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"content": "\u003cp>Are there ideals that unite Americans? How can educators help students explore the values we have in common and discuss the differences that divide us?\u003c/p>\n\u003cp>Stanford professors Condoleezza Rice and David Kennedy teamed up across party lines to ask these questions in the new film \u003ca href=\"https://www.americancreed.org/\">\u003ci>American Creed\u003c/i>\u003c/a>. Now, teachers can take a first look and find out how to bring the film to students.\u003c/p>\n\u003cp>KQED is hosting an \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-w-special-guest-david-kennedy-tickets-41436737397\">in-person advanced screening\u003c/a> of \u003ci>American Creed \u003c/i>for Bay Area educators with special guests David Kennedy and filmmakers Sam Ball and Kate Stilley Steiner. There will also be three online screenings for teachers everywhere. All screenings will feature resources to spur conversation, writing and media-making with students based on the film.\u003c/p>\n\u003ch4>\u003cb>Be our guest!\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>Join us in Studio A at KQED from \u003cb>5-8 p.m. on Thursday, Feb. 22, \u003c/b>for an advanced screening of the full film and Q&A with David Kennedy and the filmmakers. There will be food, drink, special giveaways, time to connect with other educators and a chance to hang out at your favorite public media station.\u003c/p>\n\u003cp>Spots are limited. \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-tickets-41436737397\">Sign up now\u003c/a> and feel free to bring a friend!\u003c/p>\n\u003cfigure id=\"attachment_528998\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528998 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-520x293.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Professors David Kennedy and Condoleezza Rice came together across party lines to talk about the American values that unite us.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>American Creed\u003c/em>, a one-hour documentary, features stories of unlikely activists, including baseball manager Joe Maddon, novelist Junot Diaz and others who share ways they’ve created community, connected with fellow citizens and built bridges across political divides. Interspersed among the stories, first-generation college students discuss what an American creed means to them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Young people’s voices are at the heart of \u003ci>American Creed\u003c/i>, and organizations like the National Writing Project and Facing History and Ourselves have teamed up with PBS and Citizen Film to create extensive classroom resources designed to get students talking about these vital issues. Many of the diverse stories in \u003cem>American Creed\u003c/em> can be used in upper elementary classrooms, as well as middle school, high school and beyond.\u003c/p>\n\u003ch4>\u003cb>Can’t make the in-person screening? \u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Join an online OVEE screening\u003c/a> and thematic discussion of select clips from \u003ci>American Creed\u003c/i>. KQED will co-host the screening with educators who will share ideas and resources for using the film with students. The OVEE platform allows viewers to join an online screening from any connected computer.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Sign up\u003c/a> to learn more about attending a screening.\u003c/p>\n\u003ch4>KQED/American Creed OVEE screening dates and discussion themes\u003c/h4>\n\u003cp>\u003cb>Thursday, March 1, 4 p.m. PT: \u003c/b>“What are our American Values?” Dawn Reed, co-director of the Red Cedar Writing Project, Michigan State University and Molly Robbins, Denver Writing Project\u003c/p>\n\u003cp>\u003cb>Tuesday, March 6, 4:30 pm PT: \u003c/b>“Building Bridges Across Differences” with Liana Gamber-Thompson, Educator Innovator\u003c/p>\n\u003cp>\u003cb>Thursday, March 8, 4:00 pm PT:\u003c/b> “What does it mean to be an American?” with Casey Olsen, Montana Writing Project\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>American Creed\u003c/em> airs on KQED at 9 p.m. on February 27.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are there ideals that unite Americans? How can educators help students explore the values we have in common and discuss the differences that divide us?\u003c/p>\n\u003cp>Stanford professors Condoleezza Rice and David Kennedy teamed up across party lines to ask these questions in the new film \u003ca href=\"https://www.americancreed.org/\">\u003ci>American Creed\u003c/i>\u003c/a>. Now, teachers can take a first look and find out how to bring the film to students.\u003c/p>\n\u003cp>KQED is hosting an \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-w-special-guest-david-kennedy-tickets-41436737397\">in-person advanced screening\u003c/a> of \u003ci>American Creed \u003c/i>for Bay Area educators with special guests David Kennedy and filmmakers Sam Ball and Kate Stilley Steiner. There will also be three online screenings for teachers everywhere. All screenings will feature resources to spur conversation, writing and media-making with students based on the film.\u003c/p>\n\u003ch4>\u003cb>Be our guest!\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>Join us in Studio A at KQED from \u003cb>5-8 p.m. on Thursday, Feb. 22, \u003c/b>for an advanced screening of the full film and Q&A with David Kennedy and the filmmakers. There will be food, drink, special giveaways, time to connect with other educators and a chance to hang out at your favorite public media station.\u003c/p>\n\u003cp>Spots are limited. \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-tickets-41436737397\">Sign up now\u003c/a> and feel free to bring a friend!\u003c/p>\n\u003cfigure id=\"attachment_528998\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528998 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-520x293.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Professors David Kennedy and Condoleezza Rice came together across party lines to talk about the American values that unite us.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>American Creed\u003c/em>, a one-hour documentary, features stories of unlikely activists, including baseball manager Joe Maddon, novelist Junot Diaz and others who share ways they’ve created community, connected with fellow citizens and built bridges across political divides. Interspersed among the stories, first-generation college students discuss what an American creed means to them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Young people’s voices are at the heart of \u003ci>American Creed\u003c/i>, and organizations like the National Writing Project and Facing History and Ourselves have teamed up with PBS and Citizen Film to create extensive classroom resources designed to get students talking about these vital issues. Many of the diverse stories in \u003cem>American Creed\u003c/em> can be used in upper elementary classrooms, as well as middle school, high school and beyond.\u003c/p>\n\u003ch4>\u003cb>Can’t make the in-person screening? \u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Join an online OVEE screening\u003c/a> and thematic discussion of select clips from \u003ci>American Creed\u003c/i>. KQED will co-host the screening with educators who will share ideas and resources for using the film with students. The OVEE platform allows viewers to join an online screening from any connected computer.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Sign up\u003c/a> to learn more about attending a screening.\u003c/p>\n\u003ch4>KQED/American Creed OVEE screening dates and discussion themes\u003c/h4>\n\u003cp>\u003cb>Thursday, March 1, 4 p.m. PT: \u003c/b>“What are our American Values?” Dawn Reed, co-director of the Red Cedar Writing Project, Michigan State University and Molly Robbins, Denver Writing Project\u003c/p>\n\u003cp>\u003cb>Tuesday, March 6, 4:30 pm PT: \u003c/b>“Building Bridges Across Differences” with Liana Gamber-Thompson, Educator Innovator\u003c/p>\n\u003cp>\u003cb>Thursday, March 8, 4:00 pm PT:\u003c/b> “What does it mean to be an American?” with Casey Olsen, Montana Writing Project\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>American Creed\u003c/em> airs on KQED at 9 p.m. on February 27.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Pilot the First Youth Takeover of KQED News",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Do you teach grades 8-12? Are you passionate about integrating news and writing about current events in your classroom? We are looking for 20 Bay Area educators to \u003cstrong>pilot the first Youth Takeover of KQED News.\u003c/strong> This opportunity kicks off January 20, 2018. Teachers in all subject areas, including journalism and media arts, are encouraged to apply to the pilot by\u003c/span>\u003cb> December 17.\u003c/b>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Education introduces a \u003c/span>\u003cspan style=\"font-weight: 400\">special opportunity to produce written and audio pieces for a \u003c/span>\u003cb>Youth Takeover of KQED News\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">All student-created blog posts and audio pieces will be due in mid-March. \u003c/span>\u003cspan style=\"font-weight: 400\">For one week in April 2018, select youth voices will take over segments of KQED News. These could be the voices of your students!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Youth-written and produced pieces will contribute specifically to KQED News’ special project exploring \u003c/span>\u003ca href=\"https://ww2.kqed.org/news/series/californiadream/\">\u003cspan style=\"font-weight: 400\">the status of the California Dream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with tracks focusing on higher education and immigration. KQED will pose a number of questions for each topic as options for students to respond to with their media. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Here’s how it could look:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">In response to a question like “What is the status of today’s dream for higher education in California?”, a student writes a piece reflecting on their concerns about how they will afford to go to the college of their dreams.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> In response to a question about how their experience of the California Dream is different than previous generations, a student submits an audio recording of an interview or conversation with their parents, grandparents or other adult comparing and contrasting their outlooks on “living the dream” in California. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>How the Youth Takeover Works:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Educators receive curriculum and other resources from KQED to support your students in writing for radio, podcast and/or online content.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Students submit media content (writing, audio or Flipgrid video) by \u003c/span>\u003cb>March 16\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KQED staff and members of \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/10/26/meet-the-2017-18-youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluate the submissions and select approximately 20-30 to be featured on KQED News programs, such as The California Report, Perspectives, Newsroom, KQED podcasts, blogs, and more.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Other select submissions will be featured in a KQED-sponsored showcase. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Youth Takeover Pilot Details:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend a half-day kickoff event on Saturday, January 20, in San Francisco.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participate in the challenge and submit all student-created work by March 16. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teach in one of the nine Bay Area counties.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After completion of the challenge, teachers will receive a $250 stipend.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While multimedia integration is a key part of this project, the pilot is open to teachers regardless of previous mediamaking experience or the devices you use at your school site. KQED-produced resources are always free and make every effort to integrate widely accessible, online multimedia tools that are also free.\u003c/span>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Apply by December 17, 2017. The pilot group will be chosen and notified by December 21, 2017.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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Teachers in all subject areas, including journalism and media arts, are encouraged to apply to the pilot by\u003c/span>\u003cb> December 17.