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"content": "\u003cp>The writing workshop has been at the heart of my upper-elementary classroom since I began teaching 13 years ago, but the tech tools my students use to publish their work have evolved with the times. In recent years, \u003ca href=\"https://plasq.com/apps/comiclife/macwin/\">Plasq’s ComicLife\u003c/a> has become an indispensable digital addition to my students’ writing toolkit. What, at first glance, may look like a few motivating bells and whistles has, for me, become essential and transformative. ComicLife is ideal for the differentiated classroom. I rely on it to not only challenge eager writers, but also to reach reluctant ones. The tool’s intuitive, drag-and-drop design is simple enough to use with grades 4 and up. Beginners can work from pre-made templates, and more advanced or ambitious students can create their own designs from scratch.\u003c/p>\n\u003ch4>Audience & Authenticity\u003c/h4>\n\u003cp>As research on how students learn drives a shift toward authentic learning, teachers are, more than ever, looking for real-world contexts around which to build inquiry-based curricula. Learning to fine-tune narrative voice and identify an audience are key to developing fluidity as a writer, but often traditional activities designed to hone these skills are artificial (i.e., “Imagine you are a pilgrim”-style canned prompts and scenarios). ComicLife breaks the seal on the stale paradigm of the teacher as the students’ only audience. My students write with the understanding that their work will ultimately be published as comic books or graphic mini-novels for other kids their age; their audiences are much bigger than just me. Something real is at stake.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>It’s Science!\u003c/h4>\n\u003cp>Check out these examples of student created STEAM comic books from my writing workshop:\u003cbr>\n\u003ca href=\"http://room2ruminations.blogspot.com/2014/09/the-physics-of-flight-issue-2-of-its.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-346008\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a.jpg\" alt=\"carter2_cover2a\" width=\"300\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a-240x300.jpg 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cbr>\n\u003ca href=\"http://room2ruminations.blogspot.com/2016/03/squirt-gun-science-by-kids-in-room-2.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-346007\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a.jpg\" alt=\"carter2_cover1a\" width=\"300\" height=\"394\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a-160x210.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a-240x315.jpg 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003ch4>Steam Connections\u003c/h4>\n\u003cp>Publishing any piece of writing on ComicLife will involve the STEAM T (technology), A (art/design) and M (math) strands. The more complex the layout, the more real-world (and Common Core-aligned) math a project will involve. For example, measuring for panel size and margins; setting angles and degrees for image rotation; computing panels per page to meet page requirements set by printing services (multiples of four); creating and adhering to a printing budget. To make a ComicLife design even STEAM-ier, students can use the software to publish their science writing. For examples, click the titles to the right. Both were whole-class endeavors that involved writing about engineering experiments, thereby incorporating all five STEAM strands into a single project.\u003c/p>\n\u003ch4>Process: Layout\u003c/h4>\n\u003cp>My students do their comic book/graphic mini-novel layout and illustrations as a last step, after the writing process. I make sure their writing is polished, final-draft quality before they begin this phase. Then we follow the steps below.\u003c/p>\n\u003col>\n\u003cli>Separate the entire piece of writing into “snapshots” or “moments.” Usually just a sentence or two for each panel, although some students choose to lay out their work more like a picture book, with a single illustration above a paragraph or two of text (like \u003ca href=\"http://room2ruminations.blogspot.com/2016/07/alice-mean-girl-by-allison-age-9_53.html\">this one\u003c/a>). Hit enter a few times between each chunk of text.\u003c/li>\n\u003cli>Choose a graphic novel style (or blank project) ComicLife template and then lay out the book, adding a panel for each snapshot/moment and balloons for dialog. If you will be printing the books, make sure to set margins at the beginning of the process. Altering them later will be a hassle that involves resizing any panels that extend too far into the margins. See print or E-Book Options below.\u003c/li>\n\u003cli>Copy and paste each chunk of narration into text boxes or balloons for dialog, omitting quotation marks and dialog tags. This step involves some genre translation that I always capitalize on as a teachable moment: In prose, we rely on punctuation and dialog tags to indicate who the speaker is. In comics and graphic novels, balloons point out who’s talking. This is also the stage where students decide whether some bits of narration will be replaced with illustrations. In panels where they decide an image will work in place of text, I ask them to leave themselves a note in a text box about what to draw there.\u003c/li>\n\u003cli>Export this rough mock-up as a PDF (and print if desired) to serve as a map to follow as students create illustrations for each panel. As they work on their art, they will often end up splitting or combining panels to fit their aesthetic and page/panel limits.\u003c/li>\n\u003c/ol>\n\u003ch4>Process: Illustration\u003c/h4>\n\u003cp>\u003ci>Technique\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For a great primer on drawing for comics and graphic novels, check the YouTube series by Marvel comic artist Stan Lee, \u003ca href=\"https://www.youtube.com/watch?v=f3y6k_vk_Vg\">How to Draw Comics the Marvel Way\u003c/a>. The KQED \u003ci>Art School\u003c/i>/PBS Learning Media presentation, \u003ca href=\"http://www.pbslearningmedia.org/resource/8aecbcec-118c-4368-a4a0-36f7db1e24a0/thien-pham-graphic-arts/\">Graphic Novels with Thien Pham\u003c/a>, demonstrates one approach to panel lay out introduced in the Lee videos.\u003c/p>\n\u003cp>\u003ci>Tools: Hi- and Low-tech Options\u003c/i>\u003c/p>\n\u003cp>If you have access to multiple computers and graphics tablets, like \u003ca href=\"https://www.amazon.com/Wacom-Bamboo-Capture-Tablet-CTH470/dp/B005HGBEZ2\">Wacom’s Bamboo Tablet\u003c/a>, students can draw directly onto a blank canvas in Photoshop or a free in-browser image editor like \u003ca href=\"https://pixlr.com/editor/\">Pixlr Editor\u003c/a>. I’ve tried a Wacom tablet with my upper-elementary grade students, but some of them didn’t quite have the fine motor development necessary, so it was often more of a frustration than a help. Another drawback to graphics tablets (besides price) is that they are not Chromebook compatible.\u003c/p>\n\u003cp>For my students, \u003ca href=\"http://www.reallygoodstuff.com/magnetic-dry-erase-lap-boards/p/301800/tab/k8/\">dry erase lap boards\u003c/a> and markers work best. (To eliminate the temptation to deface the backs of the boards, order two-sided models.) Students can erase and rework a line drawing until it’s “perfect,” then scan it and alter it if necessary for subsequent panels. My students draw in black, add color to their scanned images in Pixlr (which runs in the browser on Chromebooks), then save finished work to their image libraries and download to the computer where they’ll be accessing ComicLife. Pixlr is free and easy to use on Chromebooks (open images in Drive then choose “open with Pixlr”), but the app can be buggy. For example, there’s an option to save images to Google Drive, but I’ve never been able to do this successfully. I recommend choosing “save to image library,” but be aware that the step can sometimes take several tries. Another option is to screenshot the image. I’ve also run into problems using Pixlr in browsers other than Chrome.\u003c/p>\n\u003cp>Many of my students combine both hi- and low-tech illustrating techniques to create collages that layer their drawings over background that they find in Google image searches. For example, the graphic mini-novel \u003ca href=\"http://room2ruminations.blogspot.com/2016/06/super-novaman-by-vanessa-age-8-angelina.html\">\u003ci>Super-novaman\u003c/i>\u003c/a> (created as part of \u003ca href=\"https://docs.google.com/document/d/1jZhDFeKKLKORmmbdBjB4Sx0Evg19k5rz0oypKnrjGpE/edit?usp=sharing\">this lesson in a mentor author unit on Brian Selznick\u003c/a>) features characters a few fourth grade artists drew on whiteboards, scanned and opened in Pixlr, then colored and layered over images they found online. The comic-style pixelated effect was achieved using a ComicLife image filter.\u003c/p>\n\u003cp>For \u003ca href=\"http://room2ruminations.blogspot.com/2016/08/tiptoeing-sunlight-by-misu-age-9.html\">\u003ci>Tiptoeing Sunlight\u003c/i>\u003c/a> (created as part of \u003ca href=\"https://docs.google.com/document/d/1WS8yyID2rltrBOZyVYwghEfG5t1wq2Dw59OQF7U7bxY/edit?usp=sharing\">this lesson\u003c/a> in the same Brian Selznick author study), a fourth-grade student author layered colored pencil drawings over photographs of her grandmother’s garden, the setting of her graphic vignette.\u003c/p>\n\u003cp>[gallery type=\"columns\" columns=\"2\" link=\"none\" size=\"medium\" ids=\"346120,346121\"]\u003c/p>\n\u003ch4>Process: Fonts, Filters & Fine Tuning\u003c/h4>\n\u003cp>After all the images have been scanned, created or altered in a photo editor, students can drag them into the appropriate panels, and tinker with image filters, font, and background colors and patterns until they achieve desired results. At this point, I offer some guidance on the connection between form and content. For example, you wouldn’t use an over-the-top, horror-style font on a graphic mini-novel about something serious like a grandparent’s death. If students can’t find the right font on ComicLife, there are tons of free ones to download from sites like \u003ca href=\"http://www.1001freefonts.com/\">1001FreeFonts\u003c/a>.\u003c/p>\n\u003ch4>Publishing Options\u003c/h4>\n\u003col>\n\u003cli>Save the final comic/mini-graphic novel as “images” in the “save as” menu, and post on a (free) class blog. Check my class blog, \u003ca href=\"http://room2ruminations.blogspot.com/\">Room2Ruminations\u003c/a>, for digital versions of the ComicLife projects my students have created.\u003c/li>\n\u003cli>If you have classroom Kindles or tablets, you can save comics as epub docs and upload them to the tablets. First you’ll need to download an ebook management system like \u003ca href=\"https://calibre-ebook.com/\">Calibre\u003c/a> (free) to format books correctly, then upload to your device.\u003c/li>\n\u003cli>You can save work as PDFs and print yourself, but the quality isn’t great and this process guzzles ink, which gets expensive fast.\u003c/li>\n\u003cli>If you’ve got the funding, you can have the comics printed by an online digital printing service like \u003ca href=\"http://ka-blam.com/main/\">KA-BLAM\u003c/a> (you must upload on Firefox). An eight-page comic book costs around $2 to print (less than it would cost in ink and paper to print yourself). The quality is professional and the finished products are huge motivators for reluctant writers. We’ve had comic book sales featuring author signings to recoup printing costs. If you go this route, make sure your books adhere to the dimensions KA-BLAM specifies. (Go to “Page set-up” in ComicLife and enter dimensions there.) Below are pictures of examples my students created.