \u003c/span>\u003ca href=\"https://lexile.com/about-lexile/grade-equivalent/\">\u003cspan style=\"font-weight: 400\">Lexile levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Stories range from around 530L (approximately 3rd-4th grade reading level) to well over 1200L (upper middle school and high school level) on the Lexile framework. This is a fantastic resource for Social Studies, English Language Arts, and Elective courses where students can participate in discussions after reading content catered to them. Students’ reading assignments never have a Lexile number shown next to them, which lessens the stigma of a student reading below grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-135693\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Newsela-800x612.png\" alt=\"Newsela\" width=\"800\" height=\"612\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-800x612.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-400x306.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-768x587.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela-960x734.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Newsela.png 968w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Find the right Lexile level for your students can help guide instruction, and can help them select books that are in their Independent and Instructional levels. I don’t deny requests to read books above or below their levels, but I do caution them that they may be too difficult (or easy). My students take a Lexile test around six times a year, and it’s great data to have to measure reading progress, as well as to send home to students! If you are not familiar with Lexile levels, you can find more information \u003c/span>\u003ca href=\"https://lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/\">\u003cspan style=\"font-weight: 400\">here.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Newsela is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/newsela-daily-news-at-just/id966371321?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003c/i>\u003ca href=\"https://chrome.google.com/webstore/detail/newsela/bfpeiapdhnegnfcfkdfihabadngjagfj?hl=en-US\">\u003ci>\u003cspan style=\"font-weight: 400\">Chrome Web Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>Popplet\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://popplet.com/\" target=\"_blank\" rel=\"noopener\">Popplet\u003c/a> is a web-based tool and app that lets visual learners map out their thoughts and ideas in a format that meets their learning style. Out of all the resources I have mentioned in this post, Popplet is the one I was introduced to most recently; a friend of mine in real estate showed me an app that his team uses in meetings to brainstorm and connect ideas. Upon looking at the website, I discovered it was also heavily used in schools!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Popplet also works with students who are reluctant note takers, or who have orthopedic issues and cannot write quickly. Several of my students struggle with organization, and it takes them significantly longer to write down a few sentences of notes than other students. Graphic organizers are key in making sure that they are able to get key content down. Providing them the opportunity to capture their thoughts in a format that is stimulating to them ensures further student engagement and progress.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-135691\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Popplet.png\" alt=\"Popplet\" width=\"680\" height=\"506\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Popplet.png 680w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Popplet-400x298.png 400w\" sizes=\"(max-width: 680px) 100vw, 680px\">\u003c/p>\n\u003cp>Here’s another KQED Digital Tool Tutorial “How to Make a Popplet”\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/GkKg2qKnsRw'\n title='//www.youtube.com/embed/GkKg2qKnsRw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take action: Popplet Lite is available for free in the \u003c/span>\u003c/i>\u003ca href=\"https://itunes.apple.com/us/app/popplet-lite/id364738549?mt=8\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple App Store\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. The full version is available for $4.99.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are so many more resources out there that support our learners’ diverse strengths, talents, and learning styles. Have you found any that work well for you and your students? Please share them in the comments below!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/135690/four-great-media-tools-for-inclusive-classrooms",
"authors": [
"11199"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_143642",
"label": "education_52"
},
"education_131906": {
"type": "posts",
"id": "education_131906",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "131906",
"score": null,
"sort": [
1458058989000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1458058989,
"format": "standard",
"title": "How Sharing on Social Media Helped Me Become a Better Educator",
"headTitle": "How Sharing on Social Media Helped Me Become a Better Educator | KQED",
"content": "\u003cp>I used to think Twitter was just for celebrities. What they wore, who they’re with, and where they went. Then, I discovered that the true superstars on Twitter were educators.\u003c/p>\n\u003cp>My foray into social media started in 2011 when I received the opportunity to teach with a tablet in my classroom. I was ready to transform my teaching, but I didn’t know where to start. I did not have access to technology trainings, and no one else I knew used a tablet for teaching. Thus, I did what many people who do in situations like this: I went on the Internet to find inspiration. That’s where I discovered that some of the most dynamic and creative teachers were on Twitter. They were using this social media tool to connect over ideas, share resources, and participate in meaningful conversations.\u003c/p>\n\u003cp>At first, I was hesitant about using social media so publicly. My Facebook account was solely used to share my personal life with family and friends. My privacy settings were rather strict, and I didn’t “friend” anyone who I had never met in person. However, I realized that if I truly wanted to grow as a teacher and collaborate with other educators, I had to force myself out of my comfort zone and leave my metaphorical island. It turned out to be the best decision of my teaching career.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-134965\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-800x163.jpg\" alt=\"\" width=\"800\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-800x163.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-400x81.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-768x156.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon.jpg 861w\" sizes=\"(max-width: 800px) 100vw, 800px\">\n\u003ch4>Getting Started on Twitter\u003c/h4>\n\u003cp>\u003cspan style=\"font-size: 10pt\"> Using Twitter may seem daunting to a first-timer, but here are some tips to get you started.\u003c/span>\u003c/p>\n\u003cp>After creating an account, replace the Twitter “newbie egg.” Educators on Twitter are more likely to connect with you if personalize your account. Your image doesn’t have to be a headshot if you’re not comfortable using one right away, but it should reflect your identity and personality.\u003c/p>\n\u003cp>Include a short bio. As educators, we tend to gravitate toward those who teach similar grade levels or content areas. We also want to connect with like-minded professionals. What you write on your bio will help build the connections you want.\u003c/p>\n\u003cp>Use hashtags when you tweet. A hashtag is Twitter’s method to organize tweets by topic. Because of this, many educators use them as discussion threads. Here is just a small fraction of the hashtags that focus on education: #edchat, #edtechchat, #ccss, #pbl, #elemchat, #engchat, #elachat, #sschat, #scichat, #langchat, #stem/#steam\u003c/p>\n\u003cp>Join a Twitter chat. Some hashtags were purposely created by educators so that they can “meet” online to tweet on a specific day and time of the week. These chats are moderated and a specific topic is chosen ahead of time. For a newcomer, this is a fantastic way to view or join discussions that pique your interest. It’s also a great way to grow your PLN.\u003c/p>\n\u003cp>Use the event hashtag. When you’re at a conference, try out the hashtag to connect with others who are at the same event. It’s also a great way to “peek” at sessions that you can’t attend. Usually, someone will tweet out the ideas and resources that are shared in a session.\u003c/p>\n\u003c/aside>\n\u003caside class=\"alignright\">\n\u003ch4>Getting Started with Blogging\u003c/h4>\n\u003cp>\u003cspan style=\"font-size: 10pt\">I encourage educators who want to start a blog to write about a topic that inspires their passion. After writing the post, share it on Twitter to draw an audience. I don’t believe that there’s a magic formula to follow. Just write from the heart. It’s a great starting point. Consider the suggestions below on how to start blogging.\u003c/span>\u003c/p>\n\u003cp>Try a free blogging platform like Blogger or WordPress.\u003c/p>\n\u003cp>Create an “About Me” page. Like Twitter, people are more likely to read your blog if they know who you are. Share your professional background, what you teach, and what your interests are as an educator.\u003c/p>\n\u003cp>Try a short post. Blog about one idea that you’re passionate about or share a lesson that went well.\u003c/p>\n\u003cp>Include a picture with your blog post. Use a computer graphic, a photo you took, or a free-to-use image. Remember, unless you created the picture, you must check to see if the picture is copyright protected. Use \u003ca href=\"https://www.google.com/advanced_image_search\">Google Advanced Image Search\u003c/a> and filter your results by choosing “free to use or share” or go to \u003ca href=\"http://search.creativecommons.org/\">Creative Commons Search\u003c/a>. You can also use public domain images.\u003c/p>\n\u003cp>End with a question. This is a great way to continue the dialogue and invite comments.\u003c/p>\n\u003cp>Tweet out your post. Let people know that your post exists. Use hashtags to gain more visibility.\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003ch4>From Tweeter to Blogger\u003c/h4>\n\u003cp>On Twitter, I discovered that I could learn from educators from all around the world. Through this platform, I was able to expand my Professional Learning Community beyond my own district and create a Personal Learning Network (PLN) on my own terms and based on my interests. It was a place where I could design my own professional development by learning from other educators, all while sitting in my pajamas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Twitter’s 140 character limited really forced me to be focused and concise in what I shared. I found it an extremely fitting and useful platform for sharing links that I think other educators would find valuable or tweeting out ideas that others would find interesting. However, there were times when my thoughts could not be expressed in such a succinct format, and soon, I found myself blogging to meet that need.\u003c/p>\n\u003ch4>My First Dive Into Blogging\u003c/h4>\n\u003cp>When I first decided to start a blog, I didn’t really have a plan. I hadn’t studied the art of publication and my sole purpose for writing was to share ideas. For my first blog post, it felt natural to introduce myself and my approach to using technology in the classroom. I didn’t have aspirations to be a blogger. I was writing for me, not necessarily the world.\u003c/p>\n\u003ch4>Developing My Voice\u003c/h4>\n\u003cp>Over time, I realized that many bloggers write for three basic reasons: to be informative, to be reflective, or to be entertaining. I became a teacher to help others so I easily gravitated towards the first two reasons. I wanted to share what I was working for me, and in turn, hopefully help someone else in return. Soon, I was writing about, \u003ca href=\"http://wondertechedu.blogspot.com/2013/01/why-i-chose-schoology-over-all-rest.html?showComment=1359094284942#c5453428581424508432\">\u003cspan style=\"font-weight: 400\">which learning management system I liked best\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com/2013/04/giving-up-my-ipads-for-chromebooks.html\">\u003cspan style=\"font-weight: 400\">why I gave up my iPads for Chromebooks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and how I was implementing \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com/2013/11/my-google-powered-classroom.html\">\u003cspan style=\"font-weight: 400\">Google Apps in my classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I found that readers really enjoyed hearing from my personal experiences and how it differed from theirs. Many teachers read blogs to gain new ideas and to find tips to make their jobs easier. Soon readers were leaving comments on my blog, asking questions or wanting to continue the dialogue. This is what blogging is all about, the interchange of ideas and the exploration of other perspectives.\u003c/span>\u003c/p>\n\u003cp>My blog gave me the space to further share my pedagogy and reflect on my practice. It gave me a place to challenge myself, organize my thoughts, and find my voice. Blogging provided a creative outlet where I could push myself to become a better educator.\u003c/p>\n\u003ch4>Becoming an Active Participant\u003c/h4>\n\u003cp>To be honest, I never thought I would carve out an identity for myself on social media. That was the most surprising outcome when I first set out to use this platform to improve my practice as a teacher. At first, I thought I would just be a quiet observer. However, being an active participant is definitely much more rewarding, allowing me to explore new territories as a learner and new worlds of possibilities.\u003c/p>\n\u003cp>I hope your quest to finding your voice is a rewarding one. Taking the plunge isn’t as scary as some may think. Please share your adventures with social media in the comments below.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1332,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 25