\u003c/b>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Education introduces a \u003c/span>\u003cspan style=\"font-weight: 400\">special opportunity to produce written and audio pieces for a \u003c/span>\u003cb>Youth Takeover of KQED News\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">All student-created blog posts and audio pieces will be due in mid-March. \u003c/span>\u003cspan style=\"font-weight: 400\">For one week in April 2018, select youth voices will take over segments of KQED News. These could be the voices of your students!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Youth-written and produced pieces will contribute specifically to KQED News’ special project exploring \u003c/span>\u003ca href=\"https://ww2.kqed.org/news/series/californiadream/\">\u003cspan style=\"font-weight: 400\">the status of the California Dream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with tracks focusing on higher education and immigration. KQED will pose a number of questions for each topic as options for students to respond to with their media. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Here’s how it could look:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">In response to a question like “What is the status of today’s dream for higher education in California?”, a student writes a piece reflecting on their concerns about how they will afford to go to the college of their dreams.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> In response to a question about how their experience of the California Dream is different than previous generations, a student submits an audio recording of an interview or conversation with their parents, grandparents or other adult comparing and contrasting their outlooks on “living the dream” in California. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>How the Youth Takeover Works:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Educators receive curriculum and other resources from KQED to support your students in writing for radio, podcast and/or online content.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Students submit media content (writing, audio or Flipgrid video) by \u003c/span>\u003cb>March 16\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KQED staff and members of \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/10/26/meet-the-2017-18-youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluate the submissions and select approximately 20-30 to be featured on KQED News programs, such as The California Report, Perspectives, Newsroom, KQED podcasts, blogs, and more.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Other select submissions will be featured in a KQED-sponsored showcase. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Youth Takeover Pilot Details:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend a half-day kickoff event on Saturday, January 20, in San Francisco.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participate in the challenge and submit all student-created work by March 16. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teach in one of the nine Bay Area counties.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After completion of the challenge, teachers will receive a $250 stipend.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While multimedia integration is a key part of this project, the pilot is open to teachers regardless of previous mediamaking experience or the devices you use at your school site. KQED-produced resources are always free and make every effort to integrate widely accessible, online multimedia tools that are also free.\u003c/span>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Apply by December 17, 2017. The pilot group will be chosen and notified by December 21, 2017.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are you a \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a> user? Planning on applying the skills you learned from KQED Teach in the classroom in fall 2017? If so, we’d love to talk with you about your experiences.\u003c/p>\n\u003cp>This fall, KQED is conducting a series of case studies to better understand how you use KQED Teach resources and incorporate digital media into your classroom. By participating, you’ll help us make KQED Teach better for all educators.\u003c/p>\n\u003cp>\u003cstrong>The Details:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Must be a member of \u003cstrong>KQED Teach\u003c/strong>\u003c/li>\n\u003cli>Plan to use content or skills you learned from KQED Teach in the classroom during the\u003cstrong> fall 2017\u003c/strong> semester\u003c/li>\n\u003cli>Available to participate in periodic phone/Skype interviews during the fall 2017 semester\u003c/li>\n\u003cli>Possibly allow observers to visit your class during a KQED Teach-inspired activity\u003c/li>\n\u003cli>Participants will receive \u003cstrong>$100 upon completion\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Please \u003ca href=\"https://goo.gl/forms/PWxfxp7UUpj8c1Tm1\">fill out our contact form\u003c/a> to get involved.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Summer is here! At KQED we’ve opened our \u003ca href=\"https://teach.kqed.org/course/camp-kqed-teach\">newest online learning challenge!\u003c/a> If you want to meet fellow educators, build media-making skills and explore new ways to look at the world, then Camp KQED Teach is the place for you.\u003c/p>\n\u003cp>Gather around our virtual campfire where you’ll learn to weave information and data into visual stories using infographics, interactive timelines and maps. Learning data visualization tools like these will help you and your students communicate information in ways that increase media literacy and entice all types of learners.\u003c/p>\n\u003cp>It’ll be almost as much fun as making s’mores and telling ghost stories.\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/camp-kqed-teach\">Camp KQED Teach\u003c/a> will have a laidback schedule to allow plenty of time for your offline summer plans. Complete each camp activity at your own pace, or pick and choose the activities that look fun to you. You can take it from the top or head right for the last hurrah.\u003c/p>\n\u003cp>As always, be sure to share what you learn! We’ll be featuring great examples throughout the summer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Julianna Cecere | KQED\" align=\"alignleft\" width=\"640\"]\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-517519\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>Don’t worry if you need more time to explore these activities. At Camp KQED Teach, we only have three rules: 1) Learn, 2) Experiment, and 3) Have fun!\u003c/p>\n\u003ch2>A Summer of Online Learning Fun\u003c/h2>\n\u003cp>Data visualization is all about transforming raw data into visual forms that communicate the same information beautifully and effectively. (And, yes, what we learn from text counts as data as much as numbers do!) Say goodbye to spreadsheets and big blocks of text, and use data visualizations like infographics, interactive timelines and maps to bring learning to life.\u003c/p>\n\u003cp>Camp KQED Teach starts with \u003ca href=\"https://teach.kqed.org/course/making-infographics\">Making Infographics\u003c/a> for a good reason. This course explores design basics that can apply to any data visualization you create. After that, dive into how to make amazing infographics in any subject area.\u003c/p>\n\u003cp>Check out this video for a sneak preview of what’s in store:\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=J4kSZpi5vQs?ecver=1&w=560&h=315]\u003c/p>\n\u003cp>After practicing with infographics, it’s time to move onto \u003ca href=\"https://teach.kqed.org/course/interactive-timelines\">Interactive Timelines\u003c/a>. Turning this time-honored (get it?) instructional tool into a visually appealing story has never been easier! After building your technical skills and design savvy with infographics, timelines will feel like a stroll through the woods on a warm afternoon. Be sure to have lots of fun finding images and videos to bring your timeline to life.\u003c/p>\n\u003cp>But don’t take our word for it. Check out the \u003ca href=\"https://teach.kqed.org/course/interactive-timelines\">preview video\u003c/a> for the Interactive Timelines course.\u003c/p>\n\u003cp>From timelines we move to \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">Making Interactive Maps\u003c/a>, another fun and student-friendly way to bring data to life. Want to follow in the footsteps of Charles Darwin, Marco Polo or Ibn Battuta? Track butterfly migrations? Explore faraway islands? Measure the distance from Tulsa to Timbuktu? Interactive maps make it possible to uncover the secrets of a city block or visualize world-changing journeys by land or sea.\u003c/p>\n\u003cp>But first, \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">explore the video\u003c/a> to see if this trip is for you.\u003c/p>\n\u003cp>Finally, Camp KQED Teach wants you to leave with something to remember us by. Not a cheesy souvenir but a project or assignment you create and use during the school year. Take what you’ve learned about data visualization and apply it. Offer your students a choice of data visualizations methods to use. Check out the final challenge called the Last Hurrah.\u003c/p>\n\u003cp>Don’t forget to share your project with your fellow educators around the virtual campfire. We’re all in this together!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As we go our separate ways at the end of the summer, we’ll have so many memories–and useful resources–to usher us into the school year.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Julianna Cecere | KQED\" align=\"alignleft\" width=\"640\"]\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-517519\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-1180x664.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-960x540.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/06/CAMP-TEACH-SCHEDULE-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>Don’t worry if you need more time to explore these activities. At Camp KQED Teach, we only have three rules: 1) Learn, 2) Experiment, and 3) Have fun!\u003c/p>\n\u003ch2>A Summer of Online Learning Fun\u003c/h2>\n\u003cp>Data visualization is all about transforming raw data into visual forms that communicate the same information beautifully and effectively. (And, yes, what we learn from text counts as data as much as numbers do!) Say goodbye to spreadsheets and big blocks of text, and use data visualizations like infographics, interactive timelines and maps to bring learning to life.\u003c/p>\n\u003cp>Camp KQED Teach starts with \u003ca href=\"https://teach.kqed.org/course/making-infographics\">Making Infographics\u003c/a> for a good reason. This course explores design basics that can apply to any data visualization you create. After that, dive into how to make amazing infographics in any subject area.\u003c/p>\n\u003cp>Check out this video for a sneak preview of what’s in store:\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/J4kSZpi5vQs?ecver=1'\n title='//www.youtube.com/embed/J4kSZpi5vQs?ecver=1'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>After practicing with infographics, it’s time to move onto \u003ca href=\"https://teach.kqed.org/course/interactive-timelines\">Interactive Timelines\u003c/a>. Turning this time-honored (get it?) instructional tool into a visually appealing story has never been easier! After building your technical skills and design savvy with infographics, timelines will feel like a stroll through the woods on a warm afternoon. Be sure to have lots of fun finding images and videos to bring your timeline to life.\u003c/p>\n\u003cp>But don’t take our word for it. Check out the \u003ca href=\"https://teach.kqed.org/course/interactive-timelines\">preview video\u003c/a> for the Interactive Timelines course.\u003c/p>\n\u003cp>From timelines we move to \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">Making Interactive Maps\u003c/a>, another fun and student-friendly way to bring data to life. Want to follow in the footsteps of Charles Darwin, Marco Polo or Ibn Battuta? Track butterfly migrations? Explore faraway islands? Measure the distance from Tulsa to Timbuktu? Interactive maps make it possible to uncover the secrets of a city block or visualize world-changing journeys by land or sea.\u003c/p>\n\u003cp>But first, \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">explore the video\u003c/a> to see if this trip is for you.\u003c/p>\n\u003cp>Finally, Camp KQED Teach wants you to leave with something to remember us by. Not a cheesy souvenir but a project or assignment you create and use during the school year. Take what you’ve learned about data visualization and apply it. Offer your students a choice of data visualizations methods to use. Check out the final challenge called the Last Hurrah.\u003c/p>\n\u003cp>Don’t forget to share your project with your fellow educators around the virtual campfire. We’re all in this together!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As we go our separate ways at the end of the summer, we’ll have so many memories–and useful resources–to usher us into the school year.