\u003c/li>\n\u003c/ol>\n\u003cp>[gallery type=\"columns\" link=\"none\" size=\"medium\" columns=\"2\" ids=\"346122,346123\"]\u003c/p>\n\u003ch4>\u003c/h4>\n\u003ch4>\u003c/h4>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make digital comics in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-digital-comics?utm_source=ITC&utm_medium=blog\">Making Digital Comics\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The writing workshop has been at the heart of my upper-elementary classroom since I began teaching 13 years ago, but the tech tools my students use to publish their work have evolved with the times. In recent years, \u003ca href=\"https://plasq.com/apps/comiclife/macwin/\">Plasq’s ComicLife\u003c/a> has become an indispensable digital addition to my students’ writing toolkit. What, at first glance, may look like a few motivating bells and whistles has, for me, become essential and transformative. ComicLife is ideal for the differentiated classroom. I rely on it to not only challenge eager writers, but also to reach reluctant ones. The tool’s intuitive, drag-and-drop design is simple enough to use with grades 4 and up. Beginners can work from pre-made templates, and more advanced or ambitious students can create their own designs from scratch.\u003c/p>\n\u003ch4>Audience & Authenticity\u003c/h4>\n\u003cp>As research on how students learn drives a shift toward authentic learning, teachers are, more than ever, looking for real-world contexts around which to build inquiry-based curricula. Learning to fine-tune narrative voice and identify an audience are key to developing fluidity as a writer, but often traditional activities designed to hone these skills are artificial (i.e., “Imagine you are a pilgrim”-style canned prompts and scenarios). ComicLife breaks the seal on the stale paradigm of the teacher as the students’ only audience. My students write with the understanding that their work will ultimately be published as comic books or graphic mini-novels for other kids their age; their audiences are much bigger than just me. Something real is at stake.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>It’s Science!\u003c/h4>\n\u003cp>Check out these examples of student created STEAM comic books from my writing workshop:\u003cbr>\n\u003ca href=\"http://room2ruminations.blogspot.com/2014/09/the-physics-of-flight-issue-2-of-its.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-346008\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a.jpg\" alt=\"carter2_cover2a\" width=\"300\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a-240x300.jpg 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cbr>\n\u003ca href=\"http://room2ruminations.blogspot.com/2016/03/squirt-gun-science-by-kids-in-room-2.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-346007\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a.jpg\" alt=\"carter2_cover1a\" width=\"300\" height=\"394\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a-160x210.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a-240x315.jpg 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003ch4>Steam Connections\u003c/h4>\n\u003cp>Publishing any piece of writing on ComicLife will involve the STEAM T (technology), A (art/design) and M (math) strands. The more complex the layout, the more real-world (and Common Core-aligned) math a project will involve. For example, measuring for panel size and margins; setting angles and degrees for image rotation; computing panels per page to meet page requirements set by printing services (multiples of four); creating and adhering to a printing budget. To make a ComicLife design even STEAM-ier, students can use the software to publish their science writing. For examples, click the titles to the right. Both were whole-class endeavors that involved writing about engineering experiments, thereby incorporating all five STEAM strands into a single project.\u003c/p>\n\u003ch4>Process: Layout\u003c/h4>\n\u003cp>My students do their comic book/graphic mini-novel layout and illustrations as a last step, after the writing process. I make sure their writing is polished, final-draft quality before they begin this phase. Then we follow the steps below.\u003c/p>\n\u003col>\n\u003cli>Separate the entire piece of writing into “snapshots” or “moments.” Usually just a sentence or two for each panel, although some students choose to lay out their work more like a picture book, with a single illustration above a paragraph or two of text (like \u003ca href=\"http://room2ruminations.blogspot.com/2016/07/alice-mean-girl-by-allison-age-9_53.html\">this one\u003c/a>). Hit enter a few times between each chunk of text.\u003c/li>\n\u003cli>Choose a graphic novel style (or blank project) ComicLife template and then lay out the book, adding a panel for each snapshot/moment and balloons for dialog. If you will be printing the books, make sure to set margins at the beginning of the process. Altering them later will be a hassle that involves resizing any panels that extend too far into the margins. See print or E-Book Options below.\u003c/li>\n\u003cli>Copy and paste each chunk of narration into text boxes or balloons for dialog, omitting quotation marks and dialog tags. This step involves some genre translation that I always capitalize on as a teachable moment: In prose, we rely on punctuation and dialog tags to indicate who the speaker is. In comics and graphic novels, balloons point out who’s talking. This is also the stage where students decide whether some bits of narration will be replaced with illustrations. In panels where they decide an image will work in place of text, I ask them to leave themselves a note in a text box about what to draw there.\u003c/li>\n\u003cli>Export this rough mock-up as a PDF (and print if desired) to serve as a map to follow as students create illustrations for each panel. As they work on their art, they will often end up splitting or combining panels to fit their aesthetic and page/panel limits.\u003c/li>\n\u003c/ol>\n\u003ch4>Process: Illustration\u003c/h4>\n\u003cp>\u003ci>Technique\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For a great primer on drawing for comics and graphic novels, check the YouTube series by Marvel comic artist Stan Lee, \u003ca href=\"https://www.youtube.com/watch?v=f3y6k_vk_Vg\">How to Draw Comics the Marvel Way\u003c/a>. The KQED \u003ci>Art School\u003c/i>/PBS Learning Media presentation, \u003ca href=\"http://www.pbslearningmedia.org/resource/8aecbcec-118c-4368-a4a0-36f7db1e24a0/thien-pham-graphic-arts/\">Graphic Novels with Thien Pham\u003c/a>, demonstrates one approach to panel lay out introduced in the Lee videos.\u003c/p>\n\u003cp>\u003ci>Tools: Hi- and Low-tech Options\u003c/i>\u003c/p>\n\u003cp>If you have access to multiple computers and graphics tablets, like \u003ca href=\"https://www.amazon.com/Wacom-Bamboo-Capture-Tablet-CTH470/dp/B005HGBEZ2\">Wacom’s Bamboo Tablet\u003c/a>, students can draw directly onto a blank canvas in Photoshop or a free in-browser image editor like \u003ca href=\"https://pixlr.com/editor/\">Pixlr Editor\u003c/a>. I’ve tried a Wacom tablet with my upper-elementary grade students, but some of them didn’t quite have the fine motor development necessary, so it was often more of a frustration than a help. Another drawback to graphics tablets (besides price) is that they are not Chromebook compatible.\u003c/p>\n\u003cp>For my students, \u003ca href=\"http://www.reallygoodstuff.com/magnetic-dry-erase-lap-boards/p/301800/tab/k8/\">dry erase lap boards\u003c/a> and markers work best. (To eliminate the temptation to deface the backs of the boards, order two-sided models.) Students can erase and rework a line drawing until it’s “perfect,” then scan it and alter it if necessary for subsequent panels. My students draw in black, add color to their scanned images in Pixlr (which runs in the browser on Chromebooks), then save finished work to their image libraries and download to the computer where they’ll be accessing ComicLife. Pixlr is free and easy to use on Chromebooks (open images in Drive then choose “open with Pixlr”), but the app can be buggy. For example, there’s an option to save images to Google Drive, but I’ve never been able to do this successfully. I recommend choosing “save to image library,” but be aware that the step can sometimes take several tries. Another option is to screenshot the image. I’ve also run into problems using Pixlr in browsers other than Chrome.\u003c/p>\n\u003cp>Many of my students combine both hi- and low-tech illustrating techniques to create collages that layer their drawings over background that they find in Google image searches. For example, the graphic mini-novel \u003ca href=\"http://room2ruminations.blogspot.com/2016/06/super-novaman-by-vanessa-age-8-angelina.html\">\u003ci>Super-novaman\u003c/i>\u003c/a> (created as part of \u003ca href=\"https://docs.google.com/document/d/1jZhDFeKKLKORmmbdBjB4Sx0Evg19k5rz0oypKnrjGpE/edit?usp=sharing\">this lesson in a mentor author unit on Brian Selznick\u003c/a>) features characters a few fourth grade artists drew on whiteboards, scanned and opened in Pixlr, then colored and layered over images they found online. The comic-style pixelated effect was achieved using a ComicLife image filter.\u003c/p>\n\u003cp>For \u003ca href=\"http://room2ruminations.blogspot.com/2016/08/tiptoeing-sunlight-by-misu-age-9.html\">\u003ci>Tiptoeing Sunlight\u003c/i>\u003c/a> (created as part of \u003ca href=\"https://docs.google.com/document/d/1WS8yyID2rltrBOZyVYwghEfG5t1wq2Dw59OQF7U7bxY/edit?usp=sharing\">this lesson\u003c/a> in the same Brian Selznick author study), a fourth-grade student author layered colored pencil drawings over photographs of her grandmother’s garden, the setting of her graphic vignette.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch4>Process: Fonts, Filters & Fine Tuning\u003c/h4>\n\u003cp>After all the images have been scanned, created or altered in a photo editor, students can drag them into the appropriate panels, and tinker with image filters, font, and background colors and patterns until they achieve desired results. At this point, I offer some guidance on the connection between form and content. For example, you wouldn’t use an over-the-top, horror-style font on a graphic mini-novel about something serious like a grandparent’s death. If students can’t find the right font on ComicLife, there are tons of free ones to download from sites like \u003ca href=\"http://www.1001freefonts.com/\">1001FreeFonts\u003c/a>.\u003c/p>\n\u003ch4>Publishing Options\u003c/h4>\n\u003col>\n\u003cli>Save the final comic/mini-graphic novel as “images” in the “save as” menu, and post on a (free) class blog. Check my class blog, \u003ca href=\"http://room2ruminations.blogspot.com/\">Room2Ruminations\u003c/a>, for digital versions of the ComicLife projects my students have created.\u003c/li>\n\u003cli>If you have classroom Kindles or tablets, you can save comics as epub docs and upload them to the tablets. First you’ll need to download an ebook management system like \u003ca href=\"https://calibre-ebook.com/\">Calibre\u003c/a> (free) to format books correctly, then upload to your device.\u003c/li>\n\u003cli>You can save work as PDFs and print yourself, but the quality isn’t great and this process guzzles ink, which gets expensive fast.\u003c/li>\n\u003cli>If you’ve got the funding, you can have the comics printed by an online digital printing service like \u003ca href=\"http://ka-blam.com/main/\">KA-BLAM\u003c/a> (you must upload on Firefox). An eight-page comic book costs around $2 to print (less than it would cost in ink and paper to print yourself). The quality is professional and the finished products are huge motivators for reluctant writers. We’ve had comic book sales featuring author signings to recoup printing costs. If you go this route, make sure your books adhere to the dimensions KA-BLAM specifies. (Go to “Page set-up” in ComicLife and enter dimensions there.) Below are pictures of examples my students created.