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"bio": "\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cb>Kimberley Campisano\u003c/b> is a San Francisco Bay Area artist and educator. For most of the past 20 years she has been a high school classroom art teacher as well as an instructional coach and curriculum developer. (integrating Art, Science, and Literacy …STEAM!). Formerly with San Francisco Unified School District (SFUSD), Kim now teaches Art1 and Digital Imaging at Washington High School in\u003cspan class=\"Apple-converted-space\"> \u003c/span>Fremont Unified School District (FUSD). She has contributed to the development and dissemination of secondary art and integrated curriculum for KQED’s as well as several Bay Area museums. A practicing artist, Ms Campisano works in interdisciplinary media and installation. She received her Master's Degree in Fine Art from John F. Kennedy University and lives in Oakland with her husband, Jason and rescued Pit Bull, Dumpling.\u003c/span>\u003c/p>",
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"title": "Promoting Literacy and Empathy in the Artroom",
"headTitle": "Promoting Literacy and Empathy in the Artroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a high school Art teacher, I focus my curriculum and instruction on \u003c/span>\u003cb>\u003ci>connections – \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">connections between ideas and with the world outside the Artroom/Studio classroom. That might take the form of incorporating students’ home, community or cultural experiences as well as topics from other subjects in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Artroom is a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">place of learning\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> – whether it’s about technique in order to render images and make objects, or the context and history of the many art forms and their practitioners. But perhaps more importantly, it is also a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">studio \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> – an open and safe space\u003c/span> \u003cspan style=\"font-weight: 400\">to explore practices that call forth dispositions which impact learning. That’s where \u003c/span>\u003cb>Arts Integration\u003c/b>\u003cspan style=\"font-weight: 400\"> comes in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A widely referenced definition of \u003c/span>\u003cb>Arts Integration\u003c/b>\u003cspan style=\"font-weight: 400\">n comes from the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kennedy Center’s Art Edge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Publication from 2010:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Arts Integration is an APPROACH to TEACHING in which students construct and demonstrate UNDERSTANDING through an ART FORM. Students engage in a CREATIVE PROCESS which CONNECTS an art form and another subject area and meets EVOLVING OBJECTIVES in both.\u003c/span>\u003c/i>\u003ca href=\"http://www.kennedy-center.org/education/partners/defining_arts_integration.pdf\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">1\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-91085\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices04-400x547.jpg\" alt=\"CreativeJuices04\" width=\"400\" height=\"547\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-400x547.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-800x1093.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-768x1050.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-960x1312.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04.jpg 1113w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cbr>\nJust last year, \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED’s Mindshift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined the impact of Arts Integration in schools that made it a centerpiece of differentiation and cultural relevance.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the beginning of the school year, I weave Integrated Learning and \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Studio Thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into my lessons as means to develop connectivity, literacy and empathy as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes my art class (this year I teach mostly Art 1 and a section of Digital Imaging) looks like a conventional art room with traditional media and genres, such as watercolor landscapes, contour line still lifes, value drawings, charcoal portraits, collage, digital photography, etc. There are time, however, where we deviate and disrupt. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the course of this Fall Semester, I implemented some strategies that required students to make connections verbally, visually and associatively, such as \u003c/span>\u003cb>Illustrated Quotes \u003c/b>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003cb>\u003ci>Concept Maps\u003c/i>\u003c/b> \u003cspan style=\"font-weight: 400\">. Realizing the importance of grounding classroom art projects in real-world contemporary studio practice, we looked at the work of artists from \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED’s Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as \u003c/span>\u003cb> \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2013/03/31/in-the-studio-with-wendy-macnaughton/\" target=\"_blank\" rel=\"noopener\">\u003cb>Wendy MacNaughton\u003c/b>\u003c/a>\u003cb>’s Illustrated Documentaries \u003c/b>\u003cspan style=\"font-weight: 400\"> and\u003c/span> \u003ca href=\"http://ww2.kqed.org/artschool/2014/02/22/at-adobe-books-with-chris-johanson/\" target=\"_blank\" rel=\"noopener\">\u003cb>Chris Johanson\u003c/b>\u003c/a>\u003cb>’s Venn Diagrams \u003c/b>\u003cspan style=\"font-weight: 400\">as introductions.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-91087\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/valueconceptmap03-800x618.jpg\" alt=\"valueconceptmap03\" width=\"800\" height=\"618\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-800x618.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-400x309.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-768x593.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-1440x1113.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-1180x912.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-960x742.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03.jpg 1650w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their book, \u003ca href=\"http://www.amazon.com/Art-Centered-Learning-Across-Curriculum-Contemporary/dp/0807755818\" target=\"_blank\" rel=\"noopener\">“\u003c/a>\u003c/span>\u003ca href=\"http://www.amazon.com/Art-Centered-Learning-Across-Curriculum-Contemporary/dp/0807755818\" target=\"_blank\" rel=\"noopener\">\u003cb>\u003ci>Art-Centered Learning Across the Curriculum”\u003c/i>\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cb>Julia Marshall \u003c/b>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cb>David Donahue\u003c/b>\u003cspan style=\"font-weight: 400\"> emphasize the importance of teaching not just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">about\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">through\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the work of contemporary artists- \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“contemporary art does not necessarily require technical expertise; learners can engage in making real art and real thinking whether they are proficient in traditional art skills or not” (p.4). I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">t is, therefore a great way to get the creative juices flowing in an Artroom with fewer inhibitions and can be an equalizer among peers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Illustrated Quotes\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Recently I gave students a “special assignment” in the vein of \u003c/span>\u003cb> \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2013/03/31/in-the-studio-with-wendy-macnaughton/\" target=\"_blank\" rel=\"noopener\">\u003cb>Wendy MacNaughton\u003c/b>\u003c/a>\u003cb>’s Illustrated Documentaries\u003c/b>\u003cspan style=\"font-weight: 400\">, using their accordion book process art journals (to be addressed in more detail in a later blog entry) to gather quotes from throughout their day. They were to be\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-91088\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices05-800x537.jpg\" alt=\"CreativeJuices05\" width=\"800\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-800x537.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-400x268.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-768x516.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-1440x967.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-1180x792.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-960x644.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05.jpg 1752w\" sizes=\"(max-width: 800px) 100vw, 800px\"> alert to passages in books, song lyrics, conversation with peers – even quotes from other teachers – that provoked, inspired, or moved them in some way. I especially encouraged them to bring in something they were reading or learning in another class. They then selected two that resonated with each other (contradiction and contrast, analogous or synonymous, complementary). From these they created visuals that incorporated the text they chose. For these “Illustrated Quotes” they could use whatever media they wished. We had by this point worked in watercolor, charcoal, collage and even some photoshop. Any and all languages were acceptable – with the exception of hate speech or profanity – and some submitted bilingual illustrated quotes. This process, as well as the concept map experience described below, are examples of Julia Marshall’s notion of “\u003cb>\u003ci>Artistic thinking”…\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> which is largely an amalgam of logical reasoning and associative thinking.” (p.3)\u003c/span>\u003c/i>\u003c/span>\u003c/p>\n\u003caside class=\"aligncenter\">\n\u003ch3>Illustrated Quotes\u003c/h3>\n\u003cp>[gallery type=\"slideshow\" link=\"file\" size=\"large\" ids=\"91132,91126,91127,91128,91129,91130,91131,91083\"]\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003cb> Concept Map\u003c/b>\u003cspan style=\"font-weight: 400\"> assignment was conceived of as an introduction to a unit of “VALUE” (including all of its possible meanings) and \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/02/22/at-adobe-books-with-chris-johanson/\" target=\"_blank\" rel=\"noopener\">\u003cb>Chris Johanson\u003c/b>\u003c/a>\u003cb>’s Venn Diagrams\u003c/b>\u003cspan style=\"font-weight: 400\"> were shared as examples of how artists use this strategy to generate ideas and as an artform in itself. Some student maps were collaborative and others individual. I advised them to look for ways to express their systems of thinking, making them both visually appealing and informative at the same time. We concluded with a whole class gallery walk, and students left individual feedback on the maps they examined.\u003c/span>\u003c/p>\n\u003caside class=\"aligncenter\">\n\u003ch3>Concept Maps\u003c/h3>\n\u003cp>[gallery type=\"slideshow\" link=\"file\" size=\"large\" ids=\"91080,91122,91123,91125,91124\"]\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next semester we will intentionally integrate themes and topics from across subject areas and I will build more reflections on the quality of student thinking on those topics into project assessments. But for now, I’d have to agree with the found quote chosen by 9th grader, D.C. …\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-94386\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-800x587.jpg\" alt=\"CreativeJuices03-1\" width=\"800\" height=\"587\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-800x587.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-400x294.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-768x564.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-1440x1057.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-1180x866.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-960x704.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1.jpg 1525w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a high school Art teacher, I focus my curriculum and instruction on \u003c/span>\u003cb>\u003ci>connections – \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">connections between ideas and with the world outside the Artroom/Studio classroom. That might take the form of incorporating students’ home, community or cultural experiences as well as topics from other subjects in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Artroom is a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">place of learning\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> – whether it’s about technique in order to render images and make objects, or the context and history of the many art forms and their practitioners. But perhaps more importantly, it is also a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">studio \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> – an open and safe space\u003c/span> \u003cspan style=\"font-weight: 400\">to explore practices that call forth dispositions which impact learning. That’s where \u003c/span>\u003cb>Arts Integration\u003c/b>\u003cspan style=\"font-weight: 400\"> comes in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A widely referenced definition of \u003c/span>\u003cb>Arts Integration\u003c/b>\u003cspan style=\"font-weight: 400\">n comes from the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0By927JIN7BLrbGdYQmxuR094WUk/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kennedy Center’s Art Edge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Publication from 2010:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Arts Integration is an APPROACH to TEACHING in which students construct and demonstrate UNDERSTANDING through an ART FORM. Students engage in a CREATIVE PROCESS which CONNECTS an art form and another subject area and meets EVOLVING OBJECTIVES in both.\u003c/span>\u003c/i>\u003ca href=\"http://www.kennedy-center.org/education/partners/defining_arts_integration.pdf\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">1\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-91085\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices04-400x547.jpg\" alt=\"CreativeJuices04\" width=\"400\" height=\"547\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-400x547.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-800x1093.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-768x1050.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04-960x1312.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices04.jpg 1113w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cbr>\nJust last year, \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED’s Mindshift\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined the impact of Arts Integration in schools that made it a centerpiece of differentiation and cultural relevance.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the beginning of the school year, I weave Integrated Learning and \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Studio Thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into my lessons as means to develop connectivity, literacy and empathy as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes my art class (this year I teach mostly Art 1 and a section of Digital Imaging) looks like a conventional art room with traditional media and genres, such as watercolor landscapes, contour line still lifes, value drawings, charcoal portraits, collage, digital photography, etc. There are time, however, where we deviate and disrupt. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the course of this Fall Semester, I implemented some strategies that required students to make connections verbally, visually and associatively, such as \u003c/span>\u003cb>Illustrated Quotes \u003c/b>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003cb>\u003ci>Concept Maps\u003c/i>\u003c/b> \u003cspan style=\"font-weight: 400\">. Realizing the importance of grounding classroom art projects in real-world contemporary studio practice, we looked at the work of artists from \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED’s Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as \u003c/span>\u003cb> \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2013/03/31/in-the-studio-with-wendy-macnaughton/\" target=\"_blank\" rel=\"noopener\">\u003cb>Wendy MacNaughton\u003c/b>\u003c/a>\u003cb>’s Illustrated Documentaries \u003c/b>\u003cspan style=\"font-weight: 400\"> and\u003c/span> \u003ca href=\"http://ww2.kqed.org/artschool/2014/02/22/at-adobe-books-with-chris-johanson/\" target=\"_blank\" rel=\"noopener\">\u003cb>Chris Johanson\u003c/b>\u003c/a>\u003cb>’s Venn Diagrams \u003c/b>\u003cspan style=\"font-weight: 400\">as introductions.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-91087\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/valueconceptmap03-800x618.jpg\" alt=\"valueconceptmap03\" width=\"800\" height=\"618\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-800x618.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-400x309.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-768x593.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-1440x1113.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-1180x912.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03-960x742.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/valueconceptmap03.jpg 1650w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their book, \u003ca href=\"http://www.amazon.com/Art-Centered-Learning-Across-Curriculum-Contemporary/dp/0807755818\" target=\"_blank\" rel=\"noopener\">“\u003c/a>\u003c/span>\u003ca href=\"http://www.amazon.com/Art-Centered-Learning-Across-Curriculum-Contemporary/dp/0807755818\" target=\"_blank\" rel=\"noopener\">\u003cb>\u003ci>Art-Centered Learning Across the Curriculum”\u003c/i>\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cb>Julia Marshall \u003c/b>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cb>David Donahue\u003c/b>\u003cspan style=\"font-weight: 400\"> emphasize the importance of teaching not just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">about\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">through\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the work of contemporary artists- \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“contemporary art does not necessarily require technical expertise; learners can engage in making real art and real thinking whether they are proficient in traditional art skills or not” (p.4). I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">t is, therefore a great way to get the creative juices flowing in an Artroom with fewer inhibitions and can be an equalizer among peers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Illustrated Quotes\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Recently I gave students a “special assignment” in the vein of \u003c/span>\u003cb> \u003c/b>\u003ca href=\"http://ww2.kqed.org/artschool/2013/03/31/in-the-studio-with-wendy-macnaughton/\" target=\"_blank\" rel=\"noopener\">\u003cb>Wendy MacNaughton\u003c/b>\u003c/a>\u003cb>’s Illustrated Documentaries\u003c/b>\u003cspan style=\"font-weight: 400\">, using their accordion book process art journals (to be addressed in more detail in a later blog entry) to gather quotes from throughout their day. They were to be\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-91088\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices05-800x537.jpg\" alt=\"CreativeJuices05\" width=\"800\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-800x537.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-400x268.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-768x516.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-1440x967.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-1180x792.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05-960x644.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices05.jpg 1752w\" sizes=\"(max-width: 800px) 100vw, 800px\"> alert to passages in books, song lyrics, conversation with peers – even quotes from other teachers – that provoked, inspired, or moved them in some way. I especially encouraged them to bring in something they were reading or learning in another class. They then selected two that resonated with each other (contradiction and contrast, analogous or synonymous, complementary). From these they created visuals that incorporated the text they chose. For these “Illustrated Quotes” they could use whatever media they wished. We had by this point worked in watercolor, charcoal, collage and even some photoshop. Any and all languages were acceptable – with the exception of hate speech or profanity – and some submitted bilingual illustrated quotes. This process, as well as the concept map experience described below, are examples of Julia Marshall’s notion of “\u003cb>\u003ci>Artistic thinking”…\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> which is largely an amalgam of logical reasoning and associative thinking.” (p.3)\u003c/span>\u003c/i>\u003c/span>\u003c/p>\n\u003caside class=\"aligncenter\">\n\u003ch3>Illustrated Quotes\u003c/h3>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003cb> Concept Map\u003c/b>\u003cspan style=\"font-weight: 400\"> assignment was conceived of as an introduction to a unit of “VALUE” (including all of its possible meanings) and \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/02/22/at-adobe-books-with-chris-johanson/\" target=\"_blank\" rel=\"noopener\">\u003cb>Chris Johanson\u003c/b>\u003c/a>\u003cb>’s Venn Diagrams\u003c/b>\u003cspan style=\"font-weight: 400\"> were shared as examples of how artists use this strategy to generate ideas and as an artform in itself. Some student maps were collaborative and others individual. I advised them to look for ways to express their systems of thinking, making them both visually appealing and informative at the same time. We concluded with a whole class gallery walk, and students left individual feedback on the maps they examined.\u003c/span>\u003c/p>\n\u003caside class=\"aligncenter\">\n\u003ch3>Concept Maps\u003c/h3>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next semester we will intentionally integrate themes and topics from across subject areas and I will build more reflections on the quality of student thinking on those topics into project assessments. But for now, I’d have to agree with the found quote chosen by 9th grader, D.C. …\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-94386\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-800x587.jpg\" alt=\"CreativeJuices03-1\" width=\"800\" height=\"587\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-800x587.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-400x294.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-768x564.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-1440x1057.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-1180x866.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1-960x704.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/CreativeJuices03-1.jpg 1525w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Writing Process Through the Eyes of Children with Special Needs (Part 1)",
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"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 first 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>Writing is always a process. For some students, it’s an even bigger struggle to know what steps in that process go in what order, or if they are relevant to the big picture at all. Knowing what to write is difficult, and often when given a topic that is not personally interesting, can lead to even bigger problems. In the world of my students, often times, this is the case. I’ve found the pre-writing strategies I discuss here are a good way to begin to overcome some of the inherent challenges students with special needs face.\u003c/p>\n\u003cp>My background is working with students who have special needs. Many struggle with comprehension and/or writing and are in my Resource English class to help support and build these skills. The class runs just like any other general education English class, but I work with a Special Education background in mind. We read the same books, write the same types of essays, and have the same types of discussions. At my school, the overarching goal we have is \u003ca href=\"https://www5.esc13.net/thescoop/insight/2014/03/academic-conversations-for-diverse-learners-the-first-steps/\" target=\"_blank\" rel=\"noopener\">Academic Discourse\u003c/a>. Through Academic Discourse, all students are expected to respond to text in a thoughtful way. This uses language in ways that better prepares our students for life outside of high school.\u003c/p>\n\u003cp>The bigger struggle comes when students are expected, after high school, to be able to use technology and to use it properly to achieve specific work-related goals. This becomes a challenge when students are confronted with these high expectations and are also expected to have brilliant writing skills. To prepare them for this eventuality, my goal with my students is to teach them ways to support their learning through writing, by utilizing the online tools that they will eventually need to be successful adults.\u003c/p>\n\u003cp>In the case of writing, I have a process I use to help support my students with their work. Since my school requires that we follow an Academic Discourse model, my students already have high expectations. With Academic Discourse, not only are students expected to read and write as we have traditionally expected them to, but now they are expected to be heard. No matter if you’re the smartest kid, the shyest kid, it doesn’t matter: your voice will be heard. To ease them into this transition, there are many ways I have implemented modified learning to help support them on this journey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, when beginning an assignment where my students will end up having to write a 5 paragraph essay, I automatically start with a \u003ca href=\"http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr9-10.pdf\" target=\"_blank\" rel=\"noopener\">rubric\u003c/a>. If you show the students what is required of them, they will better understand the expectations that are part of the process. From there, I move on to the collecting of information. Since most of our assignments stem from articles we read about real-world events, such as those found on \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">KQED’s The Lowdown.\u003c/a> The goal is to find something of interest that they will all benefit from exploring. Included with the rubric is the assignment with guiding questions and sentence frames. (Here is a good \u003ca href=\"http://www.multibriefs.com/briefs/exclusive/using_sentence_frames.html#.Vp6Iz1MrLEZ\" target=\"_blank\" rel=\"noopener\">introduction to using sentence frames\u003c/a> to improve language skills.) Most of the students will use these questions and frames to help shape their final essay.\u003c/p>\n\u003cp>I usually start with a gallery walk. I place large poster paper around the room with the guiding questions, designed to trigger ideas from my students. This is non-confrontational and gets the kids thinking about the topic they will be writing about eventually. \u003cspan class=\"s1\">During the gallery walk, students have markers and are asked to pick different posters and go around and answer the questions on each poster. If they don’t know what to write, I ask them to write their opinions or questions they have. Each student is required to answer. They do not have to interact, as this is usually a quiet individual activity at first. After, I will have them walk to the poster they find most connected to their opinion or claim they want to focus on. Then they discuss their ideas with other students who have the same agreements. T\u003c/span>he posters stay up throughout the writing process. I eventually put these up on our shared space on the internet and keep them there for my students to access.\u003c/p>\n\u003cp>We then move onto the real nitty-gritty stuff – reading for meaning and understanding. Since this is the time of technology, we often utilize Google Apps for Education to obtain access to these articles. I will post excerpts from articles to my Google Classroom and share them with my students. I always teach my students annotation at the beginning of each year; this way they have a good grasp of how to best understand text. There are a number of programs that you can use. I use Google Docs and upload the text to each of my students so they each have a clean copy. They use highlighting, italicizing, as well as the comment feature to write their annotations. The expectation from annotating is that students write out their ideas, their questions, their understandings or confusions. I want my students to be able to write predictions, and summarize thoughtfully.\u003c/p>\n\u003cp>Typically we will include 2-3 texts for each essay we write in class. These are articles I find, they are articles my students find, or they are novels we are reading. Then, we find all the pertinent information that they believe is relevant to their final essay. The students seem to enjoy this process because although it’s a lot of work to read through a text and really read it for understanding, I find that they do more work when it’s in the online component than when they hand-wrote their annotations.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">At this point my students have gathered several ideas by learning how to follow the online tools provided for them. Students learn to use a rubric as a checklist to know what I am looking for in their work, and students have learned the annotation tools to get them writing out their notes to help them write out thoughtful connections. \u003c/span>Stay tuned for part 2, when we discuss using sentence frames and partner/group discussion to better develop student writing ideas.\u003c/p>\n\n",