},
"modified": 1704762936,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "I used to think Twitter was just for celebrities. What they wore, who they’re with, and where they went. Then, I discovered that the true superstars on Twitter were educators. My foray into social media started in 2011 when I received the opportunity to teach with a tablet in my classroom. I was ready to",
"title": "How Sharing on Social Media Helped Me Become a Better Educator | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Sharing on Social Media Helped Me Become a Better Educator",
"datePublished": "2016-03-15T09:23:09-07:00",
"dateModified": "2024-01-08T17:15:36-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-social-media-helped-me-become-a-better-educator",
"status": "publish",
"sticky": false,
"path": "/education/131906/how-social-media-helped-me-become-a-better-educator",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I used to think Twitter was just for celebrities. What they wore, who they’re with, and where they went. Then, I discovered that the true superstars on Twitter were educators.\u003c/p>\n\u003cp>My foray into social media started in 2011 when I received the opportunity to teach with a tablet in my classroom. I was ready to transform my teaching, but I didn’t know where to start. I did not have access to technology trainings, and no one else I knew used a tablet for teaching. Thus, I did what many people who do in situations like this: I went on the Internet to find inspiration. That’s where I discovered that some of the most dynamic and creative teachers were on Twitter. They were using this social media tool to connect over ideas, share resources, and participate in meaningful conversations.\u003c/p>\n\u003cp>At first, I was hesitant about using social media so publicly. My Facebook account was solely used to share my personal life with family and friends. My privacy settings were rather strict, and I didn’t “friend” anyone who I had never met in person. However, I realized that if I truly wanted to grow as a teacher and collaborate with other educators, I had to force myself out of my comfort zone and leave my metaphorical island. It turned out to be the best decision of my teaching career.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-134965\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-800x163.jpg\" alt=\"\" width=\"800\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-800x163.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-400x81.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon-768x156.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/GetStartedRibbon.jpg 861w\" sizes=\"(max-width: 800px) 100vw, 800px\">\n\u003ch4>Getting Started on Twitter\u003c/h4>\n\u003cp>\u003cspan style=\"font-size: 10pt\"> Using Twitter may seem daunting to a first-timer, but here are some tips to get you started.\u003c/span>\u003c/p>\n\u003cp>After creating an account, replace the Twitter “newbie egg.” Educators on Twitter are more likely to connect with you if personalize your account. Your image doesn’t have to be a headshot if you’re not comfortable using one right away, but it should reflect your identity and personality.\u003c/p>\n\u003cp>Include a short bio. As educators, we tend to gravitate toward those who teach similar grade levels or content areas. We also want to connect with like-minded professionals. What you write on your bio will help build the connections you want.\u003c/p>\n\u003cp>Use hashtags when you tweet. A hashtag is Twitter’s method to organize tweets by topic. Because of this, many educators use them as discussion threads. Here is just a small fraction of the hashtags that focus on education: #edchat, #edtechchat, #ccss, #pbl, #elemchat, #engchat, #elachat, #sschat, #scichat, #langchat, #stem/#steam\u003c/p>\n\u003cp>Join a Twitter chat. Some hashtags were purposely created by educators so that they can “meet” online to tweet on a specific day and time of the week. These chats are moderated and a specific topic is chosen ahead of time. For a newcomer, this is a fantastic way to view or join discussions that pique your interest. It’s also a great way to grow your PLN.\u003c/p>\n\u003cp>Use the event hashtag. When you’re at a conference, try out the hashtag to connect with others who are at the same event. It’s also a great way to “peek” at sessions that you can’t attend. Usually, someone will tweet out the ideas and resources that are shared in a session.\u003c/p>\n\u003c/aside>\n\u003caside class=\"alignright\">\n\u003ch4>Getting Started with Blogging\u003c/h4>\n\u003cp>\u003cspan style=\"font-size: 10pt\">I encourage educators who want to start a blog to write about a topic that inspires their passion. After writing the post, share it on Twitter to draw an audience. I don’t believe that there’s a magic formula to follow. Just write from the heart. It’s a great starting point. Consider the suggestions below on how to start blogging.\u003c/span>\u003c/p>\n\u003cp>Try a free blogging platform like Blogger or WordPress.\u003c/p>\n\u003cp>Create an “About Me” page. Like Twitter, people are more likely to read your blog if they know who you are. Share your professional background, what you teach, and what your interests are as an educator.\u003c/p>\n\u003cp>Try a short post. Blog about one idea that you’re passionate about or share a lesson that went well.\u003c/p>\n\u003cp>Include a picture with your blog post. Use a computer graphic, a photo you took, or a free-to-use image. Remember, unless you created the picture, you must check to see if the picture is copyright protected. Use \u003ca href=\"https://www.google.com/advanced_image_search\">Google Advanced Image Search\u003c/a> and filter your results by choosing “free to use or share” or go to \u003ca href=\"http://search.creativecommons.org/\">Creative Commons Search\u003c/a>. You can also use public domain images.\u003c/p>\n\u003cp>End with a question. This is a great way to continue the dialogue and invite comments.\u003c/p>\n\u003cp>Tweet out your post. Let people know that your post exists. Use hashtags to gain more visibility.\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003ch4>From Tweeter to Blogger\u003c/h4>\n\u003cp>On Twitter, I discovered that I could learn from educators from all around the world. Through this platform, I was able to expand my Professional Learning Community beyond my own district and create a Personal Learning Network (PLN) on my own terms and based on my interests. It was a place where I could design my own professional development by learning from other educators, all while sitting in my pajamas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Twitter’s 140 character limited really forced me to be focused and concise in what I shared. I found it an extremely fitting and useful platform for sharing links that I think other educators would find valuable or tweeting out ideas that others would find interesting. However, there were times when my thoughts could not be expressed in such a succinct format, and soon, I found myself blogging to meet that need.\u003c/p>\n\u003ch4>My First Dive Into Blogging\u003c/h4>\n\u003cp>When I first decided to start a blog, I didn’t really have a plan. I hadn’t studied the art of publication and my sole purpose for writing was to share ideas. For my first blog post, it felt natural to introduce myself and my approach to using technology in the classroom. I didn’t have aspirations to be a blogger. I was writing for me, not necessarily the world.\u003c/p>\n\u003ch4>Developing My Voice\u003c/h4>\n\u003cp>Over time, I realized that many bloggers write for three basic reasons: to be informative, to be reflective, or to be entertaining. I became a teacher to help others so I easily gravitated towards the first two reasons. I wanted to share what I was working for me, and in turn, hopefully help someone else in return. Soon, I was writing about, \u003ca href=\"http://wondertechedu.blogspot.com/2013/01/why-i-chose-schoology-over-all-rest.html?showComment=1359094284942#c5453428581424508432\">\u003cspan style=\"font-weight: 400\">which learning management system I liked best\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com/2013/04/giving-up-my-ipads-for-chromebooks.html\">\u003cspan style=\"font-weight: 400\">why I gave up my iPads for Chromebooks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and how I was implementing \u003c/span>\u003ca href=\"http://wondertechedu.blogspot.com/2013/11/my-google-powered-classroom.html\">\u003cspan style=\"font-weight: 400\">Google Apps in my classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I found that readers really enjoyed hearing from my personal experiences and how it differed from theirs. Many teachers read blogs to gain new ideas and to find tips to make their jobs easier. Soon readers were leaving comments on my blog, asking questions or wanting to continue the dialogue. This is what blogging is all about, the interchange of ideas and the exploration of other perspectives.\u003c/span>\u003c/p>\n\u003cp>My blog gave me the space to further share my pedagogy and reflect on my practice. It gave me a place to challenge myself, organize my thoughts, and find my voice. Blogging provided a creative outlet where I could push myself to become a better educator.\u003c/p>\n\u003ch4>Becoming an Active Participant\u003c/h4>\n\u003cp>To be honest, I never thought I would carve out an identity for myself on social media. That was the most surprising outcome when I first set out to use this platform to improve my practice as a teacher. At first, I thought I would just be a quiet observer. However, being an active participant is definitely much more rewarding, allowing me to explore new territories as a learner and new worlds of possibilities.\u003c/p>\n\u003cp>I hope your quest to finding your voice is a rewarding one. Taking the plunge isn’t as scary as some may think. Please share your adventures with social media in the comments below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/131906/how-social-media-helped-me-become-a-better-educator",
"authors": [
"11220"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_135134",
"label": "education_52"
},
"education_123235": {
"type": "posts",
"id": "education_123235",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "123235",
"score": null,
"sort": [
1456791447000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1456791447,
"format": "standard",
"title": "Sparking Student Civic Engagement in Online Spaces",
"headTitle": "Sparking Student Civic Engagement in Online Spaces | KQED",
"content": "\u003cp>\u003cem>Note: This is part two of A Beginner’s Guide to the Educator’s Role in Engaging Learners in the Democratic Process, a 2-part series about strategies for teaching civic engagement. Part One, Developing and Discussing Diverse Political Views in the Classroom can be viewed \u003ca href=\"http://ww2.kqed.org/education/2016/02/22/developing-and-discussing-diverse-political-views-in-the-classroom/\" target=\"_blank\" rel=\"noopener\">here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When given the opportunity to speak, learners usually rise to the challenge of developing a strong voice. But the nature of the invitation, as indicated in \u003ca href=\"http://ww2.kqed.org/education/2016/02/22/developing-and-discussing-diverse-political-views-in-the-classroom/\">part one\u003c/a> of this series, must set the tone of such engagement. Educators should introduce learners to how social media can be used as powerful tools in the civic arena. These platforms are not just playgrounds where they connect with friends. Educators can play a key role in co-designing community norms with learners to use platforms like Twitter to take ownership of their roles in the democracy. Josh Chevez’ tweet embodies this sentiment:\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/ChevezJosh/status/691699955585519617\u003c/p>\n\u003cp>As Millennials dive into this challenge with careful deliberation, so too must educators. Designing opportunities that call youth to civic action is not an undertaking to take lightly.\u003c/p>\n\u003cp>My learners live in what many of them affectionately call “The Bubble.” As the nickname suggests, their experiences are somewhat homogenous in the upper middle-class suburb where most of them live. Many have realized the limits of living in such a defined, small community and have appreciated opportunities to learn alongside others to gain another look at various issues. What can I do to encourage my learners to seek diverse perspectives, and how does knowing the needs of my learners shape where learning experiences in civic engagement happen?\u003c/p>\n\u003ch3>1. I will design experiences where learners will interact with others who have diverse political views.\u003c/h3>\n\u003cp>Activities like \u003ca href=\"http://www.kqed.org/donow\" target=\"_blank\" rel=\"noopener\">KQED’s Do Now\u003c/a> discussions enable my learners to interact with learners from all across the world. My learners have little experience with certain issues like urban violence, for example, so having the opportunity to “talk” to peers in geographic areas where this is a hot topic gives them a better understanding of the world outside of their suburbia. Nick Massaro’s meme speaks to this:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-123315 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/nick_massaro_meme.png\" alt=\"nick_massaro_meme\" width=\"460\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/nick_massaro_meme.png 460w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/nick_massaro_meme-400x417.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/nick_massaro_meme-32x32.png 32w\" sizes=\"(max-width: 460px) 100vw, 460px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding online spaces that invite learners from all across the nation, and even the world, demonstrates to learners the importance of being globally competent. They learn to seek out these spaces, and to value engaging with their peers across diverse contexts. My learner \u003ca href=\"http://zeega.com/163681\">Taylor Clark’s Zeega \u003c/a>beautifully examines the impact of his interactions in Do Now discussions.\u003c/span>\u003c/p>\n\u003ch3>2. To find chances to interact with more students, I will network and forge partnerships with other organizations who work towards the development of social action in youth.