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch4>\u003c/h4>\n\u003ch4>\u003c/h4>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make digital comics in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-digital-comics?utm_source=ITC&utm_medium=blog\">Making Digital Comics\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In my \u003ca href=\"https://ww2.kqed.org/education/2016/11/15/embracing-annotations-and-creating-critical-readers/\">previous post I outlined what students should be annotating for in a complex text or novel.\u003c/a> But what about the \u003cb>how\u003c/b>? Before students can get comfortable with the idea of pouring their thoughts and feelings into the margins of \u003ci>To Kill a Mockingbird\u003c/i> or \u003ci>The Great Gatsby\u003c/i>, they need to see a critical reader model that kind of thinking aloud and then they need a lot of practice. For some students, it’s an unfamiliar process and one that feels forced. For others, it comes naturally and they relish the ability to personalize their learning. Either way, here are some places to start and some ways to differentiate for various learners.\u003c/p>\n\u003ch4>Project your thinking.\u003c/h4>\n\u003cp>When my students are just grasping what annotating looks like, I model what thinking aloud looks like using a document camera. I tell them that they should write whatever they are thinking, as it occurs to them, right in the margins. However, for many students this is completely new territory, so I also give them free rein to completely copy my process until they get the hang of it. I’ll read a paragraph and then say something like “This passage right here is a great example of the power of language and how it can serve as a barrier in some cases and a bridge in others.” Then I underline the specific lines and write that exact commentary. If you don’t have access to a document camera, the app \u003ca href=\"https://itunes.apple.com/us/app/notability/id360593530?mt=8\">Notability\u003c/a> is a great back up. It allows you to highlight and annotate any PDF.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334806 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation1.png\" alt=\"annotation1\" width=\"701\" height=\"516\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1.png 701w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-240x177.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-375x276.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-520x383.png 520w\" sizes=\"(max-width: 701px) 100vw, 701px\">\u003c/p>\n\u003ch4>Use Post-its.\u003c/h4>\n\u003cp>Ask any of my students and they will tell you that I am the Post-it queen. In most public school classrooms, kids don’t have the luxury of writing in their own copy of a book. So if making a shameless amount of copies is a no-no at your school, students can still comment in the “margins” if they place a post-it there. It also discourages from over-highlighting. Bonus: If you need an exit ticket for the day, or a way to check in on student progress, you can ask students to post their annotations around the room, on a whiteboard or poster.\u003c/p>\n\u003ch4>Start a \u003ca href=\"https://padlet.com\">Padlet\u003c/a>.\u003c/h4>\n\u003cp>This takes the Post-it concept and makes it a free-flowing poster — online! It does require students to use their smartphones or an electronic device, but there’s no app needed so it can be quickly implemented by plugging in a quick link. I like to ask my students to respond to a question or passage in one large document. It allows students to see what others are thinking and can reaffirm their own thoughts. It also provides lower-level students a way to see how to pump up their response by comparing it to more sophisticated comments. Also, leaving off students’ names makes it low stakes. Sometimes I will have students respond to a Padlet in place of a quiz. This not only differentiates the possibilities for them, but also lets me get a glimpse into their thinking process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334810 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation2.png\" alt=\"annotation2\" width=\"581\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2.png 581w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-240x125.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-375x196.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-520x271.png 520w\" sizes=\"(max-width: 581px) 100vw, 581px\">\u003c/p>\n\u003ch4>Pose a question on \u003ca href=\"https://classroom.google.com/\">Google Classroom\u003c/a>.\u003c/h4>\n\u003cp>If you already use the interactive site to post assignments and make classroom announcements, why not ask students to respond to a reading assignment with a thoughtful comment or question there? Teachers have the option to allow students to respond to each others’ posts, which makes it a similar experience to an online college class. Or not, if your middle schoolers need to keep it \u003ci>nice\u003c/i> online.\u003c/p>\n\u003ch4>Comment collaboratively with \u003ca href=\"https://hypothes.is/\">Hypothes.is\u003c/a>.\u003c/h4>\n\u003cp>This nonprofit allows teachers to link to any document, be it a news article or a PDF of a primary-source document, and students can all comment, highlight, even reply to one another — all on one page.\u003c/p>\n\u003ch4>Explore \u003ca href=\"http://rap.genius.com/\">Rap Genius\u003c/a>.\u003c/h4>\n\u003cp>The same muscle that made them wonder why Beyonce’s \u003ci>Lemonade\u003c/i> references Malcolm X can be put to use on other texts. This doesn’t have to be pandering to the youth. Pick a song that is rich with allusions (while also being school appropriate) and demonstrate how exploring a line of text more deeply can reveal a more complex meaning. Using this site may also reveal to them that they already think like this, it just might be about music or TV and not literature.\u003c/p>\n\u003ch4>Snapchat. Yes, Snapchat.\u003c/h4>\n\u003cp>How many lit nerds take pictures of passages that just blow our minds? Well, I do. So, why not make a story about what you are reading? This can literally be pictures of text with comments, or you might ask students to come up with visuals that reflect a theme/character/motif of a chapter. I would recommend that students take a screenshot of their snaps so they have a record of them, either for grading purposes or for later use.\u003c/p>\n\u003cfigure id=\"attachment_334812\" class=\"wp-caption aligncenter\" style=\"max-width: 447px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-334812 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation3.png\" alt=\"annotation3\" width=\"447\" height=\"559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3.png 447w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-160x200.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-240x300.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-375x469.png 375w\" sizes=\"(max-width: 447px) 100vw, 447px\">\u003cfigcaption class=\"wp-caption-text\">A Snapchat annotation response\u003c/figcaption>\u003c/figure>\n\u003ch4>Twitter.\u003c/h4>\n\u003cp>Request 180 characters of commentary about a specific text. Have students send them to your Twitter handle.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Once they have lots of annotations, what should they do next? Here are a few ideas for extending that thinking.\u003c/strong>\u003c/p>\n\u003ch4>Make a \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio\">podcast\u003c/a>.\u003c/h4>\n\u003cp>Students can record a small group discussion, rooted in their annotations, and then edit it into podcast form.\u003c/p>\n\u003ch4>Connect to current events.\u003c/h4>\n\u003cp>I always tell my students that I only teach things that continue to be relevant. One way to expand annotations can be to have students find a news story or current issue that reflects one passage that they annotated with commentary. They might find a profile about a modern-day “Atticus” or trace the lasting effects of Jim Crow laws \u003ca href=\"https://ww2.kqed.org/lowdown/2016/04/27/redlining/\">via redlining maps\u003c/a>.\u003c/p>\n\u003ch4>Create a tumblr or blog.\u003c/h4>\n\u003cp>Visual learners can take a picture of each significant annotation and then categorize them in a meaningful way. One student might put them in chronological order to show a progression of thinking, while another might group them by theme or motif.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In my \u003ca href=\"https://ww2.kqed.org/education/2016/11/15/embracing-annotations-and-creating-critical-readers/\">previous post I outlined what students should be annotating for in a complex text or novel.\u003c/a> But what about the \u003cb>how\u003c/b>? Before students can get comfortable with the idea of pouring their thoughts and feelings into the margins of \u003ci>To Kill a Mockingbird\u003c/i> or \u003ci>The Great Gatsby\u003c/i>, they need to see a critical reader model that kind of thinking aloud and then they need a lot of practice. For some students, it’s an unfamiliar process and one that feels forced. For others, it comes naturally and they relish the ability to personalize their learning. Either way, here are some places to start and some ways to differentiate for various learners.\u003c/p>\n\u003ch4>Project your thinking.\u003c/h4>\n\u003cp>When my students are just grasping what annotating looks like, I model what thinking aloud looks like using a document camera. I tell them that they should write whatever they are thinking, as it occurs to them, right in the margins. However, for many students this is completely new territory, so I also give them free rein to completely copy my process until they get the hang of it. I’ll read a paragraph and then say something like “This passage right here is a great example of the power of language and how it can serve as a barrier in some cases and a bridge in others.” Then I underline the specific lines and write that exact commentary. If you don’t have access to a document camera, the app \u003ca href=\"https://itunes.apple.com/us/app/notability/id360593530?mt=8\">Notability\u003c/a> is a great back up. It allows you to highlight and annotate any PDF.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334806 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation1.png\" alt=\"annotation1\" width=\"701\" height=\"516\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1.png 701w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-240x177.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-375x276.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-520x383.png 520w\" sizes=\"(max-width: 701px) 100vw, 701px\">\u003c/p>\n\u003ch4>Use Post-its.\u003c/h4>\n\u003cp>Ask any of my students and they will tell you that I am the Post-it queen. In most public school classrooms, kids don’t have the luxury of writing in their own copy of a book. So if making a shameless amount of copies is a no-no at your school, students can still comment in the “margins” if they place a post-it there. It also discourages from over-highlighting. Bonus: If you need an exit ticket for the day, or a way to check in on student progress, you can ask students to post their annotations around the room, on a whiteboard or poster.\u003c/p>\n\u003ch4>Start a \u003ca href=\"https://padlet.com\">Padlet\u003c/a>.