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">At its core, a \u003c/span>\u003ca href=\"http://ed.ted.com/\">\u003cspan style=\"font-weight: 400\">TED-Ed Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a three-to five-minute animated video that focuses on topics ranging from chemistry to Shakespeare to origami, and is often created by a teacher working collaboratively with a TED-Ed scriptwriter, a professional animator and a professional voice over actor. But can a small group of high school students create a TED-Ed Lesson? And if so, could a student-produced lesson prove valuable in classrooms worldwide?\u003c/span>\u003c/p>\n\u003cp>To answer the first question, I reached out over a year ago to the folks at TED-Ed and got the following response:\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Generally, we’re open to students nominating themselves for a chance to work with us on a TED-Ed Lesson. That said, a student would need to be an expert in the facts and background of the content.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a way for students to create a TED-Ed Lesson — one discovered by my world history students this past year, and which doesn’t need the help of a TED-Ed script writer, a professional animator or voiceover actor. An entirely student-produced TED-Ed Lesson. It is possible, and my students have proven it.\u003c/span>\u003c/p>\n\u003cp>So what do these student-produced TED-Ed lessons look like? To find out, click on any one of the following:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/2j66WF4E#review\">\u003cspan style=\"font-weight: 400\">Marie Antoinette: Madame Deficit\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/yAluZZEJ#review\">\u003cspan style=\"font-weight: 400\">The Fight for the Favelas\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/Ezh9BZVJ#review\">\u003cspan style=\"font-weight: 400\">The Surrender of the Last Japanese World War II Soldier\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/WTG29v9n#watch\">\u003cspan style=\"font-weight: 400\">South China Sea Territorial Dispute\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://ed.ted.com/on/lbbISetK#review\">Sherman’s March to the Sea\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://ed.ted.com/on/RU9BZYlt#review\">The Attack on Benghazi\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/ApqnVFPl#watch\">The Armenian Genocide\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/MYQHx25T\">Hitler’s Mein Kampf: Again a Bestseller in Germany\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ten-step process for producing one of these lessons is described below.\u003c/span>\u003c/p>\n\u003ch3>Step No.1\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups of two or three. (I also permit some students to work on their own.) \u003c/span>\u003c/p>\n\u003ch3>Step No. 2\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group of students meets with the teacher to discuss a potential topic for the group’s TED-Ed Lesson. Only when groups have received the teacher’s permission may they move on to step \u003c/span>\u003c/p>\n\u003ch3>Step No. 3\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group makes a copy of the Google Doc entitled \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1DssKa86592gOqWseVfpB7X5tkrhY0w2X_71dsDkoDuw/edit\">\u003cspan style=\"font-weight: 400\">Planning Notes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Step No. 4\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are provided class time to complete the Planning Notes. I provided my students one day per week for approximately 25 weeks. To see a copy of the completed Planning Notes for the lesson entitled \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Marie Antoinette: Madame Deficit, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1skMmWrZ0UkhTgIXPOH-u2ARm0u2nOXtx610g3B3svBc/edit#\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Step No. 5\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">At some point along the way, week 20 or so, each group produces a 500-word script. The script must be properly footnoted and pass through an online plagiarism detection application program. Completed scripts are presented to the teacher, and only when groups have received the teacher’s permission may they continue to step No. 6.\u003c/span>\u003c/p>\n\u003ch3>Step No. 6\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group creates a Google Slide Show Presentation with the script text and images worked into the proper places. \u003c/span>\u003c/p>\n\u003ch3>Step No. 7\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group records their script into their slide show presentation. There are a multiple ways to do this. Rather than require my students to do it one way or another, I let them decide. \u003c/span>\u003c/p>\n\u003ch3>Step No. 8\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group uploads their recorded slide show presentation to Youtube.\u003c/span>\u003c/p>\n\u003ch3>Step No. 9\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ea\u003c/span>\u003cspan style=\"font-weight: 400\">ch group follows the directions on the \u003c/span>\u003ca href=\"https://ed.ted.com/videos\">\u003cspan style=\"font-weight: 400\">Create a Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> section of the TED-Ed website.\u003c/span>\u003c/p>\n\u003ch3>Step No. 10\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group shares their completed TED-Ed Lesson with the class. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to TED-Ed, a teacher-produced TED-Ed Lesson will be viewed 100,000 times on average. As for how many times a student-produced TED-Ed Lesson will be viewed, it’s too soon to know. \u003c/span>\u003c/p>\n\u003cp>But, with this assignment, viewership isn’t what’s important. The real value is giving students the chance to learn history in a way that they’re sure to find interesting, informative and engaging.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, I wouldn’t be surprised if, eventually, various student-produced TED-Ed Lessons are declared worth sharing in at least a small handful of classrooms worldwide.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">At its core, a \u003c/span>\u003ca href=\"http://ed.ted.com/\">\u003cspan style=\"font-weight: 400\">TED-Ed Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a three-to five-minute animated video that focuses on topics ranging from chemistry to Shakespeare to origami, and is often created by a teacher working collaboratively with a TED-Ed scriptwriter, a professional animator and a professional voice over actor. But can a small group of high school students create a TED-Ed Lesson? And if so, could a student-produced lesson prove valuable in classrooms worldwide?\u003c/span>\u003c/p>\n\u003cp>To answer the first question, I reached out over a year ago to the folks at TED-Ed and got the following response:\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Generally, we’re open to students nominating themselves for a chance to work with us on a TED-Ed Lesson. That said, a student would need to be an expert in the facts and background of the content.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a way for students to create a TED-Ed Lesson — one discovered by my world history students this past year, and which doesn’t need the help of a TED-Ed script writer, a professional animator or voiceover actor. An entirely student-produced TED-Ed Lesson. It is possible, and my students have proven it.\u003c/span>\u003c/p>\n\u003cp>So what do these student-produced TED-Ed lessons look like? To find out, click on any one of the following:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/2j66WF4E#review\">\u003cspan style=\"font-weight: 400\">Marie Antoinette: Madame Deficit\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/yAluZZEJ#review\">\u003cspan style=\"font-weight: 400\">The Fight for the Favelas\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/Ezh9BZVJ#review\">\u003cspan style=\"font-weight: 400\">The Surrender of the Last Japanese World War II Soldier\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/WTG29v9n#watch\">\u003cspan style=\"font-weight: 400\">South China Sea Territorial Dispute\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://ed.ted.com/on/lbbISetK#review\">Sherman’s March to the Sea\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://ed.ted.com/on/RU9BZYlt#review\">The Attack on Benghazi\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/ApqnVFPl#watch\">The Armenian Genocide\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://ed.ted.com/on/MYQHx25T\">Hitler’s Mein Kampf: Again a Bestseller in Germany\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ten-step process for producing one of these lessons is described below.\u003c/span>\u003c/p>\n\u003ch3>Step No.1\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students form groups of two or three. (I also permit some students to work on their own.) \u003c/span>\u003c/p>\n\u003ch3>Step No. 2\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group of students meets with the teacher to discuss a potential topic for the group’s TED-Ed Lesson. Only when groups have received the teacher’s permission may they move on to step \u003c/span>\u003c/p>\n\u003ch3>Step No. 3\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group makes a copy of the Google Doc entitled \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1DssKa86592gOqWseVfpB7X5tkrhY0w2X_71dsDkoDuw/edit\">\u003cspan style=\"font-weight: 400\">Planning Notes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Step No. 4\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are provided class time to complete the Planning Notes. I provided my students one day per week for approximately 25 weeks. To see a copy of the completed Planning Notes for the lesson entitled \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Marie Antoinette: Madame Deficit, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1skMmWrZ0UkhTgIXPOH-u2ARm0u2nOXtx610g3B3svBc/edit#\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Step No. 5\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">At some point along the way, week 20 or so, each group produces a 500-word script. The script must be properly footnoted and pass through an online plagiarism detection application program. Completed scripts are presented to the teacher, and only when groups have received the teacher’s permission may they continue to step No. 6.\u003c/span>\u003c/p>\n\u003ch3>Step No. 6\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group creates a Google Slide Show Presentation with the script text and images worked into the proper places. \u003c/span>\u003c/p>\n\u003ch3>Step No. 7\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each group records their script into their slide show presentation. There are a multiple ways to do this. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to TED-Ed, a teacher-produced TED-Ed Lesson will be viewed 100,000 times on average. As for how many times a student-produced TED-Ed Lesson will be viewed, it’s too soon to know. \u003c/span>\u003c/p>\n\u003cp>But, with this assignment, viewership isn’t what’s important. The real value is giving students the chance to learn history in a way that they’re sure to find interesting, informative and engaging.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, I wouldn’t be surprised if, eventually, various student-produced TED-Ed Lessons are declared worth sharing in at least a small handful of classrooms worldwide.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>I teach social studies at a high-achieving, nationally acclaimed public high school in California. In other words, I teach at a school with a longstanding history of excellence and an entrenched culture of high expectations.\u003c/p>\n\u003cp>Despite this, computer games are a staple of my instruction, with some of the best games (listed below) found on the \u003ca href=\"https://www.icivics.org\">iCivics\u003c/a> website.\u003c/p>\n\u003cul>\n\u003cli>“Win the White House”\u003c/li>\n\u003cli>“Executive Command”\u003c/li>\n\u003cli>“Do I Have a Right?”\u003c/li>\n\u003cli>“Supreme Decision”\u003c/li>\n\u003cli>“Represent Me”\u003c/li>\n\u003c/ul>\n\u003cp>I first heard of iCivics, the nonprofit founded by U.S. Supreme Court Justice Sandra Day O’Connor that provides a free, digital games-based curriculum to teach civics, in 2010, a year after the launch of their first two games. My initial reaction: “Yeah, right. Computer games for students at \u003ci>my school\u003c/i>?”\u003c/p>\n\u003cp>When a talented colleague challenged me by saying, “Don’t be a snob. There’s so much value there,” I felt compelled to give them a try.\u003c/p>\n\u003cp>A couple of years later, I approached the start of the school year determined to engage in serious iCivics experimentation. By the end of the year, I’d learned that iCivics can be used:\u003c/p>\n\u003cul>\n\u003cli>As a hook to introduce new learning\u003c/li>\n\u003cli>As the primary learning activity\u003c/li>\n\u003cli>As an assessment activity\u003c/li>\n\u003cli>As an extra credit opportunity\u003c/li>\n\u003cli>As a tool for English-language learners\u003c/li>\n\u003cli>As a learning tool for struggling learners\u003c/li>\n\u003cli>As an enthusiasm generator\u003c/li>\n\u003cli>As a dependable set of plans for a substitute teacher\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"478\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465493 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM.png\" alt=\"Screen Shot 2017-04-14 at 7.56.53 PM\" width=\"478\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM.png 478w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-240x193.