\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is my responsibility to branch out to find various avenues of more meaningful interaction. Young learners need to feel that we are invested in their education. They need to see educators working towards cooperation beyond the four walls to mirror such far-reaching interaction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.nwp.org/\" target=\"_blank\" rel=\"noopener\">National Writing Project\u003c/a> and KQED have teamed up with \u003ca href=\"http://letters2president.org/partners/\">other key partners\u003c/a> such as The New York Times Learning Network, PBS Newshour, \u003ca href=\"http://hypothes.is\" target=\"_blank\" rel=\"noopener\">Hypothes.is\u003c/a> and \u003ca href=\"http://www.youthradio.org\" target=\"_blank\" rel=\"noopener\">Youth Radio\u003c/a> to present \u003ca href=\"http://letters2president.org/\">Letters to the\u003c/a>\u003c/span>\u003ca href=\"http://letters2president.org/\"> \u003cspan style=\"font-weight: 400\">Next President 2.0\u003c/span>\u003c/a> (L2NP 2.0)\u003cspan style=\"font-weight: 400\">. This initiative supports the multimedia making of messages to the next elected president.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-123244 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"259\" height=\"142\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the ramp-up to the call for “letters” that will launch this July after the party conventions, L2NP 2.0 will provide rich resources for educators to engage their students around election issues. With a focus on civic discourse, L2NP 2.0 provides support for educators in using various digital tools to create media such as videos, digital posters, annotated texts, infographics, memes, audio podcasts, remixed media, and much more. Throughout the Spring of 2016, L2NP 2.0 will host a series of webinars and “Media Makes” to equip educators and learners with the skills they will need to compose powerful multimedia “letters” to our future leader.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Media Makes will help learners hone skills including making short videos about election issues, creating political art, arguing with infographics, and recording “spoken word” letters. Learners will also will also have the chance to join in interactive discussions and learn more about candidates, the psychology of voting, the electoral process, and other key political topics. There will be a strong focus on researching and producing media that effectively conveys learners’ messages–a pivotal process in fostering youth participatory politics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learners will have a unique opportunity to build their knowledge about election issues, and their own political voice. This is not just some worksheet that stays within the confines of the classroom—their work will be viewed by many eyes who truly value youth voices. L2NP 2.0 also gives learners a chance to have access to viewing and participating in the process of the creation of other people’s media. How wonderful to learn new ideas and have the chance to remix them with their own!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, opportunities like Letters to Next President 2.0 empower young people to become informed and involved in the political process–even if they are still too young to vote. They also get to practice crucial civic skills that will support their growth as responsible, informed voters when they do turn 18. As my learner Blake Deckard points out:\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://twitter.com/BlakeD_NTHC/status/690650044882485248\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 913,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1704762973,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Note: This is part two of A Beginner’s Guide to the Educator’s Role in Engaging Learners in the Democratic Process, a 2-part series about strategies for teaching civic engagement. Part One, Developing and Discussing Diverse Political Views in the Classroom can be viewed here. When given the opportunity to speak, learners usually rise to the challenge of",
"title": "Sparking Student Civic Engagement in Online Spaces | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Sparking Student Civic Engagement in Online Spaces",
"datePublished": "2016-02-29T16:17:27-08:00",
"dateModified": "2024-01-08T17:16:13-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "sparking-student-civic-engagement-in-online-spaces",
"status": "publish",
"sticky": false,
"path": "/education/123235/sparking-student-civic-engagement-in-online-spaces",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Note: This is part two of A Beginner’s Guide to the Educator’s Role in Engaging Learners in the Democratic Process, a 2-part series about strategies for teaching civic engagement. Part One, Developing and Discussing Diverse Political Views in the Classroom can be viewed \u003ca href=\"http://ww2.kqed.org/education/2016/02/22/developing-and-discussing-diverse-political-views-in-the-classroom/\" target=\"_blank\" rel=\"noopener\">here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When given the opportunity to speak, learners usually rise to the challenge of developing a strong voice. But the nature of the invitation, as indicated in \u003ca href=\"http://ww2.kqed.org/education/2016/02/22/developing-and-discussing-diverse-political-views-in-the-classroom/\">part one\u003c/a> of this series, must set the tone of such engagement. Educators should introduce learners to how social media can be used as powerful tools in the civic arena. These platforms are not just playgrounds where they connect with friends. Educators can play a key role in co-designing community norms with learners to use platforms like Twitter to take ownership of their roles in the democracy. Josh Chevez’ tweet embodies this sentiment:\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "691699955585519617"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>As Millennials dive into this challenge with careful deliberation, so too must educators. Designing opportunities that call youth to civic action is not an undertaking to take lightly.\u003c/p>\n\u003cp>My learners live in what many of them affectionately call “The Bubble.” As the nickname suggests, their experiences are somewhat homogenous in the upper middle-class suburb where most of them live. Many have realized the limits of living in such a defined, small community and have appreciated opportunities to learn alongside others to gain another look at various issues. What can I do to encourage my learners to seek diverse perspectives, and how does knowing the needs of my learners shape where learning experiences in civic engagement happen?\u003c/p>\n\u003ch3>1. I will design experiences where learners will interact with others who have diverse political views.\u003c/h3>\n\u003cp>Activities like \u003ca href=\"http://www.kqed.org/donow\" target=\"_blank\" rel=\"noopener\">KQED’s Do Now\u003c/a> discussions enable my learners to interact with learners from all across the world. My learners have little experience with certain issues like urban violence, for example, so having the opportunity to “talk” to peers in geographic areas where this is a hot topic gives them a better understanding of the world outside of their suburbia. Nick Massaro’s meme speaks to this:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-123315 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/nick_massaro_meme.png\" alt=\"nick_massaro_meme\" width=\"460\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/nick_massaro_meme.png 460w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/nick_massaro_meme-400x417.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/nick_massaro_meme-32x32.png 32w\" sizes=\"(max-width: 460px) 100vw, 460px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding online spaces that invite learners from all across the nation, and even the world, demonstrates to learners the importance of being globally competent. They learn to seek out these spaces, and to value engaging with their peers across diverse contexts. My learner \u003ca href=\"http://zeega.com/163681\">Taylor Clark’s Zeega \u003c/a>beautifully examines the impact of his interactions in Do Now discussions.\u003c/span>\u003c/p>\n\u003ch3>2. To find chances to interact with more students, I will network and forge partnerships with other organizations who work towards the development of social action in youth.\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is my responsibility to branch out to find various avenues of more meaningful interaction. Young learners need to feel that we are invested in their education. They need to see educators working towards cooperation beyond the four walls to mirror such far-reaching interaction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.nwp.org/\" target=\"_blank\" rel=\"noopener\">National Writing Project\u003c/a> and KQED have teamed up with \u003ca href=\"http://letters2president.org/partners/\">other key partners\u003c/a> such as The New York Times Learning Network, PBS Newshour, \u003ca href=\"http://hypothes.is\" target=\"_blank\" rel=\"noopener\">Hypothes.is\u003c/a> and \u003ca href=\"http://www.youthradio.org\" target=\"_blank\" rel=\"noopener\">Youth Radio\u003c/a> to present \u003ca href=\"http://letters2president.org/\">Letters to the\u003c/a>\u003c/span>\u003ca href=\"http://letters2president.org/\"> \u003cspan style=\"font-weight: 400\">Next President 2.0\u003c/span>\u003c/a> (L2NP 2.0)\u003cspan style=\"font-weight: 400\">. This initiative supports the multimedia making of messages to the next elected president.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-123244 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"259\" height=\"142\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the ramp-up to the call for “letters” that will launch this July after the party conventions, L2NP 2.0 will provide rich resources for educators to engage their students around election issues. With a focus on civic discourse, L2NP 2.0 provides support for educators in using various digital tools to create media such as videos, digital posters, annotated texts, infographics, memes, audio podcasts, remixed media, and much more. Throughout the Spring of 2016, L2NP 2.0 will host a series of webinars and “Media Makes” to equip educators and learners with the skills they will need to compose powerful multimedia “letters” to our future leader.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Media Makes will help learners hone skills including making short videos about election issues, creating political art, arguing with infographics, and recording “spoken word” letters. Learners will also will also have the chance to join in interactive discussions and learn more about candidates, the psychology of voting, the electoral process, and other key political topics. There will be a strong focus on researching and producing media that effectively conveys learners’ messages–a pivotal process in fostering youth participatory politics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learners will have a unique opportunity to build their knowledge about election issues, and their own political voice. This is not just some worksheet that stays within the confines of the classroom—their work will be viewed by many eyes who truly value youth voices. L2NP 2.0 also gives learners a chance to have access to viewing and participating in the process of the creation of other people’s media. How wonderful to learn new ideas and have the chance to remix them with their own!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, opportunities like Letters to Next President 2.0 empower young people to become informed and involved in the political process–even if they are still too young to vote. They also get to practice crucial civic skills that will support their growth as responsible, informed voters when they do turn 18. As my learner Blake Deckard points out:\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "690650044882485248"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/123235/sparking-student-civic-engagement-in-online-spaces",
"authors": [
"11104"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_123249",
"label": "education_52"
},
"education_115336": {
"type": "posts",
"id": "education_115336",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "115336",
"score": null,
"sort": [
1456165774000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1456165774,
"format": "standard",
"title": "Developing and Discussing Diverse Political Views In the Classroom",
"headTitle": "Developing and Discussing Diverse Political Views In the Classroom | KQED",