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"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 first 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>Writing is always a process. For some students, it’s an even bigger struggle to know what steps in that process go in what order, or if they are relevant to the big picture at all. Knowing what to write is difficult, and often when given a topic that is not personally interesting, can lead to even bigger problems. In the world of my students, often times, this is the case. I’ve found the pre-writing strategies I discuss here are a good way to begin to overcome some of the inherent challenges students with special needs face.\u003c/p>\n\u003cp>My background is working with students who have special needs. Many struggle with comprehension and/or writing and are in my Resource English class to help support and build these skills. The class runs just like any other general education English class, but I work with a Special Education background in mind. We read the same books, write the same types of essays, and have the same types of discussions. At my school, the overarching goal we have is \u003ca href=\"https://www5.esc13.net/thescoop/insight/2014/03/academic-conversations-for-diverse-learners-the-first-steps/\" target=\"_blank\" rel=\"noopener\">Academic Discourse\u003c/a>. Through Academic Discourse, all students are expected to respond to text in a thoughtful way. This uses language in ways that better prepares our students for life outside of high school.\u003c/p>\n\u003cp>The bigger struggle comes when students are expected, after high school, to be able to use technology and to use it properly to achieve specific work-related goals. This becomes a challenge when students are confronted with these high expectations and are also expected to have brilliant writing skills. To prepare them for this eventuality, my goal with my students is to teach them ways to support their learning through writing, by utilizing the online tools that they will eventually need to be successful adults.\u003c/p>\n\u003cp>In the case of writing, I have a process I use to help support my students with their work. Since my school requires that we follow an Academic Discourse model, my students already have high expectations. With Academic Discourse, not only are students expected to read and write as we have traditionally expected them to, but now they are expected to be heard. No matter if you’re the smartest kid, the shyest kid, it doesn’t matter: your voice will be heard. To ease them into this transition, there are many ways I have implemented modified learning to help support them on this journey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, when beginning an assignment where my students will end up having to write a 5 paragraph essay, I automatically start with a \u003ca href=\"http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr9-10.pdf\" target=\"_blank\" rel=\"noopener\">rubric\u003c/a>. If you show the students what is required of them, they will better understand the expectations that are part of the process. From there, I move on to the collecting of information. Since most of our assignments stem from articles we read about real-world events, such as those found on \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">KQED’s The Lowdown.\u003c/a> The goal is to find something of interest that they will all benefit from exploring. Included with the rubric is the assignment with guiding questions and sentence frames. (Here is a good \u003ca href=\"http://www.multibriefs.com/briefs/exclusive/using_sentence_frames.html#.Vp6Iz1MrLEZ\" target=\"_blank\" rel=\"noopener\">introduction to using sentence frames\u003c/a> to improve language skills.) Most of the students will use these questions and frames to help shape their final essay.\u003c/p>\n\u003cp>I usually start with a gallery walk. I place large poster paper around the room with the guiding questions, designed to trigger ideas from my students. This is non-confrontational and gets the kids thinking about the topic they will be writing about eventually. \u003cspan class=\"s1\">During the gallery walk, students have markers and are asked to pick different posters and go around and answer the questions on each poster. If they don’t know what to write, I ask them to write their opinions or questions they have. Each student is required to answer. They do not have to interact, as this is usually a quiet individual activity at first. After, I will have them walk to the poster they find most connected to their opinion or claim they want to focus on. Then they discuss their ideas with other students who have the same agreements. T\u003c/span>he posters stay up throughout the writing process. I eventually put these up on our shared space on the internet and keep them there for my students to access.\u003c/p>\n\u003cp>We then move onto the real nitty-gritty stuff – reading for meaning and understanding. Since this is the time of technology, we often utilize Google Apps for Education to obtain access to these articles. I will post excerpts from articles to my Google Classroom and share them with my students. I always teach my students annotation at the beginning of each year; this way they have a good grasp of how to best understand text. There are a number of programs that you can use. I use Google Docs and upload the text to each of my students so they each have a clean copy. They use highlighting, italicizing, as well as the comment feature to write their annotations. The expectation from annotating is that students write out their ideas, their questions, their understandings or confusions. I want my students to be able to write predictions, and summarize thoughtfully.\u003c/p>\n\u003cp>Typically we will include 2-3 texts for each essay we write in class. These are articles I find, they are articles my students find, or they are novels we are reading. Then, we find all the pertinent information that they believe is relevant to their final essay. The students seem to enjoy this process because although it’s a lot of work to read through a text and really read it for understanding, I find that they do more work when it’s in the online component than when they hand-wrote their annotations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">At this point my students have gathered several ideas by learning how to follow the online tools provided for them. Students learn to use a rubric as a checklist to know what I am looking for in their work, and students have learned the annotation tools to get them writing out their notes to help them write out thoughtful connections. \u003c/span>Stay tuned for part 2, when we discuss using sentence frames and partner/group discussion to better develop student writing ideas.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">We are in the midst of an education revolution where teaching critical thinking is pushed, prized, evaluated, and exalted. This is the first in a series of posts telling the story of my efforts to shift thinking to the center of my curriculum using a variety of resources including KQED Education’s \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">The Lowdown.\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>While the ability to think is often taken as a natural byproduct of school learning, this year I placed teaching thinking front and center in my classes. Among the things I’ve learned is that analyzing the qualities of potential romantic partners and the powers of Congress have a lot more in common than I might have thought. I’ve also learned that the thinking experiences and skills students already possess have been mostly left out of the conversation when we talk about \u003cem>how\u003c/em> to teach thinking to students.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Thinking Strategies\u003c/h4>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-79588 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/think.jpg\" alt=\"Photo by markheybo via Flickr, CC BY 2.0\" width=\"360\" height=\"175\" align=\"center\">\u003c/figure>\n\u003cp style=\"text-align: center\">\u003cem>Photo by markheybo via Flickr, CC BY 2.0\u003c/em>\u003c/p>\n\u003cp>I chose to focus on teaching these eight thinking strategies after reading “\u003ca href=\"http://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible\u003c/a>” by Ron Ritchhart, Mark Church, and Karen Morrison.\u003c/p>\n\u003col>\n\u003cli>Observing closely and describing what’s there\u003c/li>\n\u003cli>Building explanations and interpretations\u003c/li>\n\u003cli>Making claims and supporting with evidence\u003c/li>\n\u003cli>Making connections\u003c/li>\n\u003cli>Considering different viewpoints and perspectives\u003c/li>\n\u003cli>Wondering and asking thoughtful questions\u003c/li>\n\u003cli>Uncovering complexity and going below the surface of things\u003c/li>\n\u003cli>Identifying patterns and themes\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Defining Thinking is troublesome. We use the word all the time, but it’s hard to explain what it means. After reading and talking and yes, \u003cem>thinking\u003c/em>, about skills necessary for life inside and outside of school, my plan for this school year included two essential questions:\u003cem> “What does it mean to think? And, how can I get good at it?\u003c/em>” To animate this question, I chose eight thinking strategies to practice with students. The book “Making Thinking Visible” by Ron Ritchhart, Mark Church and Karin Morrison helped me curate my list of eight thinking strategies from the hundreds of possibilities (see right). These eight strategies, or thinking-routines, are straightforward and useful.\u003c/p>\n\u003ch3>Re-Defining Thinking\u003c/h3>\n\u003cp>The first week of school, I asked the students, “What is thinking? When you tell someone you are thinking, what might actually be going on in your head?” Students looked at me. They looked at the paper. They fumbled about and wrote down phrases like, “Thinking means to think about something.” I gave them examples. More silence. I received a few solid answers but most students struggled to articulate what it means to think about something. Although I felt okay about this introduction to thinking, the idea that something was missing nagged at me.\u003c/p>\n\u003cp>One day while grading at my desk, it hit me. Students THINK. Students think deeply all the time. Of course, right? I know this because when a student says something or writes something that makes me pause or feel or \u003cem>think\u003c/em>, I write it down on a post it note and stick it on my desk somewhere. Here I was at my desk literally surrounded by examples of students’ deep and critical thinking processes covering a variety of topics – topics like how schools and prisons are similar, or how the United States treats people who make mistakes. In that moment I recognized that my job was not simply to “teach students to think” but to make connections between the types of thinking they already do in their everyday lives and the types of thinking that will help them excel in academic settings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I re-named the strategies “Asset Based Thinking Strategies” as a riff off the concept of Asset Based Community Development (ABCD) I learned about several years ago. ABCD always \u003cem>starts\u003c/em> with recognizing the existing resources, skills, and experience in a community. Although many students struggle to explain what’s going on in their head when they are thinking, they are, nonetheless, experienced thinkers. I realized I needed to go beyond asking myself whether a lesson asked my students to think; I needed to activate their experiences with thinking they already engage in every day.\u003c/p>\n\u003ch3>Asset-Based Thinking Strategies in Action\u003c/h3>\n\u003cp>The “Powers of Congress” is a standard lesson topic for government classes. I revamped my lesson on this topic to deemphasize knowing the names and attributes of all the powers of Congress, and instead wanted to use the lesson as an opportunity to teach powerful thinking skills, not simply drill for facts they can look up on Google. I asked students to look at a fairly standard list of seventeen powers of Congress and select ten of them as the “most significant” powers. To do this, they would FIRST develop a list of criteria to be used to evaluate the significance of different powers. Then they would run each power through the list of criteria to evaluate whether it was a “Top 10” power. I was feeling pretty good about myself because this lesson requires a lot of different thinking skills such as observing and describing the powers, developing the evaluation criteria, evaluating evidence, making claims and supporting those claims.\u003c/p>\n\u003cp>But, after we started, the awkward silence indicating lesson destruction took hold. I walked around and explained the concept of criteria again to the groups. The awkward silence turned to unsure giggles. I exhorted them to “think hard” and use 100% of their brain. This unhelpful pep talk led to frustrated under-the-breath muttering and the final stages of the mutiny. They rejected the assignment and instead started talking about the TV show Empire. The bell rang. I had lost the day.\u003c/p>\n\u003cp>Before the next class arrived, I knew I had to make a change. And that change had to involve showing them they knew how to develop criteria, that they develop criteria all the time in their lives. I had to show them that they could start with their thinking abilities and then name and transfer their pre-existing thinking skills to this academic investigation. I started with the same definition and example but I introduced a new step. I asked the students to list the criteria they would use to evaluate a person they might potentially date. What criteria would they use to decide if that person was “dateable?” Students quickly and easily shouted answers: \u003cem>“kind”, “cute”, “a good sense of humor\u003c/em>”. Before I could make the connection to the powers of Congress a student took the conversation to a deeper level by voicing an insightful question – “there is no way that someone will meet ALL these criteria so how do you use the list to evaluate potential romantic interests?” Other students chimed in with ideas about figuring out which criteria is the MOST important to you or deciding that if the person meets a certain number of the criteria then they are “dateable.” The student’s question and the subsequent discussion allowed for a more sophisticated and nuanced evaluation of the powers of Congress when we transitioned to this activity. The lesson went much more smoothly because the students had the confidence in their ability to develop and use a set of criteria to analyze and evaluate a set of unfamiliar and complex information.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We have long known students come to class with content background knowledge and good teachers tap in to this knowledge. I am also learning the magic and joy of tapping into their emerging expertise as thinkers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">We are in the midst of an education revolution where teaching critical thinking is pushed, prized, evaluated, and exalted. This is the first in a series of posts telling the story of my efforts to shift thinking to the center of my curriculum using a variety of resources including KQED Education’s \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">The Lowdown.\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>While the ability to think is often taken as a natural byproduct of school learning, this year I placed teaching thinking front and center in my classes. Among the things I’ve learned is that analyzing the qualities of potential romantic partners and the powers of Congress have a lot more in common than I might have thought. I’ve also learned that the thinking experiences and skills students already possess have been mostly left out of the conversation when we talk about \u003cem>how\u003c/em> to teach thinking to students.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Thinking Strategies\u003c/h4>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-79588 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/think.jpg\" alt=\"Photo by markheybo via Flickr, CC BY 2.0\" width=\"360\" height=\"175\" align=\"center\">\u003c/figure>\n\u003cp style=\"text-align: center\">\u003cem>Photo by markheybo via Flickr, CC BY 2.0\u003c/em>\u003c/p>\n\u003cp>I chose to focus on teaching these eight thinking strategies after reading “\u003ca href=\"http://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible\u003c/a>” by Ron Ritchhart, Mark Church, and Karen Morrison.\u003c/p>\n\u003col>\n\u003cli>Observing closely and describing what’s there\u003c/li>\n\u003cli>Building explanations and interpretations\u003c/li>\n\u003cli>Making claims and supporting with evidence\u003c/li>\n\u003cli>Making connections\u003c/li>\n\u003cli>Considering different viewpoints and perspectives\u003c/li>\n\u003cli>Wondering and asking thoughtful questions\u003c/li>\n\u003cli>Uncovering complexity and going below the surface of things\u003c/li>\n\u003cli>Identifying patterns and themes\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Defining Thinking is troublesome. We use the word all the time, but it’s hard to explain what it means. After reading and talking and yes, \u003cem>thinking\u003c/em>, about skills necessary for life inside and outside of school, my plan for this school year included two essential questions:\u003cem> “What does it mean to think? And, how can I get good at it?