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-375x301.png 375w\" sizes=\"(max-width: 478px) 100vw, 478px\">[/media-credit]\u003c/p>\n\u003ch3>Students Who Benefit the Most From the Games\u003c/h3>\n\u003cp>I’ve found that the students who often benefit the most from playing iCivics games are the energetic and the struggling learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Energetic learners easily connect with the games from both a gameplay and thinking perspective. They are eager to talk about a game and the knowledge it imparts, both while playing and immediately thereafter. These are the kinds of students who, long after the game has been played, will explain how something from the game relates to current subject matter.\u003c/p>\n\u003cp>The struggling learners, be it a result of a learning disability and/or a language barrier, tend to be hesitant and shy, often unwilling to publicly join a learning activity. These are the kinds of learners who, during and immediately following gameplay, often shock their classmates with an inquisitive question, an enthusiastic outburst or a thoughtful insight.\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"519\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465492 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM.png\" alt=\"Screen Shot 2017-04-14 at 7.57.03 PM\" width=\"519\" height=\"372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM.png 519w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-240x172.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-375x269.png 375w\" sizes=\"(max-width: 519px) 100vw, 519px\">[/media-credit]\u003c/p>\n\u003ch3>Incorporating the Games Into an AP Class\u003c/h3>\n\u003cp>Periodically I have the students in my AP U.S. government (APGOV) class play iCivics games. This is not a thoughtless undertaking, especially given the daunting structural constraints that come with AP: an impossibly large topical array; a breadth-oriented, high-stakes summative test; and the test-prep pedagogy for which AP courses are generally known.\u003c/p>\n\u003cp>My experimentation has proven that the iCivics computer games help my APGOV students make sense of complex government concepts and processes that, when presented in more traditional methods, tend to lack context and relevancy.\u003c/p>\n\u003cp>Put another way, the games cultivate deeper understanding of important APGOV curriculum, including checks and balances (“\u003ca href=\"https://www.icivics.org/games/branches-power\">Branches of Power\u003c/a>”), the federal budget (“\u003ca href=\"https://www.icivics.org/games/peoples-pie\">People’s Pie\u003c/a>”), the dreaded Electoral College (“\u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House\u003c/a>”) and, more recently, the powers of the president (“\u003ca href=\"https://www.icivics.org/games/executive-command\">Executive Command\u003c/a>”).\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://www.icivics.org/games/executive-command\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-469610 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-800x553.jpg\" alt=\"C9U40yjXoAAzF1k\" width=\"800\" height=\"553\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-800x553.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-160x111.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-768x531.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-1020x705.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-960x663.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-240x166.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-375x259.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-520x359.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k.jpg 1152w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003ch3>What My Students Think About the Games\u003c/h3>\n\u003cp>To find out what my students think about the games, I periodically ask them: “On a scale of 1-10, to what extent did you find this game interesting, informative and engaging (10 = very interesting, informative and engaging; 1 = not at all interesting, informative or engaging)?”\u003c/p>\n\u003cp>On average, students answer “seven,” which I consider to be a high score.\u003c/p>\n\u003ch3>A Final Word\u003c/h3>\n\u003cp>Given that iCivics was founded by one of this country’s truly great judicial pioneers and exists today in an age of rapid technological development, I expect that the company will bring even more high-quality, educational civics-related games to the forefront in the near future.\u003c/p>\n\u003cp>As my wise colleague once told me, “There’s so much value there.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I teach social studies at a high-achieving, nationally acclaimed public high school in California. In other words, I teach at a school with a longstanding history of excellence and an entrenched culture of high expectations.\u003c/p>\n\u003cp>Despite this, computer games are a staple of my instruction, with some of the best games (listed below) found on the \u003ca href=\"https://www.icivics.org\">iCivics\u003c/a> website.\u003c/p>\n\u003cul>\n\u003cli>“Win the White House”\u003c/li>\n\u003cli>“Executive Command”\u003c/li>\n\u003cli>“Do I Have a Right?”\u003c/li>\n\u003cli>“Supreme Decision”\u003c/li>\n\u003cli>“Represent Me”\u003c/li>\n\u003c/ul>\n\u003cp>I first heard of iCivics, the nonprofit founded by U.S. Supreme Court Justice Sandra Day O’Connor that provides a free, digital games-based curriculum to teach civics, in 2010, a year after the launch of their first two games. My initial reaction: “Yeah, right. Computer games for students at \u003ci>my school\u003c/i>?”\u003c/p>\n\u003cp>When a talented colleague challenged me by saying, “Don’t be a snob. There’s so much value there,” I felt compelled to give them a try.\u003c/p>\n\u003cp>A couple of years later, I approached the start of the school year determined to engage in serious iCivics experimentation. By the end of the year, I’d learned that iCivics can be used:\u003c/p>\n\u003cul>\n\u003cli>As a hook to introduce new learning\u003c/li>\n\u003cli>As the primary learning activity\u003c/li>\n\u003cli>As an assessment activity\u003c/li>\n\u003cli>As an extra credit opportunity\u003c/li>\n\u003cli>As a tool for English-language learners\u003c/li>\n\u003cli>As a learning tool for struggling learners\u003c/li>\n\u003cli>As an enthusiasm generator\u003c/li>\n\u003cli>As a dependable set of plans for a substitute teacher\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"478\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465493 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM.png\" alt=\"Screen Shot 2017-04-14 at 7.56.53 PM\" width=\"478\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM.png 478w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-240x193.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.56.53-PM-375x301.png 375w\" sizes=\"(max-width: 478px) 100vw, 478px\">[/media-credit]\u003c/p>\n\u003ch3>Students Who Benefit the Most From the Games\u003c/h3>\n\u003cp>I’ve found that the students who often benefit the most from playing iCivics games are the energetic and the struggling learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Energetic learners easily connect with the games from both a gameplay and thinking perspective. They are eager to talk about a game and the knowledge it imparts, both while playing and immediately thereafter. These are the kinds of students who, long after the game has been played, will explain how something from the game relates to current subject matter.\u003c/p>\n\u003cp>The struggling learners, be it a result of a learning disability and/or a language barrier, tend to be hesitant and shy, often unwilling to publicly join a learning activity. These are the kinds of learners who, during and immediately following gameplay, often shock their classmates with an inquisitive question, an enthusiastic outburst or a thoughtful insight.\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"519\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465492 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM.png\" alt=\"Screen Shot 2017-04-14 at 7.57.03 PM\" width=\"519\" height=\"372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM.png 519w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-160x115.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-240x172.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-14-at-7.57.03-PM-375x269.png 375w\" sizes=\"(max-width: 519px) 100vw, 519px\">[/media-credit]\u003c/p>\n\u003ch3>Incorporating the Games Into an AP Class\u003c/h3>\n\u003cp>Periodically I have the students in my AP U.S. government (APGOV) class play iCivics games. This is not a thoughtless undertaking, especially given the daunting structural constraints that come with AP: an impossibly large topical array; a breadth-oriented, high-stakes summative test; and the test-prep pedagogy for which AP courses are generally known.\u003c/p>\n\u003cp>My experimentation has proven that the iCivics computer games help my APGOV students make sense of complex government concepts and processes that, when presented in more traditional methods, tend to lack context and relevancy.\u003c/p>\n\u003cp>Put another way, the games cultivate deeper understanding of important APGOV curriculum, including checks and balances (“\u003ca href=\"https://www.icivics.org/games/branches-power\">Branches of Power\u003c/a>”), the federal budget (“\u003ca href=\"https://www.icivics.org/games/peoples-pie\">People’s Pie\u003c/a>”), the dreaded Electoral College (“\u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House\u003c/a>”) and, more recently, the powers of the president (“\u003ca href=\"https://www.icivics.org/games/executive-command\">Executive Command\u003c/a>”).\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://www.icivics.org/games/executive-command\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-469610 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-800x553.jpg\" alt=\"C9U40yjXoAAzF1k\" width=\"800\" height=\"553\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-800x553.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-160x111.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-768x531.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-1020x705.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-960x663.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-240x166.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-375x259.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k-520x359.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/C9U40yjXoAAzF1k.jpg 1152w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003ch3>What My Students Think About the Games\u003c/h3>\n\u003cp>To find out what my students think about the games, I periodically ask them: “On a scale of 1-10, to what extent did you find this game interesting, informative and engaging (10 = very interesting, informative and engaging; 1 = not at all interesting, informative or engaging)?”\u003c/p>\n\u003cp>On average, students answer “seven,” which I consider to be a high score.\u003c/p>\n\u003ch3>A Final Word\u003c/h3>\n\u003cp>Given that iCivics was founded by one of this country’s truly great judicial pioneers and exists today in an age of rapid technological development, I expect that the company will bring even more high-quality, educational civics-related games to the forefront in the near future.\u003c/p>\n\u003cp>As my wise colleague once told me, “There’s so much value there.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Videoconferencing Magic in the Elementary School Classroom",