"content": "\u003cp>\u003cem>Note: This is part one of A Beginner’s Guide to the Educator’s Role in Engaging Learners in the Democratic Process, a 2-part series about strategies for teaching civic engagement.\u003c/em>\u003c/p>\n\u003cp>There’s no escaping the barrage of media surrounding the presidential race. Although my freshman learners cannot yet vote, next year’s election clearly impacts them as that soon-to-be elected official will be in office when they reach adulthood. The teenagers in my classroom often feel disconnected or powerless when “adult” issues are concerned – and many of them feel excluded from the important national conversation surrounding the election.\u003c/p>\n\u003cp>The “path of least resistance” would definitely be to avoid this potentially paralyzing issue. It would be one less tension to teach. But it would also be one less challenge to learn from.\u003c/p>\n\u003cp>These difficult moments in the classroom are opportunities in disguise for every educator to prepare learners to become informed citizens in a democratic republic.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117754\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Peace_canva-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-400x400.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-64x64.jpeg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-96x96.jpeg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-128x128.jpeg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-75x75.jpeg 75w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As an English facilitator, I’ve come to realize that literacy skills are intrinsic to teaching \u003ca href=\"http://henryjenkins.org/2012/07/participatory_politics_new_med.html\" target=\"_blank\" rel=\"noopener\">participatory politics\u003c/a>. No one can advocate for meaningful change, much less formulate an informed opinion, without critical reading, listening, speaking, and writing. And so, for me, it’s not a choice but rather an obligation to invite my young learners to consider political topics.\u003c/p>\n\u003cp>Each and every day, there are important reminders to refocus my intention and agency as an educator who develops the global competencies of her learners. These may seem simplistic, self-evident, “no-duh” points, but I return to these daily as reminders to foster tolerance and understanding of diversity in political beliefs.\u003c/p>\n\u003ch3>1. I will not discuss my own political tendencies with my learners.\u003c/h3>\n\u003cp>I go back and forth at times with this one. In my heart, I’d like to model having my own beliefs and discussing them openly with my learners without pushing these views on them. Ultimately, though, I feel learners can easily be influenced. Certainly, there are certain causes I am passionate about, but there are ways to present these without declaring specific affiliations that may sway my learners one way or another.\u003c/p>\n\u003cp>The challenge is to keep my own political choices private, while modeling the respect and tolerance in civic discourse that I desire my learners to have. I also want to encourage them to be inspired and have conviction, and I believe I can do this by championing my chosen causes. I am resolute in allowing my learners to make their own decisions, and giving them access to various credible sources and different perspectives is pivotal to this process.\u003c/p>\n\u003ch3>2. I will create low-stake invitations for learners to voice their informed opinions on various political topics.\u003c/h3>\n\u003cp>Most of my learners are entrenched in social media and various platforms for sharing and discussing all sorts of information. Rarely, however, do they understand that these spaces can be used for more academic purposes. Some platforms like Hackpad may be messier than others, lending themselves to what seems to be a more casual environment. Although less organized than a threaded discussion board, there’s an ease of discussion that seems to encourage interaction. Here’s a \u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\" target=\"_blank\" rel=\"noopener\">Hackpad about Youth in Participatory Politics \u003c/a>I asked my learners to contribute to:\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-117789\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Bence_Hackpad.png\" alt=\"Click on the screenshot above to see the full class discussion.\" width=\"752\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Bence_Hackpad.png 752w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Bence_Hackpad-400x286.png 400w\" sizes=\"(max-width: 752px) 100vw, 752px\">\u003c/a> \u003cem>Click on the screenshot above to see the full class discussion.\u003c/em>\u003c/p>\n\u003cp>Their responses were genuine, supportive, but also challenging. It was a nice extension to their responses to \u003ca href=\"http://ww2.kqed.org/education/2016/01/14/what-does-being-politically-active-mean-to-you/\" target=\"_blank\" rel=\"noopener\">a recent Do Now post that asked: “What Does Being Politically Active Mean to You?”.\u003c/a> The Hackpad added a multimodal layer to the discussion. Since learners could easily see the digital posters created by their peers, we see some deconstruction of media and what makes it effective. Such media literacy will aid in their understanding of campaign ads on their rhetorical appeals, and more importantly, how to create their own media that will effectively communicate their views and perhaps, even engender any desired changes.\u003c/p>\n\u003ch3>3. I will attempt to speak the transmedia language of my learners.\u003c/h3>\n\u003cp>Everyone wants more bang for their buck. In this “on demand” world we live in, the quicker you can get your message across, the more striking the design, the more heartstring-tugging the image, the more attention received to that particular piece of media. And although it’s important for me to guide my learners in both the critical consumption and production of longer more traditional texts in the form of articles, essays, books, etc., it’s equally important to speak the language of my learners. That most often means shorter bursts of text coupled with carefully chosen graphics and sound.\u003c/p>\n\u003cp>One way to make such messages more appealing and prepare it for publication across various platforms like Facebook or Instagram is a digital poster. \u003ca href=\"https://www.canva.com/\" target=\"_blank\" rel=\"noopener\">Canva \u003c/a>is an online design application that can make messages more impactful with just a few keystrokes. I created the Canva posted above as part of my invitation to my learners to contribute to the discussion. Learners also created their own Canvas to respond to questions on the Hackpad. This one by Katelin Reznicek expresses the hopeful nature many learners shared in regards to Millennials and participatory politics.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117791\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Reznicek-800x450.jpeg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-400x225.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-768x432.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-1440x810.jpeg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-1180x664.jpeg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-960x540.jpeg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>It is also helpful to allow for learner choice when responding in media. Here’s a video response created by Daniel Larva that was posted to the Hackpad.\u003cbr>\n[youtube https://www.youtube.com/watch?v=JfPERRifJYM]\u003c/p>\n\u003cp>Learners enjoy the challenge of learning new media-making skills while demonstrating their understandings. For some, this makes the process more rewarding while helping them be more present and deliberate in the learning. This added production-centered element of civic discourse seems to appeal to the diverse learning styles and interests of Millennials.\u003c/p>\n\u003cp>Ultimately, I hope educators feel there are more options and strategies to inviting youth to political discussions. My hope is that teenagers begin to find their voice through research and deep discussions of issues that interest them. And a final hope is that they feel like although they may not be able to vote, their ideas still count. Learners at any age should feel valued and invested in the democratic process. As my learner Anika Lee points out:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117792\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Lee-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-400x400.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-960x960.jpeg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-64x64.jpeg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-96x96.jpeg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-128x128.jpeg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-75x75.jpeg 75w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee.jpeg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Coming up in Part 2: Going beyond the four walls of the classroom and forming partnerships for continued civic engagement.\u003c/p>\n\n",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1076,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 21
},
"modified": 1704763001,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Note: This is part one of A Beginner’s Guide to the Educator’s Role in Engaging Learners in the Democratic Process, a 2-part series about strategies for teaching civic engagement. There’s no escaping the barrage of media surrounding the presidential race. Although my freshman learners cannot yet vote, next year’s election clearly impacts them as that soon-to-be",
"title": "Developing and Discussing Diverse Political Views In the Classroom | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Developing and Discussing Diverse Political Views In the Classroom",
"datePublished": "2016-02-22T10:29:34-08:00",
"dateModified": "2024-01-08T17:16:41-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "developing-and-discussing-diverse-political-views-in-the-classroom",
"status": "publish",
"sticky": false,
"path": "/education/115336/developing-and-discussing-diverse-political-views-in-the-classroom",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Note: This is part one of A Beginner’s Guide to the Educator’s Role in Engaging Learners in the Democratic Process, a 2-part series about strategies for teaching civic engagement.\u003c/em>\u003c/p>\n\u003cp>There’s no escaping the barrage of media surrounding the presidential race. Although my freshman learners cannot yet vote, next year’s election clearly impacts them as that soon-to-be elected official will be in office when they reach adulthood. The teenagers in my classroom often feel disconnected or powerless when “adult” issues are concerned – and many of them feel excluded from the important national conversation surrounding the election.\u003c/p>\n\u003cp>The “path of least resistance” would definitely be to avoid this potentially paralyzing issue. It would be one less tension to teach. But it would also be one less challenge to learn from.\u003c/p>\n\u003cp>These difficult moments in the classroom are opportunities in disguise for every educator to prepare learners to become informed citizens in a democratic republic.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117754\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Peace_canva-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-400x400.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-64x64.jpeg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-96x96.jpeg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-128x128.jpeg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Peace_canva-75x75.jpeg 75w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As an English facilitator, I’ve come to realize that literacy skills are intrinsic to teaching \u003ca href=\"http://henryjenkins.org/2012/07/participatory_politics_new_med.html\" target=\"_blank\" rel=\"noopener\">participatory politics\u003c/a>. No one can advocate for meaningful change, much less formulate an informed opinion, without critical reading, listening, speaking, and writing. And so, for me, it’s not a choice but rather an obligation to invite my young learners to consider political topics.\u003c/p>\n\u003cp>Each and every day, there are important reminders to refocus my intention and agency as an educator who develops the global competencies of her learners. These may seem simplistic, self-evident, “no-duh” points, but I return to these daily as reminders to foster tolerance and understanding of diversity in political beliefs.\u003c/p>\n\u003ch3>1. I will not discuss my own political tendencies with my learners.\u003c/h3>\n\u003cp>I go back and forth at times with this one. In my heart, I’d like to model having my own beliefs and discussing them openly with my learners without pushing these views on them. Ultimately, though, I feel learners can easily be influenced. Certainly, there are certain causes I am passionate about, but there are ways to present these without declaring specific affiliations that may sway my learners one way or another.\u003c/p>\n\u003cp>The challenge is to keep my own political choices private, while modeling the respect and tolerance in civic discourse that I desire my learners to have. I also want to encourage them to be inspired and have conviction, and I believe I can do this by championing my chosen causes. I am resolute in allowing my learners to make their own decisions, and giving them access to various credible sources and different perspectives is pivotal to this process.\u003c/p>\n\u003ch3>2. I will create low-stake invitations for learners to voice their informed opinions on various political topics.\u003c/h3>\n\u003cp>Most of my learners are entrenched in social media and various platforms for sharing and discussing all sorts of information. Rarely, however, do they understand that these spaces can be used for more academic purposes. Some platforms like Hackpad may be messier than others, lending themselves to what seems to be a more casual environment. Although less organized than a threaded discussion board, there’s an ease of discussion that seems to encourage interaction. Here’s a \u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\" target=\"_blank\" rel=\"noopener\">Hackpad about Youth in Participatory Politics \u003c/a>I asked my learners to contribute to:\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"https://hackpad.com/Youth-in-Participatory-Politics-rBLCbmSp8QT\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-117789\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Bence_Hackpad.png\" alt=\"Click on the screenshot above to see the full class discussion.\" width=\"752\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Bence_Hackpad.png 752w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Bence_Hackpad-400x286.png 400w\" sizes=\"(max-width: 752px) 100vw, 752px\">\u003c/a> \u003cem>Click on the screenshot above to see the full class discussion.\u003c/em>\u003c/p>\n\u003cp>Their responses were genuine, supportive, but also challenging. It was a nice extension to their responses to \u003ca href=\"http://ww2.kqed.org/education/2016/01/14/what-does-being-politically-active-mean-to-you/\" target=\"_blank\" rel=\"noopener\">a recent Do Now post that asked: “What Does Being Politically Active Mean to You?”.\u003c/a> The Hackpad added a multimodal layer to the discussion. Since learners could easily see the digital posters created by their peers, we see some deconstruction of media and what makes it effective. Such media literacy will aid in their understanding of campaign ads on their rhetorical appeals, and more importantly, how to create their own media that will effectively communicate their views and perhaps, even engender any desired changes.