\u003c/em>” To animate this question, I chose eight thinking strategies to practice with students. The book “Making Thinking Visible” by Ron Ritchhart, Mark Church and Karin Morrison helped me curate my list of eight thinking strategies from the hundreds of possibilities (see right). These eight strategies, or thinking-routines, are straightforward and useful.\u003c/p>\n\u003ch3>Re-Defining Thinking\u003c/h3>\n\u003cp>The first week of school, I asked the students, “What is thinking? When you tell someone you are thinking, what might actually be going on in your head?” Students looked at me. They looked at the paper. They fumbled about and wrote down phrases like, “Thinking means to think about something.” I gave them examples. More silence. I received a few solid answers but most students struggled to articulate what it means to think about something. Although I felt okay about this introduction to thinking, the idea that something was missing nagged at me.\u003c/p>\n\u003cp>One day while grading at my desk, it hit me. Students THINK. Students think deeply all the time. Of course, right? I know this because when a student says something or writes something that makes me pause or feel or \u003cem>think\u003c/em>, I write it down on a post it note and stick it on my desk somewhere. Here I was at my desk literally surrounded by examples of students’ deep and critical thinking processes covering a variety of topics – topics like how schools and prisons are similar, or how the United States treats people who make mistakes. In that moment I recognized that my job was not simply to “teach students to think” but to make connections between the types of thinking they already do in their everyday lives and the types of thinking that will help them excel in academic settings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I re-named the strategies “Asset Based Thinking Strategies” as a riff off the concept of Asset Based Community Development (ABCD) I learned about several years ago. ABCD always \u003cem>starts\u003c/em> with recognizing the existing resources, skills, and experience in a community. Although many students struggle to explain what’s going on in their head when they are thinking, they are, nonetheless, experienced thinkers. I realized I needed to go beyond asking myself whether a lesson asked my students to think; I needed to activate their experiences with thinking they already engage in every day.\u003c/p>\n\u003ch3>Asset-Based Thinking Strategies in Action\u003c/h3>\n\u003cp>The “Powers of Congress” is a standard lesson topic for government classes. I revamped my lesson on this topic to deemphasize knowing the names and attributes of all the powers of Congress, and instead wanted to use the lesson as an opportunity to teach powerful thinking skills, not simply drill for facts they can look up on Google. I asked students to look at a fairly standard list of seventeen powers of Congress and select ten of them as the “most significant” powers. To do this, they would FIRST develop a list of criteria to be used to evaluate the significance of different powers. Then they would run each power through the list of criteria to evaluate whether it was a “Top 10” power. I was feeling pretty good about myself because this lesson requires a lot of different thinking skills such as observing and describing the powers, developing the evaluation criteria, evaluating evidence, making claims and supporting those claims.\u003c/p>\n\u003cp>But, after we started, the awkward silence indicating lesson destruction took hold. I walked around and explained the concept of criteria again to the groups. The awkward silence turned to unsure giggles. I exhorted them to “think hard” and use 100% of their brain. This unhelpful pep talk led to frustrated under-the-breath muttering and the final stages of the mutiny. They rejected the assignment and instead started talking about the TV show Empire. The bell rang. I had lost the day.\u003c/p>\n\u003cp>Before the next class arrived, I knew I had to make a change. And that change had to involve showing them they knew how to develop criteria, that they develop criteria all the time in their lives. I had to show them that they could start with their thinking abilities and then name and transfer their pre-existing thinking skills to this academic investigation. I started with the same definition and example but I introduced a new step. I asked the students to list the criteria they would use to evaluate a person they might potentially date. What criteria would they use to decide if that person was “dateable?” Students quickly and easily shouted answers: \u003cem>“kind”, “cute”, “a good sense of humor\u003c/em>”. Before I could make the connection to the powers of Congress a student took the conversation to a deeper level by voicing an insightful question – “there is no way that someone will meet ALL these criteria so how do you use the list to evaluate potential romantic interests?” Other students chimed in with ideas about figuring out which criteria is the MOST important to you or deciding that if the person meets a certain number of the criteria then they are “dateable.” The student’s question and the subsequent discussion allowed for a more sophisticated and nuanced evaluation of the powers of Congress when we transitioned to this activity. The lesson went much more smoothly because the students had the confidence in their ability to develop and use a set of criteria to analyze and evaluate a set of unfamiliar and complex information.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "5 Effective Strategies for the Inclusive Classroom",
"headTitle": "5 Effective Strategies for the Inclusive Classroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Every teacher wants to provide the best instruction and education for her students. As a special education teacher for the past ten years, my job has been to support general education teachers when we share responsibility of students with special needs. I work with them to ensure that all students have the necessary resources in order to be successful, and that they themselves can grow and learn as an educator. Here are five strategies that have been successful for working with students in the inclusive classroom.\u003c/span>\u003c/p>\n\u003ch3>1. Get to know your students’ IEPs/504s\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon receiving notice that a student with a specific plan is entering your class, it’s important to connect with that student’s case manager. For a student with a 504 plan, that is usually the school counselor; for a student with an IEP it’s either the Special Education Teacher or Resource Specialist. You should receive a brief synopsis of the IEP, often referred to as the “IEP at a Glance” form. This will detail the specific services and minutes each student receives, as well as \u003c/span>\u003cspan style=\"font-weight: 400\">any \u003c/span>\u003cspan style=\"font-weight: 400\">accommodations and modifications that are available for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk. There are many instances where seating a student in the front row can be catastrophic! Most of the rooms I see are grouped in clusters; I like to make sure that a student I am working with is next to peers they feel comfortable with, and can help explain a concept during collaborative time. Seats away from distractions such as windows or doors is quite helpful for students with attention issues.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Check and make sure you have current documents for students in your class. Make a chart with what services each student receives and how frequently. Make note of their next IEP meeting date. If you haven’t started one yet, start a folder for student work samples-this will make the Special Educator’s job that much easier!\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>2. Implement Universal Design for Learning (UDL)\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Universal Design is so much more than one of the hottest buzzwords circulating around education circles. It’s an approach to curriculum planning and mapping that makes learning engaging and accessible to a wider range of learners with different strengths and needs. UDL builds on \u003c/span>\u003ca href=\"http://multipleintelligencesoasis.org/\">\u003cspan style=\"font-weight: 400\">Howard Gardner’s theories of multiple intelligences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, in that it calls for teaching to utilize multiple modalities, and for students to respond to learning with a variety of assessment tools. Educators that recognize the importance of UDL realize that we all learn and express ourselves in different ways, and that in order to assess skills we need to be allowed to use our strengths, while practicing our areas of need at the same time. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A great introduction to the concepts behind UDL can be found at \u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST’s website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: View the video and reflect on your teaching practices. How are you engaging students? How do students show what they know? How are students presented with material?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"UDL At A Glance\" width=\"500\" height=\"375\" src=\"https://www.youtube.com/embed/bDvKnY0g6e4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch3>3. Support Important Life Skills\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a seasoned educator, when I hear the term “life skills”, I often think of tasks that are performed by our more severely disabled students, many of whom are not in a general education environment. When I do this, I am shortchanging my students, many who lack very necessary skills they need in order to be a productive and contributing member of society. Many general education mainstream students cannot perform the following simple tasks:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">telling time from an analog clock \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">writing a simple letter\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">signing their name in cursive\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">note taking and study skills\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the teachers that I work with have a “Study Skills Thursday”, where students clean out their backpacks, organize their binders and notebooks, and focus on developing and self-reflecting on both short and long-term goals. I also do locker checks with some of my students. The battle is half won if a student comes to school organized and prepared.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Find or create a survey for your students to gauge what essential skills they have, and what they need (I use this \u003c/span>\u003c/i>\u003cem>\u003ca href=\"https://www.teacherspayteachers.com/Product/Learning-Skills-and-Work-Habits-Student-Self-Assessment-Checklist-326887\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Skills and Work Habits Student Self-Assessment Checklist\u003c/a> from Teachers Pay teachers\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">). How can you incorporate instruction in these skills into your everyday schedule?\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>4. Engage in Collaborative Planning and Teaching\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">No classroom is an island, especially an inclusive classroom. Opening up your room to service providers, paraprofessionals, special education teachers, and parents gives you valuable opportunities to participate in collaborative teaching. Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together. This often spans grade levels and subject areas.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Try to find a common time to sit and meet with your grade-level Special Education teacher. How can you work together to improve student learning? Draft a plan to hand to your administrator; perhaps you can receive a stipend for your planning time!\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>5. Develop a strong Behavior Management Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having a successful inclusive classroom depends upon having control of your classroom. It is essential to have clearly communicated expectations and goals, that are accessible to all students.\u003c/span> \u003cspan style=\"font-weight: 400\">Your classroom environment should be tailored to better suit diverse students’ needs. With students’ and specialists’ input, create a checklist or action plan for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some specific behavior management strategies that support effective instruction are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Posting daily schedules\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Displaying classroom rules and expectations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging peer to peer instruction and leadership\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Using signals to quiet down, start working, and putting away materials.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Giving students folders, labels and containers to organize supplies.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Checking in with students while they work\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Utilizing proactive rather than reactive interventions as needed\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Speaking to students privately about any concerns\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Look through student IEPs to see if any student has a formal Behavior Intervention Plan (BIP). Consult with your Special Education teacher for resources on how to establish and strengthen behavior management in your classroom. If possible, have the SpEd teacher observe and give feedback.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>There are many pieces to the puzzle for creating an effective inclusive classroom. Communication is key, and collaboration with other educators and professionals has a great benefit to all.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Here are five strategies that have been successful for working with students in the inclusive classroom.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Every teacher wants to provide the best instruction and education for her students. As a special education teacher for the past ten years, my job has been to support general education teachers when we share responsibility of students with special needs. I work with them to ensure that all students have the necessary resources in order to be successful, and that they themselves can grow and learn as an educator. Here are five strategies that have been successful for working with students in the inclusive classroom.\u003c/span>\u003c/p>\n\u003ch3>1. Get to know your students’ IEPs/504s\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon receiving notice that a student with a specific plan is entering your class, it’s important to connect with that student’s case manager. For a student with a 504 plan, that is usually the school counselor; for a student with an IEP it’s either the Special Education Teacher or Resource Specialist. You should receive a brief synopsis of the IEP, often referred to as the “IEP at a Glance” form. This will detail the specific services and minutes each student receives, as well as \u003c/span>\u003cspan style=\"font-weight: 400\">any \u003c/span>\u003cspan style=\"font-weight: 400\">accommodations and modifications that are available for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk. There are many instances where seating a student in the front row can be catastrophic! Most of the rooms I see are grouped in clusters; I like to make sure that a student I am working with is next to peers they feel comfortable with, and can help explain a concept during collaborative time. Seats away from distractions such as windows or doors is quite helpful for students with attention issues.