\u003c/h4>\n\u003cp>This takes the Post-it concept and makes it a free-flowing poster — online! It does require students to use their smartphones or an electronic device, but there’s no app needed so it can be quickly implemented by plugging in a quick link. I like to ask my students to respond to a question or passage in one large document. It allows students to see what others are thinking and can reaffirm their own thoughts. It also provides lower-level students a way to see how to pump up their response by comparing it to more sophisticated comments. Also, leaving off students’ names makes it low stakes. Sometimes I will have students respond to a Padlet in place of a quiz. This not only differentiates the possibilities for them, but also lets me get a glimpse into their thinking process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334810 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation2.png\" alt=\"annotation2\" width=\"581\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2.png 581w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-240x125.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-375x196.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-520x271.png 520w\" sizes=\"(max-width: 581px) 100vw, 581px\">\u003c/p>\n\u003ch4>Pose a question on \u003ca href=\"https://classroom.google.com/\">Google Classroom\u003c/a>.\u003c/h4>\n\u003cp>If you already use the interactive site to post assignments and make classroom announcements, why not ask students to respond to a reading assignment with a thoughtful comment or question there? Teachers have the option to allow students to respond to each others’ posts, which makes it a similar experience to an online college class. Or not, if your middle schoolers need to keep it \u003ci>nice\u003c/i> online.\u003c/p>\n\u003ch4>Comment collaboratively with \u003ca href=\"https://hypothes.is/\">Hypothes.is\u003c/a>.\u003c/h4>\n\u003cp>This nonprofit allows teachers to link to any document, be it a news article or a PDF of a primary-source document, and students can all comment, highlight, even reply to one another — all on one page.\u003c/p>\n\u003ch4>Explore \u003ca href=\"http://rap.genius.com/\">Rap Genius\u003c/a>.\u003c/h4>\n\u003cp>The same muscle that made them wonder why Beyonce’s \u003ci>Lemonade\u003c/i> references Malcolm X can be put to use on other texts. This doesn’t have to be pandering to the youth. Pick a song that is rich with allusions (while also being school appropriate) and demonstrate how exploring a line of text more deeply can reveal a more complex meaning. Using this site may also reveal to them that they already think like this, it just might be about music or TV and not literature.\u003c/p>\n\u003ch4>Snapchat. Yes, Snapchat.\u003c/h4>\n\u003cp>How many lit nerds take pictures of passages that just blow our minds? Well, I do. So, why not make a story about what you are reading? This can literally be pictures of text with comments, or you might ask students to come up with visuals that reflect a theme/character/motif of a chapter. I would recommend that students take a screenshot of their snaps so they have a record of them, either for grading purposes or for later use.\u003c/p>\n\u003cfigure id=\"attachment_334812\" class=\"wp-caption aligncenter\" style=\"max-width: 447px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-334812 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation3.png\" alt=\"annotation3\" width=\"447\" height=\"559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3.png 447w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-160x200.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-240x300.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-375x469.png 375w\" sizes=\"(max-width: 447px) 100vw, 447px\">\u003cfigcaption class=\"wp-caption-text\">A Snapchat annotation response\u003c/figcaption>\u003c/figure>\n\u003ch4>Twitter.\u003c/h4>\n\u003cp>Request 180 characters of commentary about a specific text. Have students send them to your Twitter handle.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Once they have lots of annotations, what should they do next? Here are a few ideas for extending that thinking.\u003c/strong>\u003c/p>\n\u003ch4>Make a \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio\">podcast\u003c/a>.\u003c/h4>\n\u003cp>Students can record a small group discussion, rooted in their annotations, and then edit it into podcast form.\u003c/p>\n\u003ch4>Connect to current events.\u003c/h4>\n\u003cp>I always tell my students that I only teach things that continue to be relevant. One way to expand annotations can be to have students find a news story or current issue that reflects one passage that they annotated with commentary. They might find a profile about a modern-day “Atticus” or trace the lasting effects of Jim Crow laws \u003ca href=\"https://ww2.kqed.org/lowdown/2016/04/27/redlining/\">via redlining maps\u003c/a>.\u003c/p>\n\u003ch4>Create a tumblr or blog.\u003c/h4>\n\u003cp>Visual learners can take a picture of each significant annotation and then categorize them in a meaningful way. One student might put them in chronological order to show a progression of thinking, while another might group them by theme or motif.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Embracing Annotations and Creating Critical Readers | KQED",
"content": "\u003cp>\u003cem>“Your homework is to read chapter three and answer questions 1-10. There will be a quiz tomorrow.”\u003c/em>\u003c/p>\n\u003cp>If you teach anything with a text, chances are you have assigned this homework. In my first year of teaching language arts, I was guilty of it as well. I spent hours writing reading questions and composing comprehension quizzes that, really, were nothing more than a “Gotcha! You didn’t read!” test. It should have come as no surprise when my students came to class with little to say about the night’s reading beyond those ten assigned questions. And that was the best case scenario. At worst, I had students who did not do the reading but copied the answers from friends or who simply skimming for the answers rather than reading deeply.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334070 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png\" alt=\"annotationbookmark\" width=\"243\" height=\"804\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png 243w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark-160x529.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark-240x794.png 240w\" sizes=\"(max-width: 243px) 100vw, 243px\">\u003c/aside>\n\u003cp>After that first year, I decided to question my own reading practices. What do critical readers naturally do? How do we question the text, make predictions, see patterns unfold? When I crack open a work of fiction or journalism, I go in with an inquisitive mindset. I expect the text to be challenging and thrust me into a world that is unfamiliar. I assume that I will need to get to know the characters the way I would get to know a new friend. I question the context and study-up on the historical background. I seek out patterns of ideas, which ultimately lead me to discover themes, symbols and motifs. What I didn’t realize was that these were skills many of my students lacked. They went into a text expecting it to be confusing without understanding that they could make sense of the pieces of the puzzle through their own inquiry.\u003c/p>\n\u003cp>So, I threw out the reading questions. Instead I began asking students to “talk to the text” and write down everything that comes to mind while they read a chapter. Now, when a new school year begins, I model what this thinking process looks like. I pass out loads of Post-Its and arm students with colorful pens so that they can make the margins of their books–even checked out ones–look like personal copies. I read a passage, and then add my commentary so they can see that it’s not an intimidating process. Oh, and I give them a \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png\">handy dandy bookmark\u003c/a> with suggestions.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are things I tell students to look for as they begin to form an annotation habit.\u003c/strong>\u003c/p>\n\u003ch4>1. Summarize.\u003c/h4>\n\u003cp>It sounds simple, but the first step to reading critically is comprehending the text completely. For many students, jotting down the main plot points at the end of a chunk of reading may help them make sense of the action and retain the material. This is also a great jumping-off point for reluctant readers or students who are less than enthusiastic about your plan to have them actively engage with the text. Asking unmotivated students to summarize the previous chapter may seem more manageable and less of a personal risk, since they don’t have to make any self-to-text comments.\u003c/p>\n\u003ch4>2. Question the text.\u003c/h4>\n\u003cp>I often tell students that questioning the text can be anything from clarifying questions, “Where do they speak Farsi?” to contextual, “What were the relations between the U.S. and Iran in 1972?” to analytical, “I wonder what daily life would have been like for Firoozeh and her family with regards to the country’s political climate?” Other common question that arise tend to be\u003c/p>\n\u003cul>\n\u003cli>Who are these people? What are their motivations? What world are they living in?\u003c/li>\n\u003cli>What is the context? Time period? Important historical markers?\u003c/li>\n\u003cli>Where is the story located? Is place critical to the story?\u003c/li>\n\u003cli>What might happen next based on foreshadowing or archetypal story patterns?\u003c/li>\n\u003cli>Do you see any common patterns or emerging themes?\u003c/li>\n\u003c/ul>\n\u003ch4>3. Make predictions.\u003c/h4>\n\u003cp>Students who can track patterns are more likely to notice themes and connections between a novel and what is happening in the world around them or between a primary source document and current events. Predictions help fuel discussions and sets students up for the next phase of learning, be it a formal writing assignment or a class discussion.\u003c/p>\n\u003ch4>4. Define and clarify.\u003c/h4>\n\u003cp>For many reluctant readers, vocabulary can be a huge road block both to understanding the text and actually completing the reading. Encourage students to take note of unfamiliar terms and define those terms in the margins (or on Post-its). I like to tell them that they don’t need to have the lengthy dictionary definition, but a synonym that helps them access the meaning of the sentence can do the trick. The same principle applies to proper nouns, dates or historical references that may be unfamiliar. A quick Google search might be the difference between feeling completely confused by Amy Tan’s reference to San Francisco’s Sunset district and truly being able to imagine her walking around the city.\u003c/p>\n\u003ch4>5. Draw connections.\u003c/h4>\n\u003cp>When I read, I can’t stop myself from seeing the universal truths on the page represented in daily life. And I’m sure social studies teachers realize that the cliché “history repeats itself” is all too present in national and world affairs. This isn’t always obvious to students though, especially since they still have relatively few life experiences. This is where teachers have a great opportunity to model the type of critical thinking that might link a letter by Frederick Douglass or James Baldwin to a more current essay by Ta-Nehisi Coates or Roxane Gay.\u003c/p>\n\u003ch4>6. Infer and analyze.\u003c/h4>\n\u003cp>This is the hard part for many students. How do we get them to see patterns and translate that into some meaningful observations? I often ask students to take note of a specific idea. For example, when reading Funny in Farsi by Firoozeh Dumas, I ask students to underline any examples that demonstrate a time when language was a barrier or created confusion for her immigrant family. They may not realize it at the time, but later, when I have them step back and look at the text, they can see that the power of language is a clear theme in her memoir.