\u003c/p>\n\u003ch3>3. I will attempt to speak the transmedia language of my learners.\u003c/h3>\n\u003cp>Everyone wants more bang for their buck. In this “on demand” world we live in, the quicker you can get your message across, the more striking the design, the more heartstring-tugging the image, the more attention received to that particular piece of media. And although it’s important for me to guide my learners in both the critical consumption and production of longer more traditional texts in the form of articles, essays, books, etc., it’s equally important to speak the language of my learners. That most often means shorter bursts of text coupled with carefully chosen graphics and sound.\u003c/p>\n\u003cp>One way to make such messages more appealing and prepare it for publication across various platforms like Facebook or Instagram is a digital poster. \u003ca href=\"https://www.canva.com/\" target=\"_blank\" rel=\"noopener\">Canva \u003c/a>is an online design application that can make messages more impactful with just a few keystrokes. I created the Canva posted above as part of my invitation to my learners to contribute to the discussion. Learners also created their own Canvas to respond to questions on the Hackpad. This one by Katelin Reznicek expresses the hopeful nature many learners shared in regards to Millennials and participatory politics.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117791\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Reznicek-800x450.jpeg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-800x450.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-400x225.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-768x432.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-1440x810.jpeg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-1180x664.jpeg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Reznicek-960x540.jpeg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>It is also helpful to allow for learner choice when responding in media. Here’s a video response created by Daniel Larva that was posted to the Hackpad.\u003cbr>\n\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/JfPERRifJYM'\n title='//www.youtube.com/embed/JfPERRifJYM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Learners enjoy the challenge of learning new media-making skills while demonstrating their understandings. For some, this makes the process more rewarding while helping them be more present and deliberate in the learning. This added production-centered element of civic discourse seems to appeal to the diverse learning styles and interests of Millennials.\u003c/p>\n\u003cp>Ultimately, I hope educators feel there are more options and strategies to inviting youth to political discussions. My hope is that teenagers begin to find their voice through research and deep discussions of issues that interest them. And a final hope is that they feel like although they may not be able to vote, their ideas still count. Learners at any age should feel valued and invested in the democratic process. As my learner Anika Lee points out:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-117792\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/Lee-800x800.jpeg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-800x800.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-400x400.jpeg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-960x960.jpeg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-32x32.jpeg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-64x64.jpeg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-96x96.jpeg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-128x128.jpeg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee-75x75.jpeg 75w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/Lee.jpeg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Coming up in Part 2: Going beyond the four walls of the classroom and forming partnerships for continued civic engagement.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/115336/developing-and-discussing-diverse-political-views-in-the-classroom",
"authors": [
"11104"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_117752",
"label": "education_52"
},
"education_113583": {
"type": "posts",
"id": "education_113583",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "113583",
"score": null,
"sort": [
1455828808000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1455828808,
"format": "standard",
"title": "Getting Your Class Started with Digital Portfolios",
"headTitle": "Getting Your Class Started with Digital Portfolios | KQED",
"content": "\u003cp>I am a lifelong learner and have been a professional educator for over 20 years. Along my educational journey, I have seen many ideas come and go, but I remain focused on teaching students the skills they need to become successful members of society and to develop their own love of learning.\u003c/p>\n\u003cp>3 years ago I took the leap and began to use student blogging to incorporate digital portfolios into my classes. In addition to a blog page, students share projects, investigations, and a bit about themselves. The sites allow my students to catalog their educational journey and provide opportunities to\u003c/p>\n\u003cul>\n\u003cli>Demonstrate mastery of content.\u003c/li>\n\u003cli>Reflect on the process of learning.\u003c/li>\n\u003cli>Develop 21st century skills – empathy, communication, critical thinking, creativity.\u003c/li>\n\u003cli>Build an ideal resource for a resume and \u003ca href=\"https://www.insidehighered.com/news/2015/09/29/80-colleges-and-universities-announce-plan-new-application-and-new-approach\">college applications\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Here are three questions to ask yourself as you embark on this new path.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. How do I start?\u003c/strong>\u003cbr>\nTaking the first step can be the hardest so encourage yourself, and your students, to start small. I suggest beginning with a class portfolio to share the learning in your classroom once every week or two. This will help students see the progress of their learning and encourage conversations while building your own publishing skills. You can have individual students or small groups decide what to add to the portfolio and design posts. Then, once you and your students are ready, move on to having each student create their own digital portfolio.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-114487\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/APBioRockstars.png\" alt=\"APBioRockstars\" width=\"300\" height=\"39\">\u003c/figure>\n\u003cp>Check out the portfolios of my student AP Bio Rockstars\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://apbiorockstars.blogspot.com/\">Our Class Site\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://isabelle9386.wordpress.com/\">Isabelle Qin – Le Voyage de AP Biology\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://christineheartsbio.wordpress.com/\">Christine Morino – Christine Hearts Bio\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://naturallevels.wordpress.com/\">Julia Montes-Liang – Natural Levels\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>2. Where should the portfolios be hosted?\u003c/strong>\u003cbr>\nDetermine which tool is best suited to support your goals. If your school uses Google Apps for Education, you can develop incredible portfolios using \u003ca href=\"https://support.google.com/drive/answer/2424384?hl=en\" target=\"_blank\" rel=\"noopener\">Google Drive\u003c/a>, \u003ca href=\"https://www.google.com/sites/overview.html\" target=\"_blank\" rel=\"noopener\">Google Sites\u003c/a> and \u003ca href=\"https://support.google.com/blogger/answer/1623800?hl=en\" target=\"_blank\" rel=\"noopener\">Blogger\u003c/a>. Some benefits to Google Apps for Education are the privacy settings. You can decide to keep the portfolios private, invite a specific audience to view them, or connect them directly with the worldwide audience. The ability for students to collaborate through Google is unrivaled. I use Blogger to host our class blog and students are guest bloggers who share their experiences in the class. I include the links to each of my student’s portfolios on our class blog so they’re all connected in one place. You can check out our \u003ca href=\"http://apbiorockstars.blogspot.com/\" target=\"_blank\" rel=\"noopener\">AP Bio Rockstars\u003c/a> site.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When I first decided to dive into digital portfolios, I debated between allowing students to choose their platform or requiring a specific platform. In the end, I chose to use WordPress as our student platform because of it’s reputation as a professional platform. Since making this choice, other website/blog creators have come on the scene such as \u003ca href=\"http://www.weebly.com/\" target=\"_blank\" rel=\"noopener\">Weebly\u003c/a> and \u003ca href=\"http://www.wix.com/\" target=\"_blank\" rel=\"noopener\">Wix\u003c/a>. There are also digital portfolio apps like \u003ca href=\"https://threering.com/\" target=\"_blank\" rel=\"noopener\">Three Ring\u003c/a>, \u003ca href=\"https://pathbrite.com/\" target=\"_blank\" rel=\"noopener\">PathBrite\u003c/a>, and \u003ca href=\"http://web.seesaw.me/\" target=\"_blank\" rel=\"noopener\">Seesaw\u003c/a>. I work with high school juniors and seniors and I want their portfolios to be presented to a wide, authentic audience so they use WordPress to develop a complete website. I have become familiar with WordPress and have stayed with one platform to help coordinate my own workflow. Having students use the same platform means they can support one another as they learn to navigate and populate their site. I do not have to be the only expert in site design! I also direct the overall organization of the sites so that no matter what theme they choose, each site has a similar layout so that they are easy for everyone to navigate.\u003c/p>\n\u003cp>\u003cstrong>3. How to manage the portfolios?\u003c/strong>\u003cbr>\nI am sure you have thought about the amount of work and organization it could take to manage all of these portfolios. The following strategies have worked for me to make the workflow a bit easier.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms \u003c/a>to the rescue!\u003cbr>\nEach student fills out a Submission Form that collects their name, title of the assignment, and link to the actual post. The spreadsheet allows me keep track of submissions and click on each link to assess their work.\u003c/li>\n\u003cli>Crowdsource the feedback!\u003cbr>\nShare the spreadsheet of links with the class allows for peer review. Students work at a higher level when they are sharing with peers and they have the opportunity to reflect on their own work and learn from their peers. Use Formal Commenters that students must acquire. These are individuals outside our school population who commit to reviewing each assignment and posting a comment to the site.\u003c/li>\n\u003cli>Recruit a co-pilot!\u003cbr>\nMine is the incredible \u003ca href=\"http://eduekahn.com/\" target=\"_blank\" rel=\"noopener\">Erin Kahn\u003c/a>, whose support and creativity have sustained me on the journey. Find a colleague at your school or in your district. Connect with an educator through Twitter to collaborate with and keep you on track. Find inspiring blog posts to read to keep you fueled along the way.\u003c/li>\n\u003c/ul>\n\u003cp>Taking the risk to develop digital portfolios with my students has been a transformative experience. Each post is an opportunity to demonstrate mastery and showcase creativity. My students know they are communicating with an authentic audience. They work to develop their voice as they share their ideas. The best part is that student work is no longer submitted only to me for my assessment and their work does not disappear by being stuffed in a backpack or thrown in the recycle bin. Each student has the road map of their learning journey to take with them as they continue into college and beyond.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 956,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1704763012,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "I am a lifelong learner and have been a professional educator for over 20 years. Along my educational journey, I have seen many ideas come and go, but I remain focused on teaching students the skills they need to become successful members of society and to develop their own love of learning. 3 years ago",
"title": "Getting Your Class Started with Digital Portfolios | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Getting Your Class Started with Digital Portfolios",
"datePublished": "2016-02-18T12:53:28-08:00",
"dateModified": "2024-01-08T17:16:52-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "getting-your-class-started-with-digital-portfolios",
"status": "publish",
"sticky": false,