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Check and make sure you have current documents for students in your class. Make a chart with what services each student receives and how frequently. Make note of their next IEP meeting date. If you haven’t started one yet, start a folder for student work samples-this will make the Special Educator’s job that much easier!\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>2. Implement Universal Design for Learning (UDL)\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Universal Design is so much more than one of the hottest buzzwords circulating around education circles. It’s an approach to curriculum planning and mapping that makes learning engaging and accessible to a wider range of learners with different strengths and needs. UDL builds on \u003c/span>\u003ca href=\"http://multipleintelligencesoasis.org/\">\u003cspan style=\"font-weight: 400\">Howard Gardner’s theories of multiple intelligences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, in that it calls for teaching to utilize multiple modalities, and for students to respond to learning with a variety of assessment tools. Educators that recognize the importance of UDL realize that we all learn and express ourselves in different ways, and that in order to assess skills we need to be allowed to use our strengths, while practicing our areas of need at the same time. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A great introduction to the concepts behind UDL can be found at \u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST’s website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: View the video and reflect on your teaching practices. How are you engaging students? How do students show what they know? How are students presented with material?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"UDL At A Glance\" width=\"500\" height=\"375\" src=\"https://www.youtube.com/embed/bDvKnY0g6e4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch3>3. Support Important Life Skills\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a seasoned educator, when I hear the term “life skills”, I often think of tasks that are performed by our more severely disabled students, many of whom are not in a general education environment. When I do this, I am shortchanging my students, many who lack very necessary skills they need in order to be a productive and contributing member of society. Many general education mainstream students cannot perform the following simple tasks:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">telling time from an analog clock \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">writing a simple letter\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">signing their name in cursive\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">note taking and study skills\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the teachers that I work with have a “Study Skills Thursday”, where students clean out their backpacks, organize their binders and notebooks, and focus on developing and self-reflecting on both short and long-term goals. I also do locker checks with some of my students. The battle is half won if a student comes to school organized and prepared.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Find or create a survey for your students to gauge what essential skills they have, and what they need (I use this \u003c/span>\u003c/i>\u003cem>\u003ca href=\"https://www.teacherspayteachers.com/Product/Learning-Skills-and-Work-Habits-Student-Self-Assessment-Checklist-326887\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Skills and Work Habits Student Self-Assessment Checklist\u003c/a> from Teachers Pay teachers\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">). How can you incorporate instruction in these skills into your everyday schedule?\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>4. Engage in Collaborative Planning and Teaching\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">No classroom is an island, especially an inclusive classroom. Opening up your room to service providers, paraprofessionals, special education teachers, and parents gives you valuable opportunities to participate in collaborative teaching. Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together. This often spans grade levels and subject areas.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Try to find a common time to sit and meet with your grade-level Special Education teacher. How can you work together to improve student learning? Draft a plan to hand to your administrator; perhaps you can receive a stipend for your planning time!\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>5. Develop a strong Behavior Management Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having a successful inclusive classroom depends upon having control of your classroom. It is essential to have clearly communicated expectations and goals, that are accessible to all students.\u003c/span> \u003cspan style=\"font-weight: 400\">Your classroom environment should be tailored to better suit diverse students’ needs. With students’ and specialists’ input, create a checklist or action plan for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some specific behavior management strategies that support effective instruction are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Posting daily schedules\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Displaying classroom rules and expectations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encouraging peer to peer instruction and leadership\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Using signals to quiet down, start working, and putting away materials.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Giving students folders, labels and containers to organize supplies.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Checking in with students while they work\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Utilizing proactive rather than reactive interventions as needed\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Speaking to students privately about any concerns\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Take Action: Look through student IEPs to see if any student has a formal Behavior Intervention Plan (BIP). Consult with your Special Education teacher for resources on how to establish and strengthen behavior management in your classroom. If possible, have the SpEd teacher observe and give feedback.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>There are many pieces to the puzzle for creating an effective inclusive classroom. Communication is key, and collaboration with other educators and professionals has a great benefit to all.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Encouraging Dynamic Engagement with Student Created Soundscapes",
"headTitle": "Encouraging Dynamic Engagement with Student Created Soundscapes | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">One of my major goals in our science classroom is to connect our work to the daily lives and priorities of students – making what we do in class personally relevant and engaging. I also strive to broaden students’ ideas about who scientists are in ways that emphasize the diversity of purpose, talent, and backgrounds they possess, and to connect the work of science to social progress and human empathy. After spending time together investigating different types of scientific research projects and scientific and engineering design principles, we used KQED’s E-book series, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Engineering Is…\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> (\u003c/span>\u003ca href=\"http://ww2.kqed.org/education/e-books/\">\u003cspan style=\"font-weight: 400\">http://ww2.kqed.org/education/e-books/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) as a way to connect our technical, content driven work back to the needs of real people and present day communities.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Soundscape Resources\u003c/h3>\n\u003cp>Bay Area Sound Ecology samples – \u003ca href=\"http://www.basoundecology.org/\">http://www.basoundecology.org/\u003c/a>\u003c/p>\n\u003cp>Symphonic Expressions of Art – \u003ca href=\"http://www.nationalgallery.org.uk/soundscapes/\">http://www.nationalgallery.org.uk/soundscapes/\u003c/a>\u003c/p>\n\u003cp>Listening to Wild Soundscapes [NPR] – \u003ca href=\"http://www.npr.org/2011/04/22/135634388/listening-to-wild-soundscapes\">http://www.npr.org/2011/04/22/135634388/listening-to-wild-soundscapes\u003c/a>\u003c/p>\n\u003cp>The World Soundscape Project – \u003ca href=\"http://www.sfu.ca/~truax/wsp.html\">http://www.sfu.ca/~truax/wsp.html\u003c/a>\u003c/p>\n\u003cp>Freesound – \u003ca href=\"http://www.freesound.org/\">http://www.freesound.org/\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal for this three day mini-project was for students to spend two days exploring one of the four E-book resources about the following topics: \u003ca href=\"http://kqed.woop.ie/\" target=\"_blank\" rel=\"noopener\">creating an efficient cook stove\u003c/a>, \u003ca href=\"http://foldscope.woop.ie/\" target=\"_blank\" rel=\"noopener\">designing an origami microscope\u003c/a>, \u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\" rel=\"noopener\">specialized research techniques in the deep ocean\u003c/a>, and an \u003ca href=\"http://water.woop.ie/\" target=\"_blank\" rel=\"noopener\">affordable clean water filter\u003c/a>. For the final session, student groups would then use some sort of performance to share their story with the class. My only rules were to engage the audience with the content, and to stretch themselves beyond traditional slide presentations and book report type summaries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, I had been introduced to the idea of soundscapes as a way for students to tell stories in their learning environments. After creating my own and exploring resources online, I decided to include the idea of using soundscapes to present a story as an option for our mini-project. I enthusiastically introduced the idea of using a soundscape as a creative presentation possibility and gave a short description of my work with them and how much I had enjoyed researching the ways people use sound to tell stories. I announced that I was happy to show some examples and talk more about my experiences if anyone was interested. One by one during the brainstorming and research sessions, groups came up to ask me more about soundscapes. I showed them the storyboard I had created for my group soundscape and described the sounds we used for each phase of the story I had drawn. Although the story I used as an example was a very simple one, the students were really interested in the idea of incorporating sounds into their stories. They immediately began asking if they could experiment with sounds made from objects in the room or to go outside to record sounds of their own to see how they might fit with their presentation ideas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the day of presentations, I had no idea what to expect and sat down to enjoy the show. Each group had five minutes to present, with two groups presenting each of the four E-book stories. My thinking was that by hearing each story twice, students would be able to discuss the science and engineering practices in more depth and that each presentation would have unique strengths that could engage the audience and specifically for my students working on their language skills, broaden their understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first presentation happened to be a soundscape. After we all closed our eyes, the student group led us through a narrated script with sounds coming from all around us, setting the scene where a child in an outdoor environment would need to go to the doctor and how differently that would look here in the U.S. in comparison to other locations eventually leading to the need for and invention of the origami microscope. As the performance ended, the audience members began clapping even before we could all open our eyes! What was even better was the second group to share out the same story used a skit format that allowed us to revisit the material from a different angle. Almost every group throughout the day used sound in some way during their presentation. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The soundscapes, with their singular focus on one sense, with the added appeal of novelty and mystery, were by far the most powerful and popular approaches. Some soundscape groups recorded sounds and played them for us, asking us to then construct a chronological list of the sounds and work together to predict the storyline before sharing out the information in the role of science researchers. Others combined a sound story with a follow up skit or class discussion. Students created duct tape versions of the cook stove, role played as researchers describing their water pump invention as a scientific conference, performed a puppet show, created skits set on land and in the ocean, and created vibrantly colored storyboards of their soundscapes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following class session, we spent time checking in about what made this mode of communication so special to them and how we could utilize soundscape strategies in other ways at school. We also compiled a list of the skills we felt engineers needed and compared it to the list of skills we created that described their effective group collaborations. Not surprisingly, there were many overlapping ideas. From there, we were able to dig deeper into the role of engineering design in solving world problems and the many types of engineering and product design positions that are available for students to explore and expand as an interest and potentially, a career.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By getting my students to consider presentations as a creative endeavor, I’m helping to broaden their ideas about what it means to communicate, envision, and collaborate – all skills that are essential in scientific research and engineering design. Additionally, the process encourages and requires diverse talents, skills, interests, and points of view which further supports all of my students. I’m looking forward to hearing from you about the ways you have used the KQED E-book resources and other strategies your students have used to share their understanding in creative ways!\u003c/span>\u003c/p>\n\n",