"headTitle": "Videoconferencing Magic in the Elementary School Classroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">What’s one way to create a major spark in your classroom? In one word: videoconferencing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional. Transformative. Touching. Passion inducing. Educational. These are only some of the words I can use to describe the impact that face-to-face interaction through videoconferencing has had on my elementary school students over the last eight years. \u003c/span>\u003c/p>\n\u003ch3>The Beginning\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It all started in the fall of 2009, when a family from my school community broke the news that they were leaving our suburban New York town and moving to Hong Kong. The mom and I got together for a goodbye lunch and talked about keeping in touch despite the miles. We were discussing using Skype for this purpose, when it suddenly occurred to me that our social studies curriculum was changing that year to focus on China. How great might it be if we were able to Skype live from my classroom to her two young sons in Hong Kong? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Soon after, I borrowed a webcam, taped it to a box, connected it to my computer, downloaded Skype and hoped for the best. (I warned my students that failure was part of learning, so if this didn’t work, we were still gaining useful life experience.) Luckily, things went well. Really well. The results were unlike anything I’d ever experienced in my life as a teacher. This was a career-changing moment for me, and a major shift for my students. My third graders were fascinated and enthralled. “How is it possible that we can talk to Matthew and Josh all the way in Hong Kong without a wire coming out of the computer, going down the hall, and through the ocean?” asked eight-year-old Anna.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Since that first video call, my classes have had calls with people on every continent and more than 40 countries. We’ve learned about language, art, music, government, science, math and culture. We’ve become true global citizens.\u003c/span>\u003c/p>\n\u003ch3>Five Ways to Videoconference\u003c/h3>\n\u003cp>\u003cb>Guest Speakers:\u003c/b>\u003cspan style=\"font-weight: 400;\"> After finishing a chapter book together as a class; my students wanted to learn more and asked if we could meet the author. They were now savvy to the magic of Skype, having had the call with Hong Kong. This was their idea, not mine. I emailed Robert Kimmel Smith to see if we could meet him via Skype to learn about his book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The War with Grandpa. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">He agreed and again, this was an unforgettable experience. The author taught the kids about the writing process, about character development, about getting published. He used their names to create a personal connection. The third graders were so motivated that they asked me if they could publish their own stories. And we did. But I’ll get into that in another post. In the meantime, \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/find-guest-speakers\">\u003cspan style=\"font-weight: 400;\">here’s a great resource for finding guest speakers,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> such as authors, for your class.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465415 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-3-1020x765.jpg\" alt=\"unnamed-3\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3.jpg 1064w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Virtual Field Trips: \u003c/b>\u003cspan style=\"font-weight: 400;\">What better way to immerse elementary students in new worlds via images and sounds than by taking \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/virtual-field-trips\">\u003cspan style=\"font-weight: 400;\">virtual field trips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">? My students have traveled underwater with Fabien Cousteau as he lived under the sea, off the coast of Florida, for 31 days. And they’ve traveled to the far north to meet digital explorer \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"http://www.today.com/video/how-to-get-kids-attention-skype-in-the-classroom-454612547656\">Jamie Buchanan-Dunlop\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465494 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-4-1-800x600.jpg\" alt=\"unnamed-4\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465413 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-1-800x448.jpg\" alt=\"unnamed-1\" width=\"800\" height=\"448\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-800x448.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-768x430.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-1020x571.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-960x538.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-240x134.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-520x291.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Mystery Skype: \u003c/b>\u003cspan style=\"font-weight: 400;\">Games are big motivators for many primary school kids, and \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/mystery-skype\">\u003cspan style=\"font-weight: 400;\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> fosters deductive reasoning in students as they have fun along the way. For kindergarten through second grade, Mystery Animal and Mystery Number are big motivators. For third through fifth grade, Mystery Geography Skype is the ticket. Here, students use words such as hemispheres, border, equator and landlocked to find yes/no answers to questions and figure out the location of another class, somewhere in the country or world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465416 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-2-800x600.jpg\" alt=\"unnamed-2\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Skype Lessons: \u003c/b>\u003cspan style=\"font-weight: 400;\">Learn from experts on a variety of topics, such as the rainforest or climate change. \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/skype-lessons\">\u003cspan style=\"font-weight: 400;\">Skype lessons are available \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">for students in elementary school by videoconference.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Skype Collaborations:\u003c/b> \u003cspan style=\"font-weight: 400;\">Teachers can use \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/skype-collaborations\">\u003cspan style=\"font-weight: 400;\">Skype collaborations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to connect their students with another class and work together to develop awareness or solve a problem related to a common goal, such as climate action. Recent collaborations with my class have involved working with students from Kenya, Macedonia, India and South Africa on projects such as solar lamps and protecting children’s rights.\u003c/span>\u003c/p>\n\u003ch3>Five Simple Steps\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If you’re interested in using Skype in your classroom, give it a try. It’s really simple. Truly. Here’s all you need to do.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Check to see if your computer has a built-in webcam with a microphone. If not, get an external one. They’re inexpensive and easy to find.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Download Skype. Other options are Google Hangouts and Zoom.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">To make connections, sign up for a \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/overview\">\u003cspan style=\"font-weight: 400;\">Skype in the Classroom account\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Contact someone from a posted lesson, or create your own.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Schedule a test call, prior to the main call, to ensure the technology is working correctly and that both sides agree on the format the call will take.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Skype calls work hand-in-hand with reading, writing, math, science and social studies. Students conduct research before the calls, take notes during the calls, and write reflections and create movies, digital stories and podcasts afterward. The calls ignite the passion.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional and intellectual connections have paved the way for magic to take place in my classroom. Before Skype entered Room 34 of my suburban New York elementary school, my students, no doubt, received a solid education in reading, writing, math and social studies. But once we made that first connection to students in Hong Kong, everything changed.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_465417\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465417 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-800x600.jpg\" alt=\"unnamed\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">This is Laila, one of Amy Rosenstein’s students, holding a trophy of hers. “We had pen pals (old-fashioned snail mail) in England, and we wrote back and forth all year. Then, at the end of the year, the kids got to actually meet each other via Skype. That’s Laila, showing off her trophy.”\u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">What’s one way to create a major spark in your classroom? In one word: videoconferencing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional. Transformative. Touching. Passion inducing. Educational. These are only some of the words I can use to describe the impact that face-to-face interaction through videoconferencing has had on my elementary school students over the last eight years. \u003c/span>\u003c/p>\n\u003ch3>The Beginning\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It all started in the fall of 2009, when a family from my school community broke the news that they were leaving our suburban New York town and moving to Hong Kong. The mom and I got together for a goodbye lunch and talked about keeping in touch despite the miles. We were discussing using Skype for this purpose, when it suddenly occurred to me that our social studies curriculum was changing that year to focus on China. How great might it be if we were able to Skype live from my classroom to her two young sons in Hong Kong? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Soon after, I borrowed a webcam, taped it to a box, connected it to my computer, downloaded Skype and hoped for the best. (I warned my students that failure was part of learning, so if this didn’t work, we were still gaining useful life experience.) Luckily, things went well. Really well. The results were unlike anything I’d ever experienced in my life as a teacher. This was a career-changing moment for me, and a major shift for my students. My third graders were fascinated and enthralled. “How is it possible that we can talk to Matthew and Josh all the way in Hong Kong without a wire coming out of the computer, going down the hall, and through the ocean?” asked eight-year-old Anna.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Since that first video call, my classes have had calls with people on every continent and more than 40 countries. We’ve learned about language, art, music, government, science, math and culture. We’ve become true global citizens.\u003c/span>\u003c/p>\n\u003ch3>Five Ways to Videoconference\u003c/h3>\n\u003cp>\u003cb>Guest Speakers:\u003c/b>\u003cspan style=\"font-weight: 400;\"> After finishing a chapter book together as a class; my students wanted to learn more and asked if we could meet the author. They were now savvy to the magic of Skype, having had the call with Hong Kong. This was their idea, not mine. I emailed Robert Kimmel Smith to see if we could meet him via Skype to learn about his book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The War with Grandpa. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">He agreed and again, this was an unforgettable experience. The author taught the kids about the writing process, about character development, about getting published. He used their names to create a personal connection. The third graders were so motivated that they asked me if they could publish their own stories. And we did. But I’ll get into that in another post. In the meantime, \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/find-guest-speakers\">\u003cspan style=\"font-weight: 400;\">here’s a great resource for finding guest speakers,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> such as authors, for your class.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465415 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-3-1020x765.jpg\" alt=\"unnamed-3\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-3.jpg 1064w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Virtual Field Trips: \u003c/b>\u003cspan style=\"font-weight: 400;\">What better way to immerse elementary students in new worlds via images and sounds than by taking \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/virtual-field-trips\">\u003cspan style=\"font-weight: 400;\">virtual field trips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">? My students have traveled underwater with Fabien Cousteau as he lived under the sea, off the coast of Florida, for 31 days. And they’ve traveled to the far north to meet digital explorer \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"http://www.today.com/video/how-to-get-kids-attention-skype-in-the-classroom-454612547656\">Jamie Buchanan-Dunlop\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465494 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-4-1-800x600.jpg\" alt=\"unnamed-4\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-4-1.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465413 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-1-800x448.jpg\" alt=\"unnamed-1\" width=\"800\" height=\"448\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-800x448.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-768x430.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-1020x571.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-960x538.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-240x134.