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After exploring this process with my students, I immediately saw differences in engagement. Frankly, it also just got them to tackle the task of reading. Why did they decide to read this time? I believe it’s because they viewed the assignment as both a personal investment and, honestly, more difficult to copy. They knew I wasn’t looking for a stock response to the themes of the book. I wanted to see their unique thoughts in the margins.\u003c/p>\n\u003cp>As a tool for assessment, annotations provide me with insight into how my students perceive the text. When checking their books, I often see personal connections (”Hey, I go to the same church as Amy Tan!”), a-ha moments (“There’s an Oedipus complex in Back to the Future”), and poignant reflection (“Jem’s courtroom experience is like mine when I see video footage of police brutality . . . eye opening and innocence crushing”).\u003c/p>\n\u003cp>The level of questioning and the depth of our conversations keeps me coming back to this process. Do they resist it at first? Sure, most do. But that’s largely because it requires them to critically engage and stay engaged throughout the entire selection, which is a new experience for many students. Those who embrace the challenge of annotating walk away with a skill they can transfer from subject to subject, plus a time capsule of their thinking in high school English.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Coming next: The hows of using annotation — some places to start and ways to differentiate for various learners.\u003c/strong>\u003c/em>\u003c/p>\n\n",
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"description": "“Your homework is to read chapter three and answer questions 1-10. There will be a quiz tomorrow.” If you teach anything with a text, chances are you have assigned this homework. In my first year of teaching language arts, I was guilty of it as well. I spent hours writing reading questions and composing comprehension",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>“Your homework is to read chapter three and answer questions 1-10. There will be a quiz tomorrow.”\u003c/em>\u003c/p>\n\u003cp>If you teach anything with a text, chances are you have assigned this homework. In my first year of teaching language arts, I was guilty of it as well. I spent hours writing reading questions and composing comprehension quizzes that, really, were nothing more than a “Gotcha! You didn’t read!” test. It should have come as no surprise when my students came to class with little to say about the night’s reading beyond those ten assigned questions. And that was the best case scenario. At worst, I had students who did not do the reading but copied the answers from friends or who simply skimming for the answers rather than reading deeply.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334070 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png\" alt=\"annotationbookmark\" width=\"243\" height=\"804\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png 243w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark-160x529.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark-240x794.png 240w\" sizes=\"(max-width: 243px) 100vw, 243px\">\u003c/aside>\n\u003cp>After that first year, I decided to question my own reading practices. What do critical readers naturally do? How do we question the text, make predictions, see patterns unfold? When I crack open a work of fiction or journalism, I go in with an inquisitive mindset. I expect the text to be challenging and thrust me into a world that is unfamiliar. I assume that I will need to get to know the characters the way I would get to know a new friend. I question the context and study-up on the historical background. I seek out patterns of ideas, which ultimately lead me to discover themes, symbols and motifs. What I didn’t realize was that these were skills many of my students lacked. They went into a text expecting it to be confusing without understanding that they could make sense of the pieces of the puzzle through their own inquiry.\u003c/p>\n\u003cp>So, I threw out the reading questions. Instead I began asking students to “talk to the text” and write down everything that comes to mind while they read a chapter. Now, when a new school year begins, I model what this thinking process looks like. I pass out loads of Post-Its and arm students with colorful pens so that they can make the margins of their books–even checked out ones–look like personal copies. I read a passage, and then add my commentary so they can see that it’s not an intimidating process. Oh, and I give them a \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png\">handy dandy bookmark\u003c/a> with suggestions.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are things I tell students to look for as they begin to form an annotation habit.\u003c/strong>\u003c/p>\n\u003ch4>1. Summarize.\u003c/h4>\n\u003cp>It sounds simple, but the first step to reading critically is comprehending the text completely. For many students, jotting down the main plot points at the end of a chunk of reading may help them make sense of the action and retain the material. This is also a great jumping-off point for reluctant readers or students who are less than enthusiastic about your plan to have them actively engage with the text. Asking unmotivated students to summarize the previous chapter may seem more manageable and less of a personal risk, since they don’t have to make any self-to-text comments.\u003c/p>\n\u003ch4>2. Question the text.\u003c/h4>\n\u003cp>I often tell students that questioning the text can be anything from clarifying questions, “Where do they speak Farsi?” to contextual, “What were the relations between the U.S. and Iran in 1972?” to analytical, “I wonder what daily life would have been like for Firoozeh and her family with regards to the country’s political climate?” Other common question that arise tend to be\u003c/p>\n\u003cul>\n\u003cli>Who are these people? What are their motivations? What world are they living in?\u003c/li>\n\u003cli>What is the context? Time period? Important historical markers?\u003c/li>\n\u003cli>Where is the story located? Is place critical to the story?\u003c/li>\n\u003cli>What might happen next based on foreshadowing or archetypal story patterns?\u003c/li>\n\u003cli>Do you see any common patterns or emerging themes?\u003c/li>\n\u003c/ul>\n\u003ch4>3. Make predictions.\u003c/h4>\n\u003cp>Students who can track patterns are more likely to notice themes and connections between a novel and what is happening in the world around them or between a primary source document and current events. Predictions help fuel discussions and sets students up for the next phase of learning, be it a formal writing assignment or a class discussion.\u003c/p>\n\u003ch4>4. Define and clarify.\u003c/h4>\n\u003cp>For many reluctant readers, vocabulary can be a huge road block both to understanding the text and actually completing the reading. Encourage students to take note of unfamiliar terms and define those terms in the margins (or on Post-its). I like to tell them that they don’t need to have the lengthy dictionary definition, but a synonym that helps them access the meaning of the sentence can do the trick. The same principle applies to proper nouns, dates or historical references that may be unfamiliar. A quick Google search might be the difference between feeling completely confused by Amy Tan’s reference to San Francisco’s Sunset district and truly being able to imagine her walking around the city.\u003c/p>\n\u003ch4>5. Draw connections.\u003c/h4>\n\u003cp>When I read, I can’t stop myself from seeing the universal truths on the page represented in daily life. And I’m sure social studies teachers realize that the cliché “history repeats itself” is all too present in national and world affairs. This isn’t always obvious to students though, especially since they still have relatively few life experiences. This is where teachers have a great opportunity to model the type of critical thinking that might link a letter by Frederick Douglass or James Baldwin to a more current essay by Ta-Nehisi Coates or Roxane Gay.\u003c/p>\n\u003ch4>6. Infer and analyze.\u003c/h4>\n\u003cp>This is the hard part for many students. How do we get them to see patterns and translate that into some meaningful observations? I often ask students to take note of a specific idea. For example, when reading Funny in Farsi by Firoozeh Dumas, I ask students to underline any examples that demonstrate a time when language was a barrier or created confusion for her immigrant family. They may not realize it at the time, but later, when I have them step back and look at the text, they can see that the power of language is a clear theme in her memoir.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After exploring this process with my students, I immediately saw differences in engagement. Frankly, it also just got them to tackle the task of reading. Why did they decide to read this time? I believe it’s because they viewed the assignment as both a personal investment and, honestly, more difficult to copy. They knew I wasn’t looking for a stock response to the themes of the book. I wanted to see their unique thoughts in the margins.\u003c/p>\n\u003cp>As a tool for assessment, annotations provide me with insight into how my students perceive the text. When checking their books, I often see personal connections (”Hey, I go to the same church as Amy Tan!”), a-ha moments (“There’s an Oedipus complex in Back to the Future”), and poignant reflection (“Jem’s courtroom experience is like mine when I see video footage of police brutality . . . eye opening and innocence crushing”).\u003c/p>\n\u003cp>The level of questioning and the depth of our conversations keeps me coming back to this process. Do they resist it at first? Sure, most do. But that’s largely because it requires them to critically engage and stay engaged throughout the entire selection, which is a new experience for many students. Those who embrace the challenge of annotating walk away with a skill they can transfer from subject to subject, plus a time capsule of their thinking in high school English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Coming next: The hows of using annotation — some places to start and ways to differentiate for various learners.\u003c/strong>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Appsmash Your Way to Better Learning",
"headTitle": "Appsmash Your Way to Better Learning | KQED",