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"description": "One of my major goals in our science classroom is to connect our work to the daily lives and priorities of students – making what we do in class personally relevant and engaging. I also strive to broaden students’ ideas about who scientists are in ways that emphasize the diversity of purpose, talent, and backgrounds they",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">One of my major goals in our science classroom is to connect our work to the daily lives and priorities of students – making what we do in class personally relevant and engaging. I also strive to broaden students’ ideas about who scientists are in ways that emphasize the diversity of purpose, talent, and backgrounds they possess, and to connect the work of science to social progress and human empathy. After spending time together investigating different types of scientific research projects and scientific and engineering design principles, we used KQED’s E-book series, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Engineering Is…\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> (\u003c/span>\u003ca href=\"http://ww2.kqed.org/education/e-books/\">\u003cspan style=\"font-weight: 400\">http://ww2.kqed.org/education/e-books/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) as a way to connect our technical, content driven work back to the needs of real people and present day communities.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Soundscape Resources\u003c/h3>\n\u003cp>Bay Area Sound Ecology samples – \u003ca href=\"http://www.basoundecology.org/\">http://www.basoundecology.org/\u003c/a>\u003c/p>\n\u003cp>Symphonic Expressions of Art – \u003ca href=\"http://www.nationalgallery.org.uk/soundscapes/\">http://www.nationalgallery.org.uk/soundscapes/\u003c/a>\u003c/p>\n\u003cp>Listening to Wild Soundscapes [NPR] – \u003ca href=\"http://www.npr.org/2011/04/22/135634388/listening-to-wild-soundscapes\">http://www.npr.org/2011/04/22/135634388/listening-to-wild-soundscapes\u003c/a>\u003c/p>\n\u003cp>The World Soundscape Project – \u003ca href=\"http://www.sfu.ca/~truax/wsp.html\">http://www.sfu.ca/~truax/wsp.html\u003c/a>\u003c/p>\n\u003cp>Freesound – \u003ca href=\"http://www.freesound.org/\">http://www.freesound.org/\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal for this three day mini-project was for students to spend two days exploring one of the four E-book resources about the following topics: \u003ca href=\"http://kqed.woop.ie/\" target=\"_blank\" rel=\"noopener\">creating an efficient cook stove\u003c/a>, \u003ca href=\"http://foldscope.woop.ie/\" target=\"_blank\" rel=\"noopener\">designing an origami microscope\u003c/a>, \u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\" rel=\"noopener\">specialized research techniques in the deep ocean\u003c/a>, and an \u003ca href=\"http://water.woop.ie/\" target=\"_blank\" rel=\"noopener\">affordable clean water filter\u003c/a>. For the final session, student groups would then use some sort of performance to share their story with the class. My only rules were to engage the audience with the content, and to stretch themselves beyond traditional slide presentations and book report type summaries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, I had been introduced to the idea of soundscapes as a way for students to tell stories in their learning environments. After creating my own and exploring resources online, I decided to include the idea of using soundscapes to present a story as an option for our mini-project. I enthusiastically introduced the idea of using a soundscape as a creative presentation possibility and gave a short description of my work with them and how much I had enjoyed researching the ways people use sound to tell stories. I announced that I was happy to show some examples and talk more about my experiences if anyone was interested. One by one during the brainstorming and research sessions, groups came up to ask me more about soundscapes. I showed them the storyboard I had created for my group soundscape and described the sounds we used for each phase of the story I had drawn. Although the story I used as an example was a very simple one, the students were really interested in the idea of incorporating sounds into their stories. They immediately began asking if they could experiment with sounds made from objects in the room or to go outside to record sounds of their own to see how they might fit with their presentation ideas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the day of presentations, I had no idea what to expect and sat down to enjoy the show. Each group had five minutes to present, with two groups presenting each of the four E-book stories. My thinking was that by hearing each story twice, students would be able to discuss the science and engineering practices in more depth and that each presentation would have unique strengths that could engage the audience and specifically for my students working on their language skills, broaden their understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first presentation happened to be a soundscape. After we all closed our eyes, the student group led us through a narrated script with sounds coming from all around us, setting the scene where a child in an outdoor environment would need to go to the doctor and how differently that would look here in the U.S. in comparison to other locations eventually leading to the need for and invention of the origami microscope. As the performance ended, the audience members began clapping even before we could all open our eyes! What was even better was the second group to share out the same story used a skit format that allowed us to revisit the material from a different angle. Almost every group throughout the day used sound in some way during their presentation. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The soundscapes, with their singular focus on one sense, with the added appeal of novelty and mystery, were by far the most powerful and popular approaches. Some soundscape groups recorded sounds and played them for us, asking us to then construct a chronological list of the sounds and work together to predict the storyline before sharing out the information in the role of science researchers. Others combined a sound story with a follow up skit or class discussion. Students created duct tape versions of the cook stove, role played as researchers describing their water pump invention as a scientific conference, performed a puppet show, created skits set on land and in the ocean, and created vibrantly colored storyboards of their soundscapes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following class session, we spent time checking in about what made this mode of communication so special to them and how we could utilize soundscape strategies in other ways at school. We also compiled a list of the skills we felt engineers needed and compared it to the list of skills we created that described their effective group collaborations. Not surprisingly, there were many overlapping ideas. From there, we were able to dig deeper into the role of engineering design in solving world problems and the many types of engineering and product design positions that are available for students to explore and expand as an interest and potentially, a career.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By getting my students to consider presentations as a creative endeavor, I’m helping to broaden their ideas about what it means to communicate, envision, and collaborate – all skills that are essential in scientific research and engineering design. Additionally, the process encourages and requires diverse talents, skills, interests, and points of view which further supports all of my students. I’m looking forward to hearing from you about the ways you have used the KQED E-book resources and other strategies your students have used to share their understanding in creative ways!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Teaching the Art of Civil Dialogue",
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"content": "\u003cp>A year from now most of the high school students I currently teach will be eligible to vote, and I believe that one of my roles is to help them become part of an informed electorate. However these days it seems like politics and propaganda take precedence over rational discussion, especially when the conversation goes online. One goal I have in my classes is introducing my students to civic (and civil) dialogue.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Essentially, what I’m talking about is teaching argument the way it’s been conceived since Aristotle’s time. Whether it’s the \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">Common Core State Standards for English Language Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the writing standards of the states that have not adopted the CCSS (for example, \u003c/span>\u003ca href=\"http://www.esc20.net/users/gendocs/ELAR/ELAR_TEKS_K-12.pdf\">\u003cspan style=\"font-weight: 400\">Texas’s TEKS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), all 50 states have writing standards that include the teaching of argumentative writing supported with appropriate evidence and claims. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It seems that everyone agrees that in order to be “college and career ready” our students need to know how to write argument and back it up with evidence. In reality, this approach falls short when our own assumptions are challenged; however, \u003c/span>\u003ca href=\"http://www.researchgate.net/profile/Celine_Buchs/publication/236135831_Conflict_Elaboration_and_Cognitive_Outcomes/links/00463516488bc750ca000000.pdf\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that learning gains are greatest in these moments of “cognitive dissonance.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago I started incorporating weekly activities from \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">\u003cspan style=\"font-weight: 400\">KQED Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into my classroom because it is an effective tool for building civic engagement with my students. One of the things I stress when my students compose online is that claims need to be backed up not only by evidence, but also by providing direct links to that evidence when writing argumentation via social media. Here’s an example from a student’s blog comment summarizing an article supporting her position on a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2015/09/11/would-you-welcome-refugees-to-your-community/\">\u003cspan style=\"font-weight: 400\">Do Now discussion about refugees\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30543\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan1-800x329.png\" alt=\"csloan1\" width=\"800\" height=\"329\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1-800x329.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1-400x165.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1.png 848w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do Now also encourages students to participate in online discussions using Twitter. Although there are already a lot of quality \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">\u003cspan style=\"font-weight: 400\">KQED resources showing how to use Twitter and other social media in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the things I tell my students is to use the blog as a way to explain and support your position, and then use Twitter as a place to state your thesis and link to the evidence. For example, the student’s tweet on the same issue as the blog post above looked like this:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan2.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-30544\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan2.png\" alt=\"csloan2\" width=\"779\" height=\"199\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan2.png 779w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan2-400x102.png 400w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most important points about writing argumentation is that in order to make the best case the writer has to understand and consider the strongest arguments on all sides of an issue. One way to have students understand this process is to use a resource like \u003c/span>\u003ca href=\"http://www.procon.org/\">\u003cspan style=\"font-weight: 400\">procon.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find evidence for opposing sides and then engage in thinking protocols like the \u003c/span>\u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03e_FairnessRoutines/CircleViewpoints/CircleViewpoints_Routine.html\">\u003cspan style=\"font-weight: 400\">Circle of Viewpoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so that they will learn to cite compelling evidence not only for what they believe but also for the arguments and evidence of those who think otherwise. Here’s an example of a student who cites both sides of the argument on a recent Do Now over \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2015/09/25/can-gaming-teach-you-to-be-a-better-citizen/\">\u003cspan style=\"font-weight: 400\">whether gaming can teach youth to be better citizens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan3.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30545\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan3-800x389.png\" alt=\"csloan3\" width=\"800\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3-800x389.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3-400x195.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3.png 830w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>Supporting online arguments with evidence is important, but it becomes essential when students fundamentally disagree on controversial topics. For example in the Do Now discussion about who was at fault for the last government shutdown in 2013, some put the blame on President Obama while others assigned fault to Congress. Discussions that took place on most blogs and discussion boards back then quickly devolved into online shouting matches. But notice the tone of the student response on the KQED blog when the dissenting opinion is backed with some data:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan4.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30546\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan4-800x375.png\" alt=\"csloan4\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4-800x375.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4-400x187.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4.png 933w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching controversial issues sensibly and substantiating claims with direct evidence is a path toward healthy argumentation. The danger of social media is that we all retreat to our own \u003c/span>\u003ca href=\"http://www.onthemedia.org/story/143347-echo-chamber-revisited/\">\u003cspan style=\"font-weight: 400\">echo chambers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Filter_bubble\">\u003cspan style=\"font-weight: 400\">filter bubbles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, refusing to acknowledge rational ideas from those who think differently. The promise of social media is that we present our arguments publicly and transparently, remaining open to the fact that those who think differently might actually have better solutions to our shared problems. Learning to participate in and compose online argumentation is an essential skill. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A year from now most of the high school students I currently teach will be eligible to vote, and I believe that one of my roles is to help them become part of an informed electorate. However these days it seems like politics and propaganda take precedence over rational discussion, especially when the conversation goes online. One goal I have in my classes is introducing my students to civic (and civil) dialogue.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Essentially, what I’m talking about is teaching argument the way it’s been conceived since Aristotle’s time. Whether it’s the \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">Common Core State Standards for English Language Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the writing standards of the states that have not adopted the CCSS (for example, \u003c/span>\u003ca href=\"http://www.esc20.net/users/gendocs/ELAR/ELAR_TEKS_K-12.pdf\">\u003cspan style=\"font-weight: 400\">Texas’s TEKS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), all 50 states have writing standards that include the teaching of argumentative writing supported with appropriate evidence and claims. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It seems that everyone agrees that in order to be “college and career ready” our students need to know how to write argument and back it up with evidence. In reality, this approach falls short when our own assumptions are challenged; however, \u003c/span>\u003ca href=\"http://www.researchgate.net/profile/Celine_Buchs/publication/236135831_Conflict_Elaboration_and_Cognitive_Outcomes/links/00463516488bc750ca000000.pdf\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that learning gains are greatest in these moments of “cognitive dissonance.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago I started incorporating weekly activities from \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">\u003cspan style=\"font-weight: 400\">KQED Do Now\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into my classroom because it is an effective tool for building civic engagement with my students. One of the things I stress when my students compose online is that claims need to be backed up not only by evidence, but also by providing direct links to that evidence when writing argumentation via social media. Here’s an example from a student’s blog comment summarizing an article supporting her position on a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2015/09/11/would-you-welcome-refugees-to-your-community/\">\u003cspan style=\"font-weight: 400\">Do Now discussion about refugees\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30543\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan1-800x329.png\" alt=\"csloan1\" width=\"800\" height=\"329\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1-800x329.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1-400x165.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan1.png 848w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do Now also encourages students to participate in online discussions using Twitter. Although there are already a lot of quality \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">\u003cspan style=\"font-weight: 400\">KQED resources showing how to use Twitter and other social media in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the things I tell my students is to use the blog as a way to explain and support your position, and then use Twitter as a place to state your thesis and link to the evidence. For example, the student’s tweet on the same issue as the blog post above looked like this:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan2.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-30544\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan2.png\" alt=\"csloan2\" width=\"779\" height=\"199\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan2.png 779w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan2-400x102.png 400w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most important points about writing argumentation is that in order to make the best case the writer has to understand and consider the strongest arguments on all sides of an issue. One way to have students understand this process is to use a resource like \u003c/span>\u003ca href=\"http://www.procon.org/\">\u003cspan style=\"font-weight: 400\">procon.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find evidence for opposing sides and then engage in thinking protocols like the \u003c/span>\u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03e_FairnessRoutines/CircleViewpoints/CircleViewpoints_Routine.html\">\u003cspan style=\"font-weight: 400\">Circle of Viewpoints\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so that they will learn to cite compelling evidence not only for what they believe but also for the arguments and evidence of those who think otherwise. Here’s an example of a student who cites both sides of the argument on a recent Do Now over \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2015/09/25/can-gaming-teach-you-to-be-a-better-citizen/\">\u003cspan style=\"font-weight: 400\">whether gaming can teach youth to be better citizens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan3.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30545\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan3-800x389.png\" alt=\"csloan3\" width=\"800\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3-800x389.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3-400x195.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan3.png 830w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>Supporting online arguments with evidence is important, but it becomes essential when students fundamentally disagree on controversial topics. For example in the Do Now discussion about who was at fault for the last government shutdown in 2013, some put the blame on President Obama while others assigned fault to Congress. Discussions that took place on most blogs and discussion boards back then quickly devolved into online shouting matches. But notice the tone of the student response on the KQED blog when the dissenting opinion is backed with some data:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan4.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-30546\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan4-800x375.png\" alt=\"csloan4\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4-800x375.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4-400x187.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/11/csloan4.png 933w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching controversial issues sensibly and substantiating claims with direct evidence is a path toward healthy argumentation. The danger of social media is that we all retreat to our own \u003c/span>\u003ca href=\"http://www.onthemedia.org/story/143347-echo-chamber-revisited/\">\u003cspan style=\"font-weight: 400\">echo chambers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Filter_bubble\">\u003cspan style=\"font-weight: 400\">filter bubbles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, refusing to acknowledge rational ideas from those who think differently. The promise of social media is that we present our arguments publicly and transparently, remaining open to the fact that those who think differently might actually have better solutions to our shared problems. Learning to participate in and compose online argumentation is an essential skill. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Social media can be a powerful teaching tool for fostering civic engagement, argumentation skills, and digital literacy — but it requires active teacher involvement to really work. \u003ca href=\"http://www.kqed.org/donow\" target=\"_blank\" rel=\"noopener\">KQED’s Do Now\u003c/a> discussions—weekly social media-driven activities for students– have become a pivotal part of my practice. I have seen my students gain skills in making claims, defending them, questioning other ideas, and discussing topics of tension with respect.\u003c/p>\n\u003cp>It has taken years to understand what works best in my context, and I continue to tweak how this valuable tool fits into my teaching. Here are some important lessons I have learned along the way. Try them out. Make any changes for your own students, and please share your own helpful tips! (These relate specifically to Do Now, but can be applied to any student activity you are conducting on social media).\u003c/p>\n\u003cp>\u003cstrong>10. Don’t waste precious time and attention on negative or obscene posts. \u003c/strong>\u003cspan style=\"font-weight: 400\">You can flag them or send them on to the KQED folks, but stay grounded in the positive experience that is Do Now. When the authors recognize such posts are disregarded, this tends to limit these minimal contributions. Plus, it reinforces norms of having productive, inclusive civic discourse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>9. Don’t try to reply to EVERY student post. \u003c/b>\u003cspan style=\"font-weight: 400\">Choosing perhaps the top 10 every week will not only alleviate the pressure on you but also give learners something else to strive for every week. Plus, it boosts the quality of your interaction to your students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>8. Respond to learners in the media of their post.\u003c/b>\u003cspan style=\"font-weight: 400\"> This helps keep you vigilant of how to use new media tools and lets you have a perspective on possible struggles learners may experience with the particular app or tool. Additionally, learners respect your effort on remaining a media producer like them.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>7. Keep track of stellar student responses\u003c/b>\u003cspan style=\"font-weight: 400\">. Got some particularly strong work you’d like to share? Save links or screenshots to save with the folks at KQED! Who knows? Maybe, they’ll be showcased on the RoundUp!\u003c/span>\u003c/p>\n\u003cp>\u003cb>6. Celebrate student successes. \u003c/b>\u003cspan style=\"font-weight: 400\">If your learner is mentioned by KQED in their \u003ca href=\"http://ww2.kqed.org/education/category/community-created-content/do-now-round-ups/\" target=\"_blank\" rel=\"noopener\">“Roundups” series,\u003c/a> make a big deal of it. Did you know that each Do Now topic gets about 300-600 student responses? Considering this, to be recognized in a Round Up is quite the accomplishment. Treat it as such.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Time is of the essence.\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s called Do Now for a reason. Engagement with our learners needs to happen within 24 hours of their posting on the discussion board or other social media. Since there are definite observed opening and closing times of the discussions, there’s a focus on deadlines. Our kids are part of the On Demand generation, and when we delay our recognition of their significant contributions, they are less likely to truly engage in the discourse in the future.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Be a cheerleader for your kids!\u003c/b>\u003cspan style=\"font-weight: 400\"> For many, this is the first time they will begin to build and consider what their digital footprint should look like. They may be quite tentative when addressing potentially polarizing issues. They may be sorting through what the events mean to them. They may resist expressing another viewpoint due to seeming too harsh or too critical. How we respond to them, how we approach the topic, how we treat the activity will very much influence their interactions with others and their engagement in the discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Be flexible in your approach.\u003c/b>\u003cspan style=\"font-weight: 400\"> There can be as much or as little to Do Now as you make of it. Some weeks, we ask learners to do a lengthy multi-paragraphed post on the discussion board, Tweets, replies, and media production. Other weeks, it could be quite a bit less. We could be focusing on media or counter argumentation or thesis statements. That’s ok. Making Do Now work dynamic keeps the activities fresh. Just make sure to create checklists and rubrics to guide your learners’ work. It not only reminds learners of expectations but also keeps the work tied to academics and standards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Don’t forget to use the right hashtags. \u003c/b>\u003cspan style=\"font-weight: 400\">What a pity it would be if a quality response isn’t recognized or responded to just because of a missing hashtag. Of course, use the current #DoNow one, but it’s also valuable to create a class hashtag to keep track of your own learners. It makes the process of assessing and responding to comments much more efficient and allows you to respond to many more of those meaningful discussions!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>1. Encourage deeper engagement.\u003c/b>\u003cspan style=\"font-weight: 400\"> Respond to learner posts in such a way that they dig deeper into the topic. Many learners will want to jump into the Do Now discussion with their opinions. Many are tempted to offer counter arguments without citing research. \u003c/span>Model the desired behavior for them. Include links to useful sites where either you found evidence to support your claim or a suggested resource to strengthen their argument. Ask them questions that demand more than their opinion. Directly inquire why that is their claim. This will not only encourage revisiting their post but also demonstrate methods of discussing with their peers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Social media can be a powerful teaching tool for fostering civic engagement, argumentation skills, and digital literacy — but it requires active teacher involvement to really work. \u003ca href=\"http://www.kqed.org/donow\" target=\"_blank\" rel=\"noopener\">KQED’s Do Now\u003c/a> discussions—weekly social media-driven activities for students– have become a pivotal part of my practice. I have seen my students gain skills in making claims, defending them, questioning other ideas, and discussing topics of tension with respect.\u003c/p>\n\u003cp>It has taken years to understand what works best in my context, and I continue to tweak how this valuable tool fits into my teaching. Here are some important lessons I have learned along the way. Try them out. Make any changes for your own students, and please share your own helpful tips! (These relate specifically to Do Now, but can be applied to any student activity you are conducting on social media).\u003c/p>\n\u003cp>\u003cstrong>10. Don’t waste precious time and attention on negative or obscene posts. \u003c/strong>\u003cspan style=\"font-weight: 400\">You can flag them or send them on to the KQED folks, but stay grounded in the positive experience that is Do Now. When the authors recognize such posts are disregarded, this tends to limit these minimal contributions. Plus, it reinforces norms of having productive, inclusive civic discourse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>9. Don’t try to reply to EVERY student post. \u003c/b>\u003cspan style=\"font-weight: 400\">Choosing perhaps the top 10 every week will not only alleviate the pressure on you but also give learners something else to strive for every week. Plus, it boosts the quality of your interaction to your students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>8. Respond to learners in the media of their post.\u003c/b>\u003cspan style=\"font-weight: 400\"> This helps keep you vigilant of how to use new media tools and lets you have a perspective on possible struggles learners may experience with the particular app or tool. Additionally, learners respect your effort on remaining a media producer like them.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>7. Keep track of stellar student responses\u003c/b>\u003cspan style=\"font-weight: 400\">. Got some particularly strong work you’d like to share? Save links or screenshots to save with the folks at KQED! Who knows? Maybe, they’ll be showcased on the RoundUp!\u003c/span>\u003c/p>\n\u003cp>\u003cb>6. Celebrate student successes. \u003c/b>\u003cspan style=\"font-weight: 400\">If your learner is mentioned by KQED in their \u003ca href=\"http://ww2.kqed.org/education/category/community-created-content/do-now-round-ups/\" target=\"_blank\" rel=\"noopener\">“Roundups” series,\u003c/a> make a big deal of it. Did you know that each Do Now topic gets about 300-600 student responses? Considering this, to be recognized in a Round Up is quite the accomplishment. Treat it as such.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Time is of the essence.\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s called Do Now for a reason. Engagement with our learners needs to happen within 24 hours of their posting on the discussion board or other social media. Since there are definite observed opening and closing times of the discussions, there’s a focus on deadlines. Our kids are part of the On Demand generation, and when we delay our recognition of their significant contributions, they are less likely to truly engage in the discourse in the future.