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-375x210.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1-520x291.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Mystery Skype: \u003c/b>\u003cspan style=\"font-weight: 400;\">Games are big motivators for many primary school kids, and \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/mystery-skype\">\u003cspan style=\"font-weight: 400;\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> fosters deductive reasoning in students as they have fun along the way. For kindergarten through second grade, Mystery Animal and Mystery Number are big motivators. For third through fifth grade, Mystery Geography Skype is the ticket. Here, students use words such as hemispheres, border, equator and landlocked to find yes/no answers to questions and figure out the location of another class, somewhere in the country or world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465416 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-2-800x600.jpg\" alt=\"unnamed-2\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-2.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003c/p>\n\u003cp>\u003cb>Skype Lessons: \u003c/b>\u003cspan style=\"font-weight: 400;\">Learn from experts on a variety of topics, such as the rainforest or climate change. \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/skype-lessons\">\u003cspan style=\"font-weight: 400;\">Skype lessons are available \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">for students in elementary school by videoconference.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Skype Collaborations:\u003c/b> \u003cspan style=\"font-weight: 400;\">Teachers can use \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/skype-collaborations\">\u003cspan style=\"font-weight: 400;\">Skype collaborations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to connect their students with another class and work together to develop awareness or solve a problem related to a common goal, such as climate action. Recent collaborations with my class have involved working with students from Kenya, Macedonia, India and South Africa on projects such as solar lamps and protecting children’s rights.\u003c/span>\u003c/p>\n\u003ch3>Five Simple Steps\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If you’re interested in using Skype in your classroom, give it a try. It’s really simple. Truly. Here’s all you need to do.\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Check to see if your computer has a built-in webcam with a microphone. If not, get an external one. They’re inexpensive and easy to find.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Download Skype. Other options are Google Hangouts and Zoom.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">To make connections, sign up for a \u003c/span>\u003ca href=\"https://education.microsoft.com/skype-in-the-classroom/overview\">\u003cspan style=\"font-weight: 400;\">Skype in the Classroom account\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Contact someone from a posted lesson, or create your own.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400;\">Schedule a test call, prior to the main call, to ensure the technology is working correctly and that both sides agree on the format the call will take.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Skype calls work hand-in-hand with reading, writing, math, science and social studies. Students conduct research before the calls, take notes during the calls, and write reflections and create movies, digital stories and podcasts afterward. The calls ignite the passion.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Emotional and intellectual connections have paved the way for magic to take place in my classroom. Before Skype entered Room 34 of my suburban New York elementary school, my students, no doubt, received a solid education in reading, writing, math and social studies. But once we made that first connection to students in Hong Kong, everything changed.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_465417\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11345 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-465417 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/unnamed-800x600.jpg\" alt=\"unnamed\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/unnamed.jpg 1064w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">This is Laila, one of Amy Rosenstein’s students, holding a trophy of hers. “We had pen pals (old-fashioned snail mail) in England, and we wrote back and forth all year. Then, at the end of the year, the kids got to actually meet each other via Skype. That’s Laila, showing off her trophy.”\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"title": "Student-Produced Board Games that Promote Empathy",
"headTitle": "Student-Produced Board Games that Promote Empathy | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">“My parents emigrated to France from the West African island of Cape Verde, then later moved to Brooklyn,” one student said. Then she rolled a set of dice, and moved her game piece — an image of a woman wearing a red jacket — forward three spaces. Her goal was to get across the board, to the affluent neighborhood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The player to her right went next. He rolled a four, and moved his piece — a uniformed police officer — closer to the first player. Now it was the third player’s turn. She rolled a six. Like the first player, she was instructed to read from a Fact Card. She read aloud, “I identify as black, white and Jewish.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These students were playing a board game called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Immigrants and Border Patrol. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">It was not created not by me, nor did professional game designers prototype it. The game was the result of a research project students conducted on issues facing illegal and undocumented immigrants. The designers were two 12-years-old students in my social studies class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the information on the Fact Cards was based on real people, they were not actually undocumented immigrants — they arrived here legally, or were the children of immigrants. Nonetheless, the facts were adapted to be backstories, adding a layer of humanity to their game. The \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B5LqI-H9ERlcNlREa09FNU5iODA/preview\">\u003cspan style=\"font-weight: 400;\">curriculum materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> came from the Brooklyn Historical Society, and were originally part of a \u003c/span>\u003ca href=\"http://www.gamesforchange.org/studentchallenge/2017/01/30/11136/\">\u003cspan style=\"font-weight: 400;\">Moveable Game Jam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> I helped organize with Games for Change. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_458421\" class=\"wp-caption aligncenter\" style=\"max-width: 522px\">[media-credit standalone=0 id=11342 align=\"aligncenter\" width=\"522\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-458421 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM.png\" alt=\"Screen Shot 2017-04-06 at 3.17.55 PM\" width=\"522\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM.png 522w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-240x180.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-375x282.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-520x390.png 520w\" sizes=\"(max-width: 522px) 100vw, 522px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Immigrants and Border Patrol game board\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">Immigrants and Border Patrol\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> is actually unwinnable. It is more of a procedural than a game, and that’s the point. The ongoing cycle of immigration and border patrol enforcement is embodied by the game’s core mechanics, or actions of play. The border agents patrol the board in a circular path, while the illegal immigrants try to move from one end of the board to the other. If the immigrants run into the border patrol, they don’t lose the game; instead, they go back to the start position and attempt the journey. At the end of playtesting, several students remarked, “There has to be a better system than this!” \u003c/span>\u003c/p>\n\u003ch3>Games, VR and Empathy\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There is a growing list of serious games — themed on real-world issues and with strong narrative components — that can engage students in shared experiences and help create a sense of empathy. They also include time for reflection and discussion as the choices players make should resonate in an emotional response. One example I’ve introduced to my students is \u003c/span>\u003ca href=\"http://www.mission-us.org/pages/landing-mission-4\">\u003ci>\u003cspan style=\"font-weight: 400;\">Mission US: City of Immigrants\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which puts players in the role of a Russian-Jewish immigrant in New York City in 1907\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Another is\u003c/span> \u003ca href=\"http://theundocumented.com\">\u003ci>\u003cspan style=\"font-weight: 400;\">The Migrant Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which put students in the role of border patrol and undocumented immigrants. Both games can be read as a text, and can inspire thoughtful classroom discussions. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Beyond games, I try to provide students with experiences they could not ordinarily have in real life. For example, they can use the low-cost virtual reality viewer \u003c/span>\u003ca href=\"https://vr.google.com/cardboard/\">\u003cspan style=\"font-weight: 400;\">Google Cardboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to watch \u003c/span>\u003ca href=\"http://with.in/watch/clouds-over-sidra/\">\u003cspan style=\"font-weight: 400;\">Clouds Over Sidra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a short film told from the point of view of a young Syrian girl named Sidra. It tells her story of her days in a Jordanian refugee camp. \u003c/span>\u003c/p>\n\u003ch3>Design Starts With Empathy\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Design thinking should \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">start\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> with empathy, and that’s where game-based learning meets project-based learning. After students play serious games, or experience virtual reality field trips, give them an opportunity to design their own. For example, one of my students created a breakout game using scrapbook boxes and several locks. To play, a group works together cooperatively to solve a series of interesting puzzles. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_458420\" class=\"wp-caption aligncenter\" style=\"max-width: 386px\">[media-credit standalone=0 id=11342 align=\"aligncenter\" width=\"386\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-458420 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM.png\" alt=\"Screen Shot 2017-04-06 at 3.18.20 PM\" width=\"386\" height=\"517\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM.png 386w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-160x214.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-240x321.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-375x502.png 375w\" sizes=\"(max-width: 386px) 100vw, 386px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Student-designed breakout game\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her game, each puzzle is embodied as a border checkpoint. Players take on the role of Carrie, an immigrant, whose goal is to get into the United States to save her family from uncertain harm. The first clues involve her scrambling to the United States border. Other clues lead to police and a lawyer, which are represented by a rubber ink stamp. Players are instructed to fingerprint themselves, and then check for a clue embedded in the stamp itself! The final lock — \u003c/span>\u003ca href=\"https://www.amazon.com/ImageLOCK-Combination-Lock-Administrative-Double-Reinforced/dp/B01DI6TLCK/ref=pd_lpo_60_tr_img_3?