"content": "\u003cp>Common Core and NGSS have many teachers working to develop their own curriculum and the days of using a textbook teacher’s edition or student workbooks are gone. Although we are thankful for that, we know that if we are to compete with the myriad distractions our students are exposed to on a regular basis, we have to create lessons that speak the language of digital natives.s. This is where appsmashing comes in.\u003c/p>\n\u003ch4>What is appsmashing?\u003c/h4>\n\u003cp>Appsmashing, as defined by Greg Kulowiec (\u003ca href=\"https://twitter.com/gregkulowiec\">@gregkulowiec\u003c/a> on Twitter), is the process of using multiple apps in conjunction with one another to complete a final task or project. This may sound kind of scary, but the reality is that you’ve been doing it for years. Remember that first time you created a PowerPoint and tried to embed a video in it? Or when you asked your students to create a website and insert images in it? Those are early forms of appsmashing.\u003c/p>\n\u003ch4>Why appsmash?\u003c/h4>\n\u003cp>Even with all the technology tools now available, there is rarely one that can do everything I need/want. Appsmashing demands creative thinking and helps turn not having the “perfect app” into a positive. It has allowed me to take a topic as far as it can be taken, providing opportunities to create engaging learning products. Most importantly, Appsmashing is fun.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>A Sampling of my AppSmashing Projects for Students\u003c/h4>\n\u003cdiv align=\"center\">\u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-316816\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png\" alt=\"WeAreWhatWeDo\" width=\"300\" height=\"196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-160x105.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-240x157.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317675 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png\" alt=\"EndangeredSpecies\" width=\"300\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-240x193.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered species\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317676 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/TrashTalk.png\" alt=\"TrashTalk\" width=\"300\" height=\"234\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-240x187.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">Trash Talk\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\n\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317677 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/OrganelleWars.png\" alt=\"OrganelleWars\" width=\"300\" height=\"198\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-240x158.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Organelle Wars\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317678 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png\" alt=\"DigitalCitizenship\" width=\"300\" height=\"192\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-240x154.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship\u003c/a>\u003c/div>\n\u003c/aside>\n\u003ch4>How do I appsmash to teach and differentiate?\u003c/h4>\n\u003cp>In my middle school classroom, I am fortunate enough to have 1:1 devices. This means that I can create as many digital lessons as I need in as many levels as I wish. There are several sites that allow me to fuse content together, providing my students several avenues to access the curriculum. Here are some of my favorites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a>: Developed as a way to annotate digital images, Thinglink can be used to link content and give instructions. I have used it to create differentiated \u003ca href=\"https://www.thinglink.com/scene/815956290827190274\">choice boards\u003c/a>, provide \u003ca href=\"https://www.thinglink.com/scene/805458793335881729\">access to content\u003c/a> and even to give instructions, as in the case of my \u003ca href=\"https://www.thinglink.com/scene/747921751287005185\">Source to Mouth project \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.tes.com/lessons\">Blendspace\u003c/a> and \u003ca href=\"http://www.lessonpaths.com/\">LessonPaths\u003c/a>: Both sites allow you to curate resources from the Web and even upload your own. These are particularly useful for differentiation, since you can create playlists that look and feel virtually the same, but that are at different reading or mastery levels.\u003c/li>\n\u003cli>\u003ca href=\"http://lessonplans.symbaloo.com/\">Symbaloo Lesson Plans\u003c/a>: Symbaloo has been around for a long time as a bookmarking site. Recently it launched a lesson plan site that takes bookmarking to the next level, allowing you to create lesson boards with content, questions, etc. You can pretty much use it to embed anything, as I did in this \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship lesson\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://app.wizer.me/\">Wizer.me\u003c/a>: Intended to be used as digital worksheets, the site allows you to embed content from around the Web and use its different features to have students respond. In this \u003ca href=\"https://app.wizer.me/preview/HrXWt\">Potential and Kinetic Energy example\u003c/a>, you can see how I used it to host Blendspace and LessonPaths so students could access and respond in one place.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing and Project Based Learning\u003c/h4>\n\u003cp>Appsmashing can also be used as a way to introduce and guide students through a PBL experience. I use appsmashing to create project pages to communicate expectations, as well as to host all the materials the students will need, including the rubrics. My favorite appsmash tools to host PBL are:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.wix.com/\">WIX\u003c/a>: This is a Web page–creation platform that allows me to add anything, anywhere on the sites I create, and making it easy to include any of the interactive tools I mentioned earlier. For example, in our \u003ca href=\"http://mariana68.wixsite.com/trashtalk\">TrashTalk project\u003c/a>, I used it to create the project website, adding video and Thinglinks with resources and instructions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.hstry.co/\">Hstry\u003c/a>: Developed as a way to create interactive timelines, it can easily be used to create appsmashed projects. I use it whenever I feel students need to access a PBL run in a linear fashion, as was the case of the \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a> project.\u003c/li>\n\u003cli>\u003ca href=\"https://tackk.com/\">Tackk:\u003c/a> More linear than WIX, but less restrictive than Hstry, you may think that Tackk was developed with appsmashing in mind as it allows you to embed practically anything and easily share with your students. In this \u003ca href=\"https://tackk.com/8eadnf\">Motion and Forces Tacck example\u003c/a>, I’ve taken appsmashing to the extreme, pairing it with Thinglink, Wizerme, Edpuzzle, Lessonpaths, Blendspace and Youtube, and then had students respond to a Wix page using Hstry. I know, it’s probably too much, but I wanted to show you just how far you can take things.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing with students\u003c/h4>\n\u003cp>The idea of asking students to appsmash came to me during a recent run of my \u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered Species project\u003c/a>. As it often happens, as soon as I finished answering questions about the project and started walking around, I noticed that all students had immediately started creating slide decks. As I pondered the thought of sitting through several text heavy “presentations” being read by my students, my heart sank.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a flash of inspiration, I asked the class what the purpose of the project was. “Convincing the general public to care about an endangered species, and developing a realistic plan to bring it back from the brink of extinction.” Then I asked, “When have you ever been convinced to do something by listening to someone read a bunch of slides? Then, “Why are you creating slide decks?” The students looked at me in confusion. One replied, “You mean we don’t have to do slides? Can we make a video or something?” I upped the ante and stated that I wanted them to use a combination of tools. “I want you to appsmash and show not only what you know, but also how tech savvy you have become.” My favorite response to the Endangered species project was the \u003ca href=\"http://jyoung0103.wix.com/ayeayechooseyou\">AyeAye Need You\u003c/a> website, which includes a video, a slidedeck, a timeline, an infographic and a couple of Thinglinks.\u003c/p>\n\u003cp>Once the door was opened for students to appsmash their PBL responses (and they were successful at it), they started appsmashing on their own. For example, in our \u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Cell Wars project\u003c/a> the \u003ca href=\"https://tackk.com/rqc438\">Peroxisomes\u003c/a> group decided to use a Tackk to host video, student-created posters and Edmodo conversations as a way to showcase their work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>What do you think? Are you ready to give appsmashing a try? What other tools have you used to appsmash? I would love to hear about it.\u003c/p>\n\n",
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"description": "Common Core and NGSS have many teachers working to develop their own curriculum and the days of using a textbook teacher’s edition or student workbooks are gone. Although we are thankful for that, we know that if we are to compete with the myriad distractions our students are exposed to on a regular basis, we",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Common Core and NGSS have many teachers working to develop their own curriculum and the days of using a textbook teacher’s edition or student workbooks are gone. Although we are thankful for that, we know that if we are to compete with the myriad distractions our students are exposed to on a regular basis, we have to create lessons that speak the language of digital natives.s. This is where appsmashing comes in.\u003c/p>\n\u003ch4>What is appsmashing?\u003c/h4>\n\u003cp>Appsmashing, as defined by Greg Kulowiec (\u003ca href=\"https://twitter.com/gregkulowiec\">@gregkulowiec\u003c/a> on Twitter), is the process of using multiple apps in conjunction with one another to complete a final task or project. This may sound kind of scary, but the reality is that you’ve been doing it for years. Remember that first time you created a PowerPoint and tried to embed a video in it? Or when you asked your students to create a website and insert images in it? Those are early forms of appsmashing.\u003c/p>\n\u003ch4>Why appsmash?\u003c/h4>\n\u003cp>Even with all the technology tools now available, there is rarely one that can do everything I need/want. Appsmashing demands creative thinking and helps turn not having the “perfect app” into a positive. It has allowed me to take a topic as far as it can be taken, providing opportunities to create engaging learning products. Most importantly, Appsmashing is fun.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>A Sampling of my AppSmashing Projects for Students\u003c/h4>\n\u003cdiv align=\"center\">\u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-316816\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png\" alt=\"WeAreWhatWeDo\" width=\"300\" height=\"196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-160x105.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-240x157.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317675 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png\" alt=\"EndangeredSpecies\" width=\"300\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-240x193.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered species\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317676 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/TrashTalk.png\" alt=\"TrashTalk\" width=\"300\" height=\"234\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-240x187.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">Trash Talk\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\n\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317677 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/OrganelleWars.png\" alt=\"OrganelleWars\" width=\"300\" height=\"198\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-240x158.