"path": "/education/113583/getting-your-class-started-with-digital-portfolios",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I am a lifelong learner and have been a professional educator for over 20 years. Along my educational journey, I have seen many ideas come and go, but I remain focused on teaching students the skills they need to become successful members of society and to develop their own love of learning.\u003c/p>\n\u003cp>3 years ago I took the leap and began to use student blogging to incorporate digital portfolios into my classes. In addition to a blog page, students share projects, investigations, and a bit about themselves. The sites allow my students to catalog their educational journey and provide opportunities to\u003c/p>\n\u003cul>\n\u003cli>Demonstrate mastery of content.\u003c/li>\n\u003cli>Reflect on the process of learning.\u003c/li>\n\u003cli>Develop 21st century skills – empathy, communication, critical thinking, creativity.\u003c/li>\n\u003cli>Build an ideal resource for a resume and \u003ca href=\"https://www.insidehighered.com/news/2015/09/29/80-colleges-and-universities-announce-plan-new-application-and-new-approach\">college applications\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Here are three questions to ask yourself as you embark on this new path.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. How do I start?\u003c/strong>\u003cbr>\nTaking the first step can be the hardest so encourage yourself, and your students, to start small. I suggest beginning with a class portfolio to share the learning in your classroom once every week or two. This will help students see the progress of their learning and encourage conversations while building your own publishing skills. You can have individual students or small groups decide what to add to the portfolio and design posts. Then, once you and your students are ready, move on to having each student create their own digital portfolio.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-114487\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/APBioRockstars.png\" alt=\"APBioRockstars\" width=\"300\" height=\"39\">\u003c/figure>\n\u003cp>Check out the portfolios of my student AP Bio Rockstars\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://apbiorockstars.blogspot.com/\">Our Class Site\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://isabelle9386.wordpress.com/\">Isabelle Qin – Le Voyage de AP Biology\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://christineheartsbio.wordpress.com/\">Christine Morino – Christine Hearts Bio\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://naturallevels.wordpress.com/\">Julia Montes-Liang – Natural Levels\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>2. Where should the portfolios be hosted?\u003c/strong>\u003cbr>\nDetermine which tool is best suited to support your goals. If your school uses Google Apps for Education, you can develop incredible portfolios using \u003ca href=\"https://support.google.com/drive/answer/2424384?hl=en\" target=\"_blank\" rel=\"noopener\">Google Drive\u003c/a>, \u003ca href=\"https://www.google.com/sites/overview.html\" target=\"_blank\" rel=\"noopener\">Google Sites\u003c/a> and \u003ca href=\"https://support.google.com/blogger/answer/1623800?hl=en\" target=\"_blank\" rel=\"noopener\">Blogger\u003c/a>. Some benefits to Google Apps for Education are the privacy settings. You can decide to keep the portfolios private, invite a specific audience to view them, or connect them directly with the worldwide audience. The ability for students to collaborate through Google is unrivaled. I use Blogger to host our class blog and students are guest bloggers who share their experiences in the class. I include the links to each of my student’s portfolios on our class blog so they’re all connected in one place. You can check out our \u003ca href=\"http://apbiorockstars.blogspot.com/\" target=\"_blank\" rel=\"noopener\">AP Bio Rockstars\u003c/a> site.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When I first decided to dive into digital portfolios, I debated between allowing students to choose their platform or requiring a specific platform. In the end, I chose to use WordPress as our student platform because of it’s reputation as a professional platform. Since making this choice, other website/blog creators have come on the scene such as \u003ca href=\"http://www.weebly.com/\" target=\"_blank\" rel=\"noopener\">Weebly\u003c/a> and \u003ca href=\"http://www.wix.com/\" target=\"_blank\" rel=\"noopener\">Wix\u003c/a>. There are also digital portfolio apps like \u003ca href=\"https://threering.com/\" target=\"_blank\" rel=\"noopener\">Three Ring\u003c/a>, \u003ca href=\"https://pathbrite.com/\" target=\"_blank\" rel=\"noopener\">PathBrite\u003c/a>, and \u003ca href=\"http://web.seesaw.me/\" target=\"_blank\" rel=\"noopener\">Seesaw\u003c/a>. I work with high school juniors and seniors and I want their portfolios to be presented to a wide, authentic audience so they use WordPress to develop a complete website. I have become familiar with WordPress and have stayed with one platform to help coordinate my own workflow. Having students use the same platform means they can support one another as they learn to navigate and populate their site. I do not have to be the only expert in site design! I also direct the overall organization of the sites so that no matter what theme they choose, each site has a similar layout so that they are easy for everyone to navigate.\u003c/p>\n\u003cp>\u003cstrong>3. How to manage the portfolios?\u003c/strong>\u003cbr>\nI am sure you have thought about the amount of work and organization it could take to manage all of these portfolios. The following strategies have worked for me to make the workflow a bit easier.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms \u003c/a>to the rescue!\u003cbr>\nEach student fills out a Submission Form that collects their name, title of the assignment, and link to the actual post. The spreadsheet allows me keep track of submissions and click on each link to assess their work.\u003c/li>\n\u003cli>Crowdsource the feedback!\u003cbr>\nShare the spreadsheet of links with the class allows for peer review. Students work at a higher level when they are sharing with peers and they have the opportunity to reflect on their own work and learn from their peers. Use Formal Commenters that students must acquire. These are individuals outside our school population who commit to reviewing each assignment and posting a comment to the site.\u003c/li>\n\u003cli>Recruit a co-pilot!\u003cbr>\nMine is the incredible \u003ca href=\"http://eduekahn.com/\" target=\"_blank\" rel=\"noopener\">Erin Kahn\u003c/a>, whose support and creativity have sustained me on the journey. Find a colleague at your school or in your district. Connect with an educator through Twitter to collaborate with and keep you on track. Find inspiring blog posts to read to keep you fueled along the way.\u003c/li>\n\u003c/ul>\n\u003cp>Taking the risk to develop digital portfolios with my students has been a transformative experience. Each post is an opportunity to demonstrate mastery and showcase creativity. My students know they are communicating with an authentic audience. They work to develop their voice as they share their ideas. The best part is that student work is no longer submitted only to me for my assessment and their work does not disappear by being stuffed in a backpack or thrown in the recycle bin. Each student has the road map of their learning journey to take with them as they continue into college and beyond.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use digital portfolios in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed?utm_source=ITC&utm_medium=blog\">Digital Portfolios with Maker Ed\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/113583/getting-your-class-started-with-digital-portfolios",
"authors": [
"11221"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_79589",
"label": "education_52"
},
"education_102081": {
"type": "posts",
"id": "education_102081",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "102081",
"score": null,
"sort": [
1454617810000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1454617810,
"format": "standard",
"title": "Better Classroom Discussions Through Choice and a Little Bit of Chaos",
"headTitle": "Better Classroom Discussions Through Choice and a Little Bit of Chaos | KQED",
"content": "\u003cp>Some of us have been there. You have a room full of 30+ students, and you wonder how it is possible that so many kids or teenagers could actually be that quiet. Many avert their eyes, thinking that if they don’t make eye contact, they can achieve the superpower of invisibility. Then, there are those five students who confidently and regularly raise their hands, waiting to be called on to answer the question that has been posed by the teacher. Regardless of the topic, regardless of the questions, it is usually the same five hands that sprout up each time.\u003c/p>\n\u003cp>How can we improve our practice so that more engagement occurs for all students and not just the confident few? A successful discussion is typically dependent on two factors: the topic and the level of participation. How can we choose subjects for discussion that interest and yet educate students? How can we run our discussions so that all students have a voice?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an English Language Arts teacher, literacy is at the core of my curriculum. This is not new to our content area. For years, the traditional genres we teach include short stories, poetry, and novels. However, in this world where news can literally be transmitted the minute we click the share button, we need to expand the breadth of what our students are reading. Our world is increasingly digital, and it’s time we add that to our warehouse of genres. This is why I regularly supplement my students’ readings with online sources, like articles from \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">KQED’s The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The Lowdown provides current and educational topics that are fantastic for incorporating informational text into the classroom. What better way to meet this requirement in the Common Core State Standards than to introduce stories that also resonant with our students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Challenge\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whole class discussions come with limitations. This is why, over many years of teaching, I’ve tried different approaches to encourage meaningful dialogue among students. To me, a conversation isn’t meaningful if only 15 to 20% of the class is talking during the period. This is why I think the following strategies are great alternatives to the traditional approach of whole class discussions.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Student Choice\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ever mindful that students love choice, I let my students choose what they wish to read and discuss each week. On Mondays, the first task of the day is to browse the topics offered on \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see which topics interest them. Next, I ask for a volunteer to facilitate the decision-making process. This person takes up to five suggestions before polling the class. Students are allowed to vote as many times as they want, and the article that receives the most votes is the one that we read that week.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Socratic Seminars with a Twist\u003c/b>\u003c/p>\n\u003caside class=\"alignright\">\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Socratic Seminars are formal, small group discussions that explore open-ended, critical-thinking questions based upon an assigned text. Before the seminar, students are given a set of questions that will be discussed. They prepare for the talk by taking notes or annotating the text. There are some excellent online resources that support teachers in using Socratic Seminars like this video from the Teaching Channel (see right) or the National Paideia Center, which offers \u003ca href=\"http://www.paideia.org/socratic-seminar-rules/\">\u003cspan style=\"font-weight: 400\">a helpful overview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how to use this method in the classroom.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, in my classroom, I feel it’s more empowering to have my students ask and answer their own questions. Students are encouraged to jot down questions during and after reading a text. Then, they submit their best question and the class votes on the ones they want to explore. Sometimes I tweak their submissions a little to ensure that the questions have the substance needed for a Socratic Seminar.\u003c/span>\u003c/p>\n\u003cp>Due to class size, most teachers divide their students into two groups: an inner circle and an outer circle. The participants in the seminar sit in the inner circle, while the students in the outer circle take on the role of observers and coaches. However, in a secondary California classroom where we easily have more than 30 students, a socratic seminar with 15+ participants is still too large. Instead, I break my class into three groups: participants, coaches, and notetakers. The notetakers are each assigned to follow the contributions of one member of the inner circle and documents the conversation during the discussion on a shared Google Doc. I find that these smaller groups work best with an advanced class where students are usually competing for an opportunity to speak.\u003c/p>\n\u003cp>\u003cb>Table Talks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though Socratic Seminars are great for cultivating public speaking skills, I also want to create an environment where the engagement and participation in my class is high and constant. To do this, I created a method I coined Table Talks. Like I mentioned previously, I prefer to have my class submit and choose their own questions. They do this using \u003ca href=\"http://socrative.com\">Socrative\u003c/a>, and using their voting feature, I have my students determine which questions they want to explore. Once the voting has ended, the top nine questions are shared, and students choose three that they want to explore. They prepare for the Table Talk the day before by choosing a position, gathering evidence, and writing a rationale. On the day of the Table Talk, students join the table that corresponds to the question they have chosen. This is repeated three times during the period. With multiple conversations occurring simultaneously, it may feel a little chaotic, but I love the animated discussions that arise. It also gets my students moving, and it gives them the opportunity to hear different perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online Discussion Threads\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have access to technology, online discussions are a wonderful way to ensure that every student’s voice is heard. Many learning management systems (LMS) include a discussion tool in their product, and the one I use is \u003c/span>\u003ca href=\"https://www.schoology.com/\">\u003cspan style=\"font-weight: 400\">Schoology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With their analytics tool, I can quickly see who participated and how frequently they contributed to the conversation. When using a discussion tool, students have the opportunity to process their thoughts before sharing them. This allows for more thoughtful discourse and the occasion to practice their writing skills. Sometimes the opening question is posed by me, and sometimes I have all my students post one question of their own. To encourage active engagement and follow-up, I institute a “3 Post Rule.” Each student must contribute an original post, respond to another peer’s original post, and respond to someone’s reply. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Inclusivity\u003c/b>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my classroom, I try to utilize a variety of strategies to give my students choice and to increase engagement. I believe we need to reach all our students, both introverts and extroverts. My goal is always to foster a collaborative environment where all participants can feel like they are a part of a larger conversation. \u003c/span>\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1157,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1704763026,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Some of us have been there. You have a room full of 30+ students, and you wonder how it is possible that so many kids or teenagers could actually be that quiet. Many avert their eyes, thinking that if they don’t make eye contact, they can achieve the superpower of invisibility. Then, there are those",