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Be a cheerleader for your kids!\u003c/b>\u003cspan style=\"font-weight: 400\"> For many, this is the first time they will begin to build and consider what their digital footprint should look like. They may be quite tentative when addressing potentially polarizing issues. They may be sorting through what the events mean to them. They may resist expressing another viewpoint due to seeming too harsh or too critical. How we respond to them, how we approach the topic, how we treat the activity will very much influence their interactions with others and their engagement in the discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Be flexible in your approach.\u003c/b>\u003cspan style=\"font-weight: 400\"> There can be as much or as little to Do Now as you make of it. Some weeks, we ask learners to do a lengthy multi-paragraphed post on the discussion board, Tweets, replies, and media production. Other weeks, it could be quite a bit less. We could be focusing on media or counter argumentation or thesis statements. That’s ok. Making Do Now work dynamic keeps the activities fresh. Just make sure to create checklists and rubrics to guide your learners’ work. It not only reminds learners of expectations but also keeps the work tied to academics and standards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Don’t forget to use the right hashtags. \u003c/b>\u003cspan style=\"font-weight: 400\">What a pity it would be if a quality response isn’t recognized or responded to just because of a missing hashtag. Of course, use the current #DoNow one, but it’s also valuable to create a class hashtag to keep track of your own learners. It makes the process of assessing and responding to comments much more efficient and allows you to respond to many more of those meaningful discussions!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>1. Encourage deeper engagement.\u003c/b>\u003cspan style=\"font-weight: 400\"> Respond to learner posts in such a way that they dig deeper into the topic. Many learners will want to jump into the Do Now discussion with their opinions. Many are tempted to offer counter arguments without citing research. \u003c/span>Model the desired behavior for them. Include links to useful sites where either you found evidence to support your claim or a suggested resource to strengthen their argument. Ask them questions that demand more than their opinion. Directly inquire why that is their claim. This will not only encourage revisiting their post but also demonstrate methods of discussing with their peers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Who doesn’t want to be a superhero? The word itself conjures memories of stories, comic books or cartoons that remind us of childhood. I recently joined a \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/events/\">\u003cspan style=\"font-weight: 400\">free workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> led by educators from KQED, SFMOMA and artist \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">Amy Franceschini\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who created the outline for a \u003c/span>\u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_franceschini\">\u003cspan style=\"font-weight: 400\">superhero project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which students identify a community issue and then develop a superhero character who can help solve that problem. The video below introduces the basics of the project.\u003c/span>\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=1gjy-CEO2kA\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/15/make-your-own-superhero-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">http://ww2.kqed.org/artschool/2014/12/15/make-your-own-superhero-with-amy-franceschini/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the workshop, Franceschini shared her collaborative, site-specific works featuring themes at the center of her artistic practice: multidisciplinary art, the collaborative process, social change and public space. Watch her video \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">interview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Art School for more insight. 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Because I envisioned this as a culminating project to end our year, I knew students would have the skills, content knowledge, and confidence to manage the many phases of the project and engage with their ideas in a meaningful way. I also felt that this would address a sense of frustration I found my students sharing with me throughout the year as they learned more about global problems over which they had no political voice for change. 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Students filled out a list of superhero attributes, and created a graphic or logo and a costume that they described in writing and through sketches.\u003c/span>\u003c/li>\n\u003cli>Designing and make a superhero costume to wear in the community while performing some action that their superhero might do to help solve their issue. We spent time planning this piece together so that students could identify an action that was most appropriate to their problem and fit in with their own interests, personality and community culture, as well as to help ensure safety and appropriateness. This community action can be done within school grounds or in the local neighborhood.\u003c/li>\n\u003cli>Reflecting in writing upon their community action and the overall science superhero project experience.\u003c/li>\n\u003cli>Share their work with us. Students had time to collaborate, share, brainstorm, and revise during class throughout the project, and we also did a final share-out session after they completed their work. Most students opted to do an informal debrief, while others created a slide presentation or showed video footage taken at their community action event.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project gave me a window into the very mature priorities of our children, who are living in an uncertain time. Topics ranged from endangered species and pollution themes to DNA data security, bioengineering, and mindfulness and healthy living strategies for a more balanced and happy life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although my general project outline was specific about product, the delivery method was left deliberately vague. As a result, students filled in the blanks with creative ways to show their costumes, logos, and community action work. I received video projects that utilized a wide variety of programs and apps, notebooks and photo albums, as well as audio files and artwork in different mediums, shapes and sizes. I loved that students felt confident and excited to intentionally engage in each aspect of their project. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was inspired by a great experience I had working with educators and teaching artists in our community and I implemented it right away and let me students take things in whatever direction they wanted to go. Now that I have completed my pilot run, I can see that my students would benefit from more planning and collaboration time together in class as they formulate their initial ideas and their community actions. I’d also like to think of a way for us to share the work with each other and the school community. I’m looking forward to hearing how you help your students to reveal their inner superheroes!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Who doesn’t want to be a superhero? The word itself conjures memories of stories, comic books or cartoons that remind us of childhood. I recently joined a \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/events/\">\u003cspan style=\"font-weight: 400\">free workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> led by educators from KQED, SFMOMA and artist \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">Amy Franceschini\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who created the outline for a \u003c/span>\u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_franceschini\">\u003cspan style=\"font-weight: 400\">superhero project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which students identify a community issue and then develop a superhero character who can help solve that problem. The video below introduces the basics of the project.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1gjy-CEO2kA'\n title='//www.youtube.com/embed/1gjy-CEO2kA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/15/make-your-own-superhero-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">http://ww2.kqed.org/artschool/2014/12/15/make-your-own-superhero-with-amy-franceschini/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the workshop, Franceschini shared her collaborative, site-specific works featuring themes at the center of her artistic practice: multidisciplinary art, the collaborative process, social change and public space. Watch her video \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">interview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Art School for more insight. I wanted to move this inspirational discussion into practice with my high school biology students, so I came up with a “science superhero” variation of the project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My passion is trying to connect science explorations to the lives of my students in ways that are personally relevant to them, and my projects offer multiple entry points that center upon my secondary goal of increasing student voice and choice in every aspect of our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My version of the superhero project connected to themes we had worked with throughout the school year: climate change, nutrition, global human impact, social justice, biotechnology, engineering and human health topics. Because I envisioned this as a culminating project to end our year, I knew students would have the skills, content knowledge, and confidence to manage the many phases of the project and engage with their ideas in a meaningful way. I also felt that this would address a sense of frustration I found my students sharing with me throughout the year as they learned more about global problems over which they had no political voice for change. This project gave students the opportunity to envision and experience what it feels like to be change-makers in real time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using graphic organizers and the KQED Art School video clips, students were tasked with:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Choosing a science-related issue or problem they wanted to address or solve, either on their own or in pairs or trios, writing a short rationale for why they chose that issue, and explaining the connection to science.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Creating a superhero that could help solve the problem. Students filled out a list of superhero attributes, and created a graphic or logo and a costume that they described in writing and through sketches.\u003c/span>\u003c/li>\n\u003cli>Designing and make a superhero costume to wear in the community while performing some action that their superhero might do to help solve their issue. We spent time planning this piece together so that students could identify an action that was most appropriate to their problem and fit in with their own interests, personality and community culture, as well as to help ensure safety and appropriateness. This community action can be done within school grounds or in the local neighborhood.\u003c/li>\n\u003cli>Reflecting in writing upon their community action and the overall science superhero project experience.\u003c/li>\n\u003cli>Share their work with us. Students had time to collaborate, share, brainstorm, and revise during class throughout the project, and we also did a final share-out session after they completed their work. Most students opted to do an informal debrief, while others created a slide presentation or showed video footage taken at their community action event.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project gave me a window into the very mature priorities of our children, who are living in an uncertain time. Topics ranged from endangered species and pollution themes to DNA data security, bioengineering, and mindfulness and healthy living strategies for a more balanced and happy life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although my general project outline was specific about product, the delivery method was left deliberately vague. As a result, students filled in the blanks with creative ways to show their costumes, logos, and community action work. I received video projects that utilized a wide variety of programs and apps, notebooks and photo albums, as well as audio files and artwork in different mediums, shapes and sizes. I loved that students felt confident and excited to intentionally engage in each aspect of their project. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was inspired by a great experience I had working with educators and teaching artists in our community and I implemented it right away and let me students take things in whatever direction they wanted to go. Now that I have completed my pilot run, I can see that my students would benefit from more planning and collaboration time together in class as they formulate their initial ideas and their community actions. I’d also like to think of a way for us to share the work with each other and the school community. I’m looking forward to hearing how you help your students to reveal their inner superheroes!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"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",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"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 />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"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",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"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"
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},
"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.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"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.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"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": {
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"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",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"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",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"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",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"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": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"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",
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"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)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"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": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"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",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"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",
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"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": {
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"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",
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