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Organelle Wars\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317678 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png\" alt=\"DigitalCitizenship\" width=\"300\" height=\"192\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-240x154.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship\u003c/a>\u003c/div>\n\u003c/aside>\n\u003ch4>How do I appsmash to teach and differentiate?\u003c/h4>\n\u003cp>In my middle school classroom, I am fortunate enough to have 1:1 devices. This means that I can create as many digital lessons as I need in as many levels as I wish. There are several sites that allow me to fuse content together, providing my students several avenues to access the curriculum. Here are some of my favorites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a>: Developed as a way to annotate digital images, Thinglink can be used to link content and give instructions. I have used it to create differentiated \u003ca href=\"https://www.thinglink.com/scene/815956290827190274\">choice boards\u003c/a>, provide \u003ca href=\"https://www.thinglink.com/scene/805458793335881729\">access to content\u003c/a> and even to give instructions, as in the case of my \u003ca href=\"https://www.thinglink.com/scene/747921751287005185\">Source to Mouth project \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.tes.com/lessons\">Blendspace\u003c/a> and \u003ca href=\"http://www.lessonpaths.com/\">LessonPaths\u003c/a>: Both sites allow you to curate resources from the Web and even upload your own. These are particularly useful for differentiation, since you can create playlists that look and feel virtually the same, but that are at different reading or mastery levels.\u003c/li>\n\u003cli>\u003ca href=\"http://lessonplans.symbaloo.com/\">Symbaloo Lesson Plans\u003c/a>: Symbaloo has been around for a long time as a bookmarking site. Recently it launched a lesson plan site that takes bookmarking to the next level, allowing you to create lesson boards with content, questions, etc. You can pretty much use it to embed anything, as I did in this \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship lesson\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://app.wizer.me/\">Wizer.me\u003c/a>: Intended to be used as digital worksheets, the site allows you to embed content from around the Web and use its different features to have students respond. In this \u003ca href=\"https://app.wizer.me/preview/HrXWt\">Potential and Kinetic Energy example\u003c/a>, you can see how I used it to host Blendspace and LessonPaths so students could access and respond in one place.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing and Project Based Learning\u003c/h4>\n\u003cp>Appsmashing can also be used as a way to introduce and guide students through a PBL experience. I use appsmashing to create project pages to communicate expectations, as well as to host all the materials the students will need, including the rubrics. My favorite appsmash tools to host PBL are:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.wix.com/\">WIX\u003c/a>: This is a Web page–creation platform that allows me to add anything, anywhere on the sites I create, and making it easy to include any of the interactive tools I mentioned earlier. For example, in our \u003ca href=\"http://mariana68.wixsite.com/trashtalk\">TrashTalk project\u003c/a>, I used it to create the project website, adding video and Thinglinks with resources and instructions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.hstry.co/\">Hstry\u003c/a>: Developed as a way to create interactive timelines, it can easily be used to create appsmashed projects. I use it whenever I feel students need to access a PBL run in a linear fashion, as was the case of the \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a> project.\u003c/li>\n\u003cli>\u003ca href=\"https://tackk.com/\">Tackk:\u003c/a> More linear than WIX, but less restrictive than Hstry, you may think that Tackk was developed with appsmashing in mind as it allows you to embed practically anything and easily share with your students. In this \u003ca href=\"https://tackk.com/8eadnf\">Motion and Forces Tacck example\u003c/a>, I’ve taken appsmashing to the extreme, pairing it with Thinglink, Wizerme, Edpuzzle, Lessonpaths, Blendspace and Youtube, and then had students respond to a Wix page using Hstry. I know, it’s probably too much, but I wanted to show you just how far you can take things.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing with students\u003c/h4>\n\u003cp>The idea of asking students to appsmash came to me during a recent run of my \u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered Species project\u003c/a>. As it often happens, as soon as I finished answering questions about the project and started walking around, I noticed that all students had immediately started creating slide decks. As I pondered the thought of sitting through several text heavy “presentations” being read by my students, my heart sank.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a flash of inspiration, I asked the class what the purpose of the project was. “Convincing the general public to care about an endangered species, and developing a realistic plan to bring it back from the brink of extinction.” Then I asked, “When have you ever been convinced to do something by listening to someone read a bunch of slides? Then, “Why are you creating slide decks?” The students looked at me in confusion. One replied, “You mean we don’t have to do slides? Can we make a video or something?” I upped the ante and stated that I wanted them to use a combination of tools. “I want you to appsmash and show not only what you know, but also how tech savvy you have become.” My favorite response to the Endangered species project was the \u003ca href=\"http://jyoung0103.wix.com/ayeayechooseyou\">AyeAye Need You\u003c/a> website, which includes a video, a slidedeck, a timeline, an infographic and a couple of Thinglinks.\u003c/p>\n\u003cp>Once the door was opened for students to appsmash their PBL responses (and they were successful at it), they started appsmashing on their own. For example, in our \u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Cell Wars project\u003c/a> the \u003ca href=\"https://tackk.com/rqc438\">Peroxisomes\u003c/a> group decided to use a Tackk to host video, student-created posters and Edmodo conversations as a way to showcase their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What do you think? Are you ready to give appsmashing a try? What other tools have you used to appsmash? I would love to hear about it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Empowering the Next Generation of Citizen Scientists",
"headTitle": "Empowering the Next Generation of Citizen Scientists | KQED",
"content": "\u003cp>Today’s youth are passionate about making an impact and positively changing their world and technological tools can allow students of any age to do just that. As an educator, my job is to find resources, develop learning experiences and provide opportunities that allow my students to identify a problem and become part of the solution. Encouraging students to explore their interests and passions can lead to incredibly meaningful learning. My students ask themselves questions that direct their inquiry, and I use resources that help them investigate the world, share their voice and make a difference.\u003c/p>\n\u003ch4>What problems inspire me?\u003c/h4>\n\u003cp>#\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> and \u003ca href=\"https://ww2.kqed.org/quest/\">Quest\u003c/a> present relevant, timely topics — from a variety of content areas — that spark discussion and help make connections between what’s being learned in the classroom and students’ real-world experiences.\u003c/p>\n\u003cp>In my class, we begin each year by investigating the global water crisis. Students who have grown up in California are accustomed to living in drought conditions. But while they may know that water is precious, they can still turn on the tap in their house and drink freely. We explore the issue from multiple perspectives, including the environment, climate change, health, the economy and social justice. The \u003ca href=\"https://ww2.kqed.org/quest/collections/water/\">Quest Collection on Water\u003c/a> is a fabulous resource. While much of the research highlights the global crisis regarding lack of access to clean water, there are positive solutions being designed. You’re bound to get a visceral response when students watch \u003ca href=\"https://ww2.kqed.org/quest/2015/07/30/cleaning-poop-from-drinking-water/\">Cleaning Poop From Drinking Water\u003c/a>. Encourage them to dream up solutions of their own!\u003c/p>\n\u003ch4>How can I make a difference?\u003c/h4>\n\u003cp>Young learners are often told that they can make a difference. I say, go one step further and show students how they can make a difference. Connect with local organizations where students can volunteer or, better yet, take your class on a field trip. If cost is an issue, apply for local grants that provide funds to get students out of the classroom. \u003ca href=\"https://corporate.target.com/corporate-responsibility/grants/field-trip-grants\">Target Grants\u003c/a> offer up to $700 for a trip!\u003c/p>\n\u003cp>[gallery type=\"slideshow\" columns=\"1\" size=\"medium\" ids=\"315825,315824,315823,315822,315821\" orderby=\"rand\"]\u003c/p>\n\u003cp>Each year I take students to work with \u003ca href=\"http://www.savesfbay.org/\">Save the Bay\u003c/a>. We collect data in restored and unrestored sites along the San Francisco Bay Trail and students get their hands dirty planting native plants. We also work with \u003ca href=\"http://limpets.org/\">LiMPETS\u003c/a>, collecting data at a Pacific Ocean marine reserve and studying populations and the impacts of climate change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take advantage of students’ mobile devices by using apps like \u003ca href=\"http://www.inaturalist.org/\">iNaturalist\u003c/a> to encourage exploration of the physical world. Last spring, my students participated in a \u003ca href=\"http://nationalgeographic.org/projects/bioblitz/\">BioBlitz\u003c/a> competition between Northern and Southern California to see which area could identify the most species. Using their phones, they explored their local area and posted their findings to iNaturalist. The app allows you to create class groups, helps you find a BioBlitz near you, and allows you to create your own competition!\u003c/p>\n\u003cp>Go online with HHMI’s \u003ca href=\"http://www.hhmi.org/biointeractive/gorongosa-national-park\">Biointeractive Resources on Gorongosa Park\u003c/a>. Students learn about ecology and conservation biology, plus they can virtually join in the effort by identifying and cataloging animals caught on camera in the park. My students were excited to compare their list of animals caught in action, which sparked a vibrant conversation about animal behavior.\u003c/p>\n\u003cp>Check out \u003ca href=\"http://citizenscience.org/\">CitizenScience.org\u003c/a> and follow #CitizenScience to find more resources. The new organization is looking for members to help direct its future, and you can become an inaugural member of the Citizen Science Association.\u003c/p>\n\u003ch4>How can I share with others?\u003c/h4>\n\u003cp>Providing my students with an authentic audience has been empowering for them. Connecting classroom content to the “real world” makes a lasting impact and deepens their learning experience. My students engage with other youth through #\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> via its online platform or through Twitter. Teens love using social media, and I enjoy showing them how these tools can be used to inspire conversations that educate and encourage the development of empathy.