"title": "Better Classroom Discussions Through Choice and a Little Bit of Chaos | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Better Classroom Discussions Through Choice and a Little Bit of Chaos",
"datePublished": "2016-02-04T12:30:10-08:00",
"dateModified": "2024-01-08T17:17:06-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "achieving-better-classroom-discussion-through-choice-and-a-little-bit-of-chaos",
"status": "publish",
"sticky": false,
"path": "/education/102081/achieving-better-classroom-discussion-through-choice-and-a-little-bit-of-chaos",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some of us have been there. You have a room full of 30+ students, and you wonder how it is possible that so many kids or teenagers could actually be that quiet. Many avert their eyes, thinking that if they don’t make eye contact, they can achieve the superpower of invisibility. Then, there are those five students who confidently and regularly raise their hands, waiting to be called on to answer the question that has been posed by the teacher. Regardless of the topic, regardless of the questions, it is usually the same five hands that sprout up each time.\u003c/p>\n\u003cp>How can we improve our practice so that more engagement occurs for all students and not just the confident few? A successful discussion is typically dependent on two factors: the topic and the level of participation. How can we choose subjects for discussion that interest and yet educate students? How can we run our discussions so that all students have a voice?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an English Language Arts teacher, literacy is at the core of my curriculum. This is not new to our content area. For years, the traditional genres we teach include short stories, poetry, and novels. However, in this world where news can literally be transmitted the minute we click the share button, we need to expand the breadth of what our students are reading. Our world is increasingly digital, and it’s time we add that to our warehouse of genres. This is why I regularly supplement my students’ readings with online sources, like articles from \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">KQED’s The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The Lowdown provides current and educational topics that are fantastic for incorporating informational text into the classroom. What better way to meet this requirement in the Common Core State Standards than to introduce stories that also resonant with our students?\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Challenge\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whole class discussions come with limitations. This is why, over many years of teaching, I’ve tried different approaches to encourage meaningful dialogue among students. To me, a conversation isn’t meaningful if only 15 to 20% of the class is talking during the period. This is why I think the following strategies are great alternatives to the traditional approach of whole class discussions.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Student Choice\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ever mindful that students love choice, I let my students choose what they wish to read and discuss each week. On Mondays, the first task of the day is to browse the topics offered on \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see which topics interest them. Next, I ask for a volunteer to facilitate the decision-making process. This person takes up to five suggestions before polling the class. Students are allowed to vote as many times as they want, and the article that receives the most votes is the one that we read that week.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Socratic Seminars with a Twist\u003c/b>\u003c/p>\n\u003caside class=\"alignright\">\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Socratic Seminars are formal, small group discussions that explore open-ended, critical-thinking questions based upon an assigned text. Before the seminar, students are given a set of questions that will be discussed. They prepare for the talk by taking notes or annotating the text. There are some excellent online resources that support teachers in using Socratic Seminars like this video from the Teaching Channel (see right) or the National Paideia Center, which offers \u003ca href=\"http://www.paideia.org/socratic-seminar-rules/\">\u003cspan style=\"font-weight: 400\">a helpful overview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how to use this method in the classroom.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, in my classroom, I feel it’s more empowering to have my students ask and answer their own questions. Students are encouraged to jot down questions during and after reading a text. Then, they submit their best question and the class votes on the ones they want to explore. Sometimes I tweak their submissions a little to ensure that the questions have the substance needed for a Socratic Seminar.\u003c/span>\u003c/p>\n\u003cp>Due to class size, most teachers divide their students into two groups: an inner circle and an outer circle. The participants in the seminar sit in the inner circle, while the students in the outer circle take on the role of observers and coaches. However, in a secondary California classroom where we easily have more than 30 students, a socratic seminar with 15+ participants is still too large. Instead, I break my class into three groups: participants, coaches, and notetakers. The notetakers are each assigned to follow the contributions of one member of the inner circle and documents the conversation during the discussion on a shared Google Doc. I find that these smaller groups work best with an advanced class where students are usually competing for an opportunity to speak.\u003c/p>\n\u003cp>\u003cb>Table Talks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though Socratic Seminars are great for cultivating public speaking skills, I also want to create an environment where the engagement and participation in my class is high and constant. To do this, I created a method I coined Table Talks. Like I mentioned previously, I prefer to have my class submit and choose their own questions. They do this using \u003ca href=\"http://socrative.com\">Socrative\u003c/a>, and using their voting feature, I have my students determine which questions they want to explore. Once the voting has ended, the top nine questions are shared, and students choose three that they want to explore. They prepare for the Table Talk the day before by choosing a position, gathering evidence, and writing a rationale. On the day of the Table Talk, students join the table that corresponds to the question they have chosen. This is repeated three times during the period. With multiple conversations occurring simultaneously, it may feel a little chaotic, but I love the animated discussions that arise. It also gets my students moving, and it gives them the opportunity to hear different perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Online Discussion Threads\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you have access to technology, online discussions are a wonderful way to ensure that every student’s voice is heard. Many learning management systems (LMS) include a discussion tool in their product, and the one I use is \u003c/span>\u003ca href=\"https://www.schoology.com/\">\u003cspan style=\"font-weight: 400\">Schoology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With their analytics tool, I can quickly see who participated and how frequently they contributed to the conversation. When using a discussion tool, students have the opportunity to process their thoughts before sharing them. This allows for more thoughtful discourse and the occasion to practice their writing skills. Sometimes the opening question is posed by me, and sometimes I have all my students post one question of their own. To encourage active engagement and follow-up, I institute a “3 Post Rule.” Each student must contribute an original post, respond to another peer’s original post, and respond to someone’s reply. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Inclusivity\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my classroom, I try to utilize a variety of strategies to give my students choice and to increase engagement. I believe we need to reach all our students, both introverts and extroverts. My goal is always to foster a collaborative environment where all participants can feel like they are a part of a larger conversation. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/102081/achieving-better-classroom-discussion-through-choice-and-a-little-bit-of-chaos",
"authors": [
"11220"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_102083",
"label": "education_52"
},
"education_95364": {
"type": "posts",
"id": "education_95364",
"meta": {
"index": "posts_1716263798",
"site": "education",
"id": "95364",
"score": null,
"sort": [
1454360286000
]
},
"parent": 0,
"labelTerm": {
"site": "education",
"term": 52
},
"blocks": [],
"publishDate": 1454360286,
"format": "standard",
"title": "Squeezing Out the Words: Strategies for Reluctant Writers in the Art Classroom",
"headTitle": "Squeezing Out the Words: Strategies for Reluctant Writers in the Art Classroom | KQED",
"content": "\u003cp class=\"p1\">\u003cspan style=\"font-weight: 400\">This term, I’m working on methods to squeeze the words out of my reluctant writers. \u003c/span>\u003cspan style=\"font-weight: 400\">Imagine a tube of oil paint that has a little dab left inside. How to do you get the final valuable bit of paint out? Just like your toothpaste you squeeze it. You apply pressure, you flatten the tube, and roll the ends up. This is the image comes to my mind when I am struggling to get my students to write about art. Obliviously, I can’t use pressure tactics to get students to write about their art, so I employ a stealth approach to engage students in the necessary critical thinking needed to devise a successful art essay, artist statement, or critical analysis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since developing proficient writers is my goal. I had to figure out where to start. First, I review the \u003c/span>\u003ca href=\"http://www.kqed.org/assets/pdf/arts/programs/spark/visartvocab.pdf\">\u003cspan style=\"font-weight: 400\">Visual Arts Vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so that students have the words to match to their beginning art projects. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PLiOil1qP-cMURN_8baOr3QWfySmIjqKIj\">\u003cspan style=\"font-weight: 400\">KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Elements of Arts\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the\u003c/span> \u003ca href=\"https://www.getty.edu/education/teachers/building_lessons/principles_design.pdf\">\u003cspan style=\"font-weight: 400\">Principles of Design\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">provide further foundational concepts and vocabulary for communicating about art which we emphasize when discussing student work and images from art history. Additionally, changing art bulletin boards frequently generates discussion among students. Students look for their own work to be displayed and by viewing other students work they naturally start to use their new vocabulary to appraise, compare, and justify their artwork within their thoughts. Ideas and new questions emerge when students examine other students’ solutions to an art theme or problem.\u003c/span>\u003c/p>\n\u003cp>Typically a frequent reaction to a writing assignment is student despair. Comments like, “Is writing necessary in art?” or, “The ART speaks for itself!” come tumbling out of my quick-witted students. Even though the information is inside them, writing about their thoughts on art seems paralyzing to my students. Frustration overcomes many creators when asked to defend their artwork with written words. As a response, I’m in the habit of throwing out several puzzling questions to get my students thinking. If the message isn’t immediately clear, how do I decipher the meaning? Are there visual clues that show a connection between the artist and viewer? How do I discover the meaning or story in a work of art? Is my reaction to the art influenced by personal bias, life experience, prior knowledge or cultural norms? What do you think the artist’s intentions were? How do we know? Does my perception of the art work differ from the artist’s intentions? Then, using the question frame “I wonder if _____________?”, I ask students to formulate their own questions about viewing art. Developing thoughtful questions and seeking multiple answers will support students in critical thinking, which in turn will lead to reflective writing.