_encoding=UTF8&psc=1&refRID=RX802KS87QRK78SNM76X\">\u003cspan style=\"font-weight: 400;\">an image lock\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> — is the hardest challenge. It is, in gamer parlance, the “\u003c/span>\u003ca href=\"http://digitalis.nwp.org/case-studies/boss-level-quest-learn-connected-learning-public-school\">\u003cspan style=\"font-weight: 400;\">boss level\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” Succeeding in this challenge results in the player winning. Inside that last box is the oath to become a United States citizen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This game’s creator, also 12 years old, referred to \u003c/span>\u003ca href=\"http://www.breakoutedu.com\">\u003cspan style=\"font-weight: 400;\">BreakoutEDU’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> website for guidance. She then used empathy as her starting point for all of her puzzle challenges. To view her breakout script \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1j_q_0B0WqDZiRSd13LTs98wnd2YsCRDv2msMKUL0bTw/edit?usp=sharing\">\u003cspan style=\"font-weight: 400;\">click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In a g\u003c/span>\u003cspan style=\"font-weight: 400;\">ood game, players make meaningful decisions based on the roles and identities they take on. Games — like film, text and other traditional media — can inspire class discussions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For more about \u003c/span>\u003cspan style=\"font-weight: 400;\">empathy, check out Brené Brown’s \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=1Evwgu369Jw\">\u003cspan style=\"font-weight: 400;\">animated video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, in which she talks about the subtle differences between being empathetic and sympathetic. To find out more about \u003c/span>\u003cspan style=\"font-weight: 400;\">serious games, check out the \u003c/span>\u003ca href=\"http://www.gamesforchange.org/play/\">\u003cspan style=\"font-weight: 400;\">Games for Change website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“My parents emigrated to France from the West African island of Cape Verde, then later moved to Brooklyn,” one student said. Then she rolled a set of dice, and moved her game piece — an image of a woman wearing a red jacket — forward three spaces. Her goal was to get across the board, to the affluent neighborhood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The player to her right went next. He rolled a four, and moved his piece — a uniformed police officer — closer to the first player. Now it was the third player’s turn. She rolled a six. Like the first player, she was instructed to read from a Fact Card. She read aloud, “I identify as black, white and Jewish.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These students were playing a board game called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Immigrants and Border Patrol. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">It was not created not by me, nor did professional game designers prototype it. The game was the result of a research project students conducted on issues facing illegal and undocumented immigrants. The designers were two 12-years-old students in my social studies class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the information on the Fact Cards was based on real people, they were not actually undocumented immigrants — they arrived here legally, or were the children of immigrants. Nonetheless, the facts were adapted to be backstories, adding a layer of humanity to their game. The \u003c/span>\u003ca href=\"https://drive.google.com/file/d/0B5LqI-H9ERlcNlREa09FNU5iODA/preview\">\u003cspan style=\"font-weight: 400;\">curriculum materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> came from the Brooklyn Historical Society, and were originally part of a \u003c/span>\u003ca href=\"http://www.gamesforchange.org/studentchallenge/2017/01/30/11136/\">\u003cspan style=\"font-weight: 400;\">Moveable Game Jam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> I helped organize with Games for Change. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_458421\" class=\"wp-caption aligncenter\" style=\"max-width: 522px\">[media-credit standalone=0 id=11342 align=\"aligncenter\" width=\"522\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-458421 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM.png\" alt=\"Screen Shot 2017-04-06 at 3.17.55 PM\" width=\"522\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM.png 522w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-240x180.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-375x282.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.17.55-PM-520x390.png 520w\" sizes=\"(max-width: 522px) 100vw, 522px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Immigrants and Border Patrol game board\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">Immigrants and Border Patrol\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> is actually unwinnable. It is more of a procedural than a game, and that’s the point. The ongoing cycle of immigration and border patrol enforcement is embodied by the game’s core mechanics, or actions of play. The border agents patrol the board in a circular path, while the illegal immigrants try to move from one end of the board to the other. If the immigrants run into the border patrol, they don’t lose the game; instead, they go back to the start position and attempt the journey. At the end of playtesting, several students remarked, “There has to be a better system than this!” \u003c/span>\u003c/p>\n\u003ch3>Games, VR and Empathy\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There is a growing list of serious games — themed on real-world issues and with strong narrative components — that can engage students in shared experiences and help create a sense of empathy. They also include time for reflection and discussion as the choices players make should resonate in an emotional response. One example I’ve introduced to my students is \u003c/span>\u003ca href=\"http://www.mission-us.org/pages/landing-mission-4\">\u003ci>\u003cspan style=\"font-weight: 400;\">Mission US: City of Immigrants\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which puts players in the role of a Russian-Jewish immigrant in New York City in 1907\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Another is\u003c/span> \u003ca href=\"http://theundocumented.com\">\u003ci>\u003cspan style=\"font-weight: 400;\">The Migrant Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which put students in the role of border patrol and undocumented immigrants. Both games can be read as a text, and can inspire thoughtful classroom discussions. \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;\">Beyond games, I try to provide students with experiences they could not ordinarily have in real life. For example, they can use the low-cost virtual reality viewer \u003c/span>\u003ca href=\"https://vr.google.com/cardboard/\">\u003cspan style=\"font-weight: 400;\">Google Cardboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to watch \u003c/span>\u003ca href=\"http://with.in/watch/clouds-over-sidra/\">\u003cspan style=\"font-weight: 400;\">Clouds Over Sidra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a short film told from the point of view of a young Syrian girl named Sidra. It tells her story of her days in a Jordanian refugee camp. \u003c/span>\u003c/p>\n\u003ch3>Design Starts With Empathy\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Design thinking should \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">start\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> with empathy, and that’s where game-based learning meets project-based learning. After students play serious games, or experience virtual reality field trips, give them an opportunity to design their own. For example, one of my students created a breakout game using scrapbook boxes and several locks. To play, a group works together cooperatively to solve a series of interesting puzzles. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_458420\" class=\"wp-caption aligncenter\" style=\"max-width: 386px\">[media-credit standalone=0 id=11342 align=\"aligncenter\" width=\"386\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-458420 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM.png\" alt=\"Screen Shot 2017-04-06 at 3.18.20 PM\" width=\"386\" height=\"517\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM.png 386w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-160x214.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-240x321.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/Screen-Shot-2017-04-06-at-3.18.20-PM-375x502.png 375w\" sizes=\"(max-width: 386px) 100vw, 386px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Student-designed breakout game\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her game, each puzzle is embodied as a border checkpoint. Players take on the role of Carrie, an immigrant, whose goal is to get into the United States to save her family from uncertain harm. The first clues involve her scrambling to the United States border. Other clues lead to police and a lawyer, which are represented by a rubber ink stamp. Players are instructed to fingerprint themselves, and then check for a clue embedded in the stamp itself! The final lock — \u003c/span>\u003ca href=\"https://www.amazon.com/ImageLOCK-Combination-Lock-Administrative-Double-Reinforced/dp/B01DI6TLCK/ref=pd_lpo_60_tr_img_3?_encoding=UTF8&psc=1&refRID=RX802KS87QRK78SNM76X\">\u003cspan style=\"font-weight: 400;\">an image lock\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> — is the hardest challenge. It is, in gamer parlance, the “\u003c/span>\u003ca href=\"http://digitalis.nwp.org/case-studies/boss-level-quest-learn-connected-learning-public-school\">\u003cspan style=\"font-weight: 400;\">boss level\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” Succeeding in this challenge results in the player winning. Inside that last box is the oath to become a United States citizen.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This game’s creator, also 12 years old, referred to \u003c/span>\u003ca href=\"http://www.breakoutedu.com\">\u003cspan style=\"font-weight: 400;\">BreakoutEDU’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> website for guidance. She then used empathy as her starting point for all of her puzzle challenges. To view her breakout script \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1j_q_0B0WqDZiRSd13LTs98wnd2YsCRDv2msMKUL0bTw/edit?usp=sharing\">\u003cspan style=\"font-weight: 400;\">click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In a g\u003c/span>\u003cspan style=\"font-weight: 400;\">ood game, players make meaningful decisions based on the roles and identities they take on. Games — like film, text and other traditional media — can inspire class discussions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For more about \u003c/span>\u003cspan style=\"font-weight: 400;\">empathy, check out Brené Brown’s \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=1Evwgu369Jw\">\u003cspan style=\"font-weight: 400;\">animated video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, in which she talks about the subtle differences between being empathetic and sympathetic. To find out more about \u003c/span>\u003cspan style=\"font-weight: 400;\">serious games, check out the \u003c/span>\u003ca href=\"http://www.gamesforchange.org/play/\">\u003cspan style=\"font-weight: 400;\">Games for Change website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Broadcasting Class Creates an Authentic Real-World Learning Experience",
"headTitle": "Broadcasting Class Creates an Authentic Real-World Learning Experience | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When Jordan enters her Broadcast Media class at Kenilworth Junior High school, she doesn’t wait for directions from her teacher. She checks the job board, grabs a laptop and heads to her table to confer with her partner, Kyle. They are anchoring today’s news show, so they will spend the first part of class writing their script. They pull up the \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/home?authuser=0\">\u003cspan style=\"font-weight: 400\">class website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and navigate to a spreadsheet of announcements submitted by school staff members. They work together on a shared Google doc (also from the website) and coordinate with the \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/news-team/weather?authuser=0\">\u003cspan style=\"font-weight: 400\">weather\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/news-team/sports-corner?authuser=0\">\u003cspan style=\"font-weight: 400\">sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teams so they can incorporate their reports into their script.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to Jordan and Kyle, there are 31 more seventh and eighth grade students in the class, all assigned \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/jobs-rotation?authuser=0\">\u003cspan style=\"font-weight: 400\">jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the production of KTV, their school’s daily news broadcast.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Studio Managers: set up lights, cameras and teleprompters at the start of class\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Script/Anchors: write script and anchor news show\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weather: research and write weather forecast and make graphics; deliver report on air \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sports: research and write sports report and make graphics; deliver report on air \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Graphics: make graphics for each news item\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On This Day…Team: research, write, film and edit movies to highlight events in history\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Film Crew: research, storyboard, film and edit movies (PSAs, school events, etc.