\u003c/p>\n\u003cp>Observation skills are key to drawing and also to viewing art. As a teacher I often guide students in seeing detail in nature and art. Teaching students to look carefully helps students appreciate the world around them. However, “looking” is not a simple task. Seeking out complexity and emotion in art is many layered endeavour. Developing observations skills will also help students write with confidence. Students that learn to describe an artwork by making lists, soon have words to compose an essay. Students who generate questions will also find engaging art themes to explore in their writing.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A simple classroom exercise is to present students with an image and ask them to list everything they see. Select artwork relevant to your student population. My favorite images come from surrealist artists such as Rene Magritte and Salvador Dali, street murals, and local living artists. Go for complex images, more detail allows students to do an indepth investigation of the artwork. Then proceed to a pair-share, students can compare lists and see the different items or ideals that a partner might have found. Next have partners formulate a list of 10 items; starting with the focal point to a minute detail and write their list on the board. Allow a few minutes for introspection before conducting a discussion. Hopefully students will find ideas that they can apply to their writing. Repeat this\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> “Observe and Describe”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> activity 3 to 6 times during a semester for best results.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another idea for generating words is to have students keep a “process” journal. Students record the material and steps taken to achieve a completed project. Students may include the feelings and thoughts that occur while working on their projects. Students may include goals and ideals for refining their artwork. They can explore the anxiety of taking creative risks. Did the idea change during the “making of the art”. How close was the final project to the envisioned piece? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In conclusion, I enjoy showing my students the KQED Art School video \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003ca href=\"https://www.youtube.com/watch?v=_msxoWMtJyo\">\u003ci>\u003cspan style=\"font-weight: 400\">Making Conceptual Art with Chris Johanson\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> because he demonstrates how to use word association in painting. Having students imitate Johanson’s use of venn diagrams gives them another powerful way to generate ideas. Ultimately, getting reluctant students to write about art is about creating opportunities for students to confidently develop their art vocabulary, which is the key to helping them squeeze out the words.\u003c/span>\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 884,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 8
},
"modified": 1704763044,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "This term, I’m working on methods to squeeze the words out of my reluctant writers. Imagine a tube of oil paint that has a little dab left inside. How to do you get the final valuable bit of paint out? Just like your toothpaste you squeeze it. You apply pressure, you flatten the tube, and roll",
"title": "Squeezing Out the Words: Strategies for Reluctant Writers in the Art Classroom | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Squeezing Out the Words: Strategies for Reluctant Writers in the Art Classroom",
"datePublished": "2016-02-01T12:58:06-08:00",
"dateModified": "2024-01-08T17:17:24-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "squeezing-out-the-words-strategies-for-reluctant-writers-in-the-art-classroom",
"status": "publish",
"sticky": false,
"path": "/education/95364/squeezing-out-the-words-strategies-for-reluctant-writers-in-the-art-classroom",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan style=\"font-weight: 400\">This term, I’m working on methods to squeeze the words out of my reluctant writers. \u003c/span>\u003cspan style=\"font-weight: 400\">Imagine a tube of oil paint that has a little dab left inside. How to do you get the final valuable bit of paint out? Just like your toothpaste you squeeze it. You apply pressure, you flatten the tube, and roll the ends up. This is the image comes to my mind when I am struggling to get my students to write about art. Obliviously, I can’t use pressure tactics to get students to write about their art, so I employ a stealth approach to engage students in the necessary critical thinking needed to devise a successful art essay, artist statement, or critical analysis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since developing proficient writers is my goal. I had to figure out where to start. First, I review the \u003c/span>\u003ca href=\"http://www.kqed.org/assets/pdf/arts/programs/spark/visartvocab.pdf\">\u003cspan style=\"font-weight: 400\">Visual Arts Vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so that students have the words to match to their beginning art projects. \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PLiOil1qP-cMURN_8baOr3QWfySmIjqKIj\">\u003cspan style=\"font-weight: 400\">KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Elements of Arts\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the\u003c/span> \u003ca href=\"https://www.getty.edu/education/teachers/building_lessons/principles_design.pdf\">\u003cspan style=\"font-weight: 400\">Principles of Design\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">provide further foundational concepts and vocabulary for communicating about art which we emphasize when discussing student work and images from art history. Additionally, changing art bulletin boards frequently generates discussion among students. Students look for their own work to be displayed and by viewing other students work they naturally start to use their new vocabulary to appraise, compare, and justify their artwork within their thoughts. Ideas and new questions emerge when students examine other students’ solutions to an art theme or problem.\u003c/span>\u003c/p>\n\u003cp>Typically a frequent reaction to a writing assignment is student despair. Comments like, “Is writing necessary in art?” or, “The ART speaks for itself!” come tumbling out of my quick-witted students. Even though the information is inside them, writing about their thoughts on art seems paralyzing to my students. Frustration overcomes many creators when asked to defend their artwork with written words. As a response, I’m in the habit of throwing out several puzzling questions to get my students thinking. If the message isn’t immediately clear, how do I decipher the meaning? Are there visual clues that show a connection between the artist and viewer? How do I discover the meaning or story in a work of art? Is my reaction to the art influenced by personal bias, life experience, prior knowledge or cultural norms? What do you think the artist’s intentions were? How do we know? Does my perception of the art work differ from the artist’s intentions? Then, using the question frame “I wonder if _____________?”, I ask students to formulate their own questions about viewing art. Developing thoughtful questions and seeking multiple answers will support students in critical thinking, which in turn will lead to reflective writing.\u003c/p>\n\u003cp>Observation skills are key to drawing and also to viewing art. As a teacher I often guide students in seeing detail in nature and art. Teaching students to look carefully helps students appreciate the world around them. However, “looking” is not a simple task. Seeking out complexity and emotion in art is many layered endeavour. Developing observations skills will also help students write with confidence. Students that learn to describe an artwork by making lists, soon have words to compose an essay. Students who generate questions will also find engaging art themes to explore in their writing.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A simple classroom exercise is to present students with an image and ask them to list everything they see. Select artwork relevant to your student population. My favorite images come from surrealist artists such as Rene Magritte and Salvador Dali, street murals, and local living artists. Go for complex images, more detail allows students to do an indepth investigation of the artwork. Then proceed to a pair-share, students can compare lists and see the different items or ideals that a partner might have found. Next have partners formulate a list of 10 items; starting with the focal point to a minute detail and write their list on the board. Allow a few minutes for introspection before conducting a discussion. Hopefully students will find ideas that they can apply to their writing. Repeat this\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> “Observe and Describe”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> activity 3 to 6 times during a semester for best results.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another idea for generating words is to have students keep a “process” journal. Students record the material and steps taken to achieve a completed project. Students may include the feelings and thoughts that occur while working on their projects. Students may include goals and ideals for refining their artwork. They can explore the anxiety of taking creative risks. Did the idea change during the “making of the art”. How close was the final project to the envisioned piece? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In conclusion, I enjoy showing my students the KQED Art School video \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003ca href=\"https://www.youtube.com/watch?v=_msxoWMtJyo\">\u003ci>\u003cspan style=\"font-weight: 400\">Making Conceptual Art with Chris Johanson\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> because he demonstrates how to use word association in painting. Having students imitate Johanson’s use of venn diagrams gives them another powerful way to generate ideas. Ultimately, getting reluctant students to write about art is about creating opportunities for students to confidently develop their art vocabulary, which is the key to helping them squeeze out the words.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/education/95364/squeezing-out-the-words-strategies-for-reluctant-writers-in-the-art-classroom",
"authors": [
"11218"
],
"series": [
"education_52"
],
"categories": [
"education_1"
],
"collections": [
"education_77"
],
"featImg": "education_97146",
"label": "education_52"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"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.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"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.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"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.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/education?series=professional-learning": {
"isFetching": false,
"latestQuery": {
"from": 99,
"size": 9
},
"vitalsOnly": false,
"totalRequested": 9,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 144,
"relation": "eq"
},
"items": [
"education_152116",
"education_138183",
"education_135690",
"education_131906",
"education_123235",
"education_115336",
"education_113583",
"education_102081",
"education_95364"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"education_series_professional-learning": {
"isLoading": true
},
"education_52": {
"type": "terms",
"id": "education_52",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "52",
"found": true
},
"relationships": {},
"name": "Professional Learning",
"slug": "professional-learning",
"taxonomy": "series",
"description": "Learn more about our free courses and workshops and how to earn graduate units at \u003ca href=\"https://teach.kqed.org/\">TEACH.kqed.org\u003c/a>.",
"featImg": null,
"headData": {
"title": "Professional Learning | KQED Education",
"description": "Free courses and workshops on media making, media literacy, GenAI, and civic engagement--and earn graduate units for professional advancement.",
"ogTitle": null,
"ogDescription": null,
"ogImgId": null,
"twTitle": null,
"twDescription": null,
"twImgId": null
},
"ttid": 60,
"isLoading": false,
"link": "/education/series/professional-learning"
},
"education_1": {
"type": "terms",
"id": "education_1",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "1",
"found": true
},
"relationships": {},
"name": "Blog",
"slug": "blog",
"taxonomy": "category",
"description": "Sign up for the \u003ca href=\"https://www.kqed.org/newsletters/kqed-education\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Education newsletter\u003c/a>.",
"featImg": null,
"headData": {
"title": "Bay Area Education Insights: Stories & Resources from KQED's Blog",
"description": "Discover insightful articles, captivating stories, and practical resources for educators, parents, and learners of all ages.",
"ogTitle": null,
"ogDescription": null,
"ogImgId": null,
"twTitle": null,
"twDescription": null,
"twImgId": null,
"socialTitle": "Bay Area Education Insights: Stories & Resources from KQED's Blog"
},
"ttid": 1,
"isLoading": false,
"link": "/education/category/blog"
},
"education_77": {
"type": "terms",
"id": "education_77",
"meta": {
"index": "terms_1716263798",
"site": "education",
"id": "77",
"found": true
},
"relationships": {},
"featImg": "https://ww2.kqed.org/app/uploads/sites/38/2018/11/intheclassroom_colorgrid.jpg",
"name": "In the Classroom",
"description": "\u003cimg src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/intheclassroom_colorgrid-800x274.jpg\" alt=\"\" width=\"100%\" style=\"max-width: 800px\" />\r\nWritten by teachers, for teachers, KQED’s \u003ci>In the Classroom\u003c/i> shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.",
"taxonomy": "collection",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Written by teachers, for teachers, KQED’s In the Classroom shares educators’ stories bringing media and media-making into their learning environments. Whether you’re a beginning or veteran educator, we hope these stories will inspire your creativity and help you bring vital media literacy skills to your students.",
"title": "In the Classroom | KQED Education",
"ogDescription": null
},
"ttid": 85,
"slug": "in-the-classroom",
"isLoading": false,
"link": "/education/collection/in-the-classroom"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