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Floor Manager: collect, deliver, and confirm that graphics and videos are loaded on the tricaster prior to filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Producer: organize teams to prep for filming; supervise directors\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Audio Tech: set up, check and monitor audio for anchors\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bus Tech: switch cameras during filming\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tricaster Tech: manage videos, graphics, audio and recording during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Directors: direct anchors during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teleprompter Tech: set up and pace teleprompters during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;text-align: left\">\u003cspan style=\"font-weight: 400\">Equipment Managers: confirm all equipment i\u003cbr>\ns shut down and stored after filming\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_457450\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11343 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-457450 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/KTV_job_board-800x600.jpg\" alt=\"KTV_job_board\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The KTV job board\u003c/figcaption>\u003c/figure>\n\u003cp>From the time the first bell rings until the producer quiets the class for filming, the KTV room is abuzz with activity. Students move with authority around the room (and across campus), each responsible for elements of genuine broadcast media work. The stakes are high, as the scripts they write, the graphics they design or the movies they edit are not merely “turned in” to a teacher, but are published to a wide and meaningful audience. Our students know that the next day, during their morningclass, they will watch this episode of KTV, surrounded by their peers. That audience alone is significant enough to motivate 12 and 13-year-olds to do the best work they can. But the audience for our students’ work extends well beyond the walls of our classroom — parents and community members also stay up-to-date on school news by accessing KTV from the front page of the school website.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the final half hour of class, Jordan and Kyle wear the official KTV News Team shirts, sit at the anchor desk in the studio, and run through their lines while the teleprompter team paces the script. The producer rounds up the tech team and directors, and checks in with the floor manager to make sure the tricaster and bus tech have coordinated the show’s chronology. She quiets the room for filming and the show is now in the hands of the tech team, anchors and directors. When the show is over, the class applauds and then starts putting away the equipment, while the tech team uploads the show to \u003c/span>\u003ca href=\"https://www.youtube.com/playlist?list=PLUd-rfiTj3_L86OUzx2LS-FUxHAo7ZYj4\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/AndThatsKTV\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another episode is in the can; just another day in the studio for these kids.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Pa8t87dgRLY\u003c/p>\n\u003cp>After teaching English for 20 years, taking on the broadcast media class has opened my eyes to the power of giving students jobs with clearly defined responsibilities, meaningful motivation, and wide publication to a significant audience. And it makes me wonder: What if our traditional academic classes looked like this? What if in an English class, my students were given jobs that writers and literary critics tackle in their professional roles? And what if those jobs resulted in frequent publication to a meaningful audience? What about math classes? Can they look more like the workplaces of mathematicians and engineers?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We’ve all heard the favorite student complaint disguised as a question: “When am I ever going to use this in the real world?” Annoying, yes, but a fair question. What if their classes really did operate like the real world? What if students were given jobs instead of assignments and could easily see how the skills they were learning were relevant to real-world work? This teacher is convinced: The real-world question is valid, and we owe our students more than an answer; we owe them authentic, real-world learning opportunities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Jordan enters her Broadcast Media class at Kenilworth Junior High school, she doesn’t wait for directions from her teacher. She checks the job board, grabs a laptop and heads to her table to confer with her partner, Kyle. They are anchoring today’s news show, so they will spend the first part of class writing their script. They pull up the \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/home?authuser=0\">\u003cspan style=\"font-weight: 400\">class website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and navigate to a spreadsheet of announcements submitted by school staff members. They work together on a shared Google doc (also from the website) and coordinate with the \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/news-team/weather?authuser=0\">\u003cspan style=\"font-weight: 400\">weather\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/news-team/sports-corner?authuser=0\">\u003cspan style=\"font-weight: 400\">sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teams so they can incorporate their reports into their script.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to Jordan and Kyle, there are 31 more seventh and eighth grade students in the class, all assigned \u003c/span>\u003ca href=\"https://sites.google.com/petk12.org/ktv5/jobs-rotation?authuser=0\">\u003cspan style=\"font-weight: 400\">jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the production of KTV, their school’s daily news broadcast.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Studio Managers: set up lights, cameras and teleprompters at the start of class\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Script/Anchors: write script and anchor news show\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weather: research and write weather forecast and make graphics; deliver report on air \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sports: research and write sports report and make graphics; deliver report on air \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Graphics: make graphics for each news item\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On This Day…Team: research, write, film and edit movies to highlight events in history\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Film Crew: research, storyboard, film and edit movies (PSAs, school events, etc.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Floor Manager: collect, deliver, and confirm that graphics and videos are loaded on the tricaster prior to filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Producer: organize teams to prep for filming; supervise directors\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Audio Tech: set up, check and monitor audio for anchors\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bus Tech: switch cameras during filming\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tricaster Tech: manage videos, graphics, audio and recording during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Directors: direct anchors during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teleprompter Tech: set up and pace teleprompters during filming\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;text-align: left\">\u003cspan style=\"font-weight: 400\">Equipment Managers: confirm all equipment i\u003cbr>\ns shut down and stored after filming\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_457450\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11343 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-457450 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/04/KTV_job_board-800x600.jpg\" alt=\"KTV_job_board\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/04/KTV_job_board-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The KTV job board\u003c/figcaption>\u003c/figure>\n\u003cp>From the time the first bell rings until the producer quiets the class for filming, the KTV room is abuzz with activity. Students move with authority around the room (and across campus), each responsible for elements of genuine broadcast media work. The stakes are high, as the scripts they write, the graphics they design or the movies they edit are not merely “turned in” to a teacher, but are published to a wide and meaningful audience. Our students know that the next day, during their morningclass, they will watch this episode of KTV, surrounded by their peers. That audience alone is significant enough to motivate 12 and 13-year-olds to do the best work they can. But the audience for our students’ work extends well beyond the walls of our classroom — parents and community members also stay up-to-date on school news by accessing KTV from the front page of the school website.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Far more meaningful than grades, the daily publication of the KTV students’ efforts provides a steady stream of feedback, affirmation and ownership, while also strengthening their ability to work in a self-directed environment. The work they do on any given day in the KTV studio is informed by their previous work, as the class critiques the published episodes, discusses what worked and what didn’t, and moves on to the next episode with specific plans for improvement. In addition to building academic skills such as writing, proofreading, presenting and speaking, KTV students practice professional broadcast skills, such as media production and behind-the-scenes technology. And woven through all of their work are skills critical to our professional and personal lives: collaboration, communication, creativity, critical thinking, responsibility, flexibility, and the problem-solving prowess that comes from working under pressure to produce a daily news show in a room full of people and unreliable technology. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the final half hour of class, Jordan and Kyle wear the official KTV News Team shirts, sit at the anchor desk in the studio, and run through their lines while the teleprompter team paces the script. The producer rounds up the tech team and directors, and checks in with the floor manager to make sure the tricaster and bus tech have coordinated the show’s chronology. She quiets the room for filming and the show is now in the hands of the tech team, anchors and directors. When the show is over, the class applauds and then starts putting away the equipment, while the tech team uploads the show to \u003c/span>\u003ca href=\"https://www.youtube.com/playlist?list=PLUd-rfiTj3_L86OUzx2LS-FUxHAo7ZYj4\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/AndThatsKTV\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another episode is in the can; just another day in the studio for these kids.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/Pa8t87dgRLY'\n title='//www.youtube.com/embed/Pa8t87dgRLY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>After teaching English for 20 years, taking on the broadcast media class has opened my eyes to the power of giving students jobs with clearly defined responsibilities, meaningful motivation, and wide publication to a significant audience. And it makes me wonder: What if our traditional academic classes looked like this? What if in an English class, my students were given jobs that writers and literary critics tackle in their professional roles? And what if those jobs resulted in frequent publication to a meaningful audience? What about math classes? Can they look more like the workplaces of mathematicians and engineers?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We’ve all heard the favorite student complaint disguised as a question: “When am I ever going to use this in the real world?” Annoying, yes, but a fair question. What if their classes really did operate like the real world? What if students were given jobs instead of assignments and could easily see how the skills they were learning were relevant to real-world work? This teacher is convinced: The real-world question is valid, and we owe our students more than an answer; we owe them authentic, real-world learning opportunities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"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.",
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"onourwatch": {
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"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?",
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"perspectives": {
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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