\u003c/p>\n\u003cp>Encourage students to post ideas on a class website or help students create digital portfolio sites. Letting students know that their ideas will be shared outside the classroom often encourages them to raise the quality of their work to a different level. Creating for one teacher is not as motivating as creating for a larger community. Depending on the subject, students can write blog posts, design presentations and create videos to be showcased on a site.\u003c/p>\n\u003ch4>Inspire students to compete.\u003c/h4>\n\u003cp>\u003ca href=\"https://challenges.openideo.com/challenge\">OpenIDEO\u003c/a> is always presenting new challenges and students can be involved in researching, sharing ideas, providing and receiving feedback, and iterating their design ideas. Winning solutions receive $25,000 to make their idea a reality!\u003c/p>\n\u003cp>The annual \u003ca href=\"https://breakthroughjuniorchallenge.org/\">Breakthrough Junior Challenge\u003c/a> hosted by Khan Academy asks students to create a five-minute movie explaining a scientific concept. The winner receives $250,000 in a college scholarship! My favorite part of this project is that all submissions are peer reviewed by the applicants. Students are required to review five other videos and receive feedback from youth around the world.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nextvista.org/\">Next Vista Learning\u003c/a> is a great resource for video competitions. There are always new contests and topics to inspire student creation. The site also offers media-making tips and tutorials.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Take advantage of the many tools available to create learning experiences that will empower your students and provide inspiration for them to impact their world now and in the future!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Today’s youth are passionate about making an impact and positively changing their world and technological tools can allow students of any age to do just that. As an educator, my job is to find resources, develop learning experiences and provide opportunities that allow my students to identify a problem and become part of the solution. Encouraging students to explore their interests and passions can lead to incredibly meaningful learning. My students ask themselves questions that direct their inquiry, and I use resources that help them investigate the world, share their voice and make a difference.\u003c/p>\n\u003ch4>What problems inspire me?\u003c/h4>\n\u003cp>#\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> and \u003ca href=\"https://ww2.kqed.org/quest/\">Quest\u003c/a> present relevant, timely topics — from a variety of content areas — that spark discussion and help make connections between what’s being learned in the classroom and students’ real-world experiences.\u003c/p>\n\u003cp>In my class, we begin each year by investigating the global water crisis. Students who have grown up in California are accustomed to living in drought conditions. But while they may know that water is precious, they can still turn on the tap in their house and drink freely. We explore the issue from multiple perspectives, including the environment, climate change, health, the economy and social justice. The \u003ca href=\"https://ww2.kqed.org/quest/collections/water/\">Quest Collection on Water\u003c/a> is a fabulous resource. While much of the research highlights the global crisis regarding lack of access to clean water, there are positive solutions being designed. You’re bound to get a visceral response when students watch \u003ca href=\"https://ww2.kqed.org/quest/2015/07/30/cleaning-poop-from-drinking-water/\">Cleaning Poop From Drinking Water\u003c/a>. Encourage them to dream up solutions of their own!\u003c/p>\n\u003ch4>How can I make a difference?\u003c/h4>\n\u003cp>Young learners are often told that they can make a difference. I say, go one step further and show students how they can make a difference. Connect with local organizations where students can volunteer or, better yet, take your class on a field trip. If cost is an issue, apply for local grants that provide funds to get students out of the classroom. \u003ca href=\"https://corporate.target.com/corporate-responsibility/grants/field-trip-grants\">Target Grants\u003c/a> offer up to $700 for a trip!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each year I take students to work with \u003ca href=\"http://www.savesfbay.org/\">Save the Bay\u003c/a>. We collect data in restored and unrestored sites along the San Francisco Bay Trail and students get their hands dirty planting native plants. We also work with \u003ca href=\"http://limpets.org/\">LiMPETS\u003c/a>, collecting data at a Pacific Ocean marine reserve and studying populations and the impacts of climate change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take advantage of students’ mobile devices by using apps like \u003ca href=\"http://www.inaturalist.org/\">iNaturalist\u003c/a> to encourage exploration of the physical world. Last spring, my students participated in a \u003ca href=\"http://nationalgeographic.org/projects/bioblitz/\">BioBlitz\u003c/a> competition between Northern and Southern California to see which area could identify the most species. Using their phones, they explored their local area and posted their findings to iNaturalist. The app allows you to create class groups, helps you find a BioBlitz near you, and allows you to create your own competition!\u003c/p>\n\u003cp>Go online with HHMI’s \u003ca href=\"http://www.hhmi.org/biointeractive/gorongosa-national-park\">Biointeractive Resources on Gorongosa Park\u003c/a>. Students learn about ecology and conservation biology, plus they can virtually join in the effort by identifying and cataloging animals caught on camera in the park. My students were excited to compare their list of animals caught in action, which sparked a vibrant conversation about animal behavior.\u003c/p>\n\u003cp>Check out \u003ca href=\"http://citizenscience.org/\">CitizenScience.org\u003c/a> and follow #CitizenScience to find more resources. The new organization is looking for members to help direct its future, and you can become an inaugural member of the Citizen Science Association.\u003c/p>\n\u003ch4>How can I share with others?\u003c/h4>\n\u003cp>Providing my students with an authentic audience has been empowering for them. Connecting classroom content to the “real world” makes a lasting impact and deepens their learning experience. My students engage with other youth through #\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> via its online platform or through Twitter. Teens love using social media, and I enjoy showing them how these tools can be used to inspire conversations that educate and encourage the development of empathy.\u003c/p>\n\u003cp>Encourage students to post ideas on a class website or help students create digital portfolio sites. Letting students know that their ideas will be shared outside the classroom often encourages them to raise the quality of their work to a different level. Creating for one teacher is not as motivating as creating for a larger community. Depending on the subject, students can write blog posts, design presentations and create videos to be showcased on a site.\u003c/p>\n\u003ch4>Inspire students to compete.\u003c/h4>\n\u003cp>\u003ca href=\"https://challenges.openideo.com/challenge\">OpenIDEO\u003c/a> is always presenting new challenges and students can be involved in researching, sharing ideas, providing and receiving feedback, and iterating their design ideas. Winning solutions receive $25,000 to make their idea a reality!\u003c/p>\n\u003cp>The annual \u003ca href=\"https://breakthroughjuniorchallenge.org/\">Breakthrough Junior Challenge\u003c/a> hosted by Khan Academy asks students to create a five-minute movie explaining a scientific concept. The winner receives $250,000 in a college scholarship! My favorite part of this project is that all submissions are peer reviewed by the applicants. Students are required to review five other videos and receive feedback from youth around the world.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nextvista.org/\">Next Vista Learning\u003c/a> is a great resource for video competitions. There are always new contests and topics to inspire student creation. The site also offers media-making tips and tutorials.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Take advantage of the many tools available to create learning experiences that will empower your students and provide inspiration for them to impact their world now and in the future!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>What an amazing time it is to be a teacher! School is changing more now than it has in the last 50 years. Even more amazing, the most popular video game on the market, Minecraft, just so happens to be one of the most powerful learning tools of all time. Using Minecraft in the classroom can make learning more meaningful, student centered and fun.\u003c/p>\n\u003cp>Last year, my fifth-grade students decided they wanted to film a movie in Minecraft and post it on YouTube. What a wonderful way to explore digital literacy, collaboration, creative writing, and learn how to use editing and animation tools. The only problem was that I didn’t have much experience in editing and animation, or movie making in general. But that was OK; that’s what my students were for.\u003c/p>\n\u003cp>We were reading a story about the \u003cem>Titanic\u003c/em>, so we decided to make a \u003cem>Titanic\u003c/em> movie. I went to \u003ca href=\"http://www.planetminecraft.com/\">http://www.planetminecraft.com/\u003c/a> for a \u003cem>Titanic\u003c/em> map to film on, and began teaching creative lessons. With our setting established, we need characters. I set a rule that the film’s characters needed to be real people who had been on the ship, which gave them the opportunity to do historical research online. One of my students was headstrong on doing a \u003cem>Rocky\u003c/em> movie, and he was thrilled to find that two boxers had died on the Titanic. And so \u003cem>Boxing the Titanic\u003c/em> was born!\u003c/p>\n\u003cp>With the characters selected, the next step was structuring the overall story with a story arch. Because the actual ship was only afloat for four days, we were going to make four, 15-minute episodes. The abrupt tragic ending gave students a “ticking clock” to finish their characters’ story. Once students were put in groups, they made and used graphic organizers to set up a sequence of events and used improv acting techniques to come up with scripts for each day. After a day was finished, we were ready to film.\u003c/p>\n\u003cp>Once all the characters are created on the server, one player in the game acts as the camera. Software such as Quicktime or the free \u003ca href=\"https://obsproject.com/\">Open Broadcast Software\u003c/a>, will get the job done. The next step is assigning jobs: camera operator; voice actor; movers and shakers (who are in game moving for the voice actor); special effects operator, who can create effects with command blocks; and editor. Once we got the hang of it, it took about two weeks to create one, 15-minute episode. During downtime, I had students writing their next scripts. After the movie was finished, we posted it on YouTube and wrote a \u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=731\">blog promoting it\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I’m not lying to you when I say filming in Minecraft is easy, however, it is not without its challenges.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Server lag.\u003c/strong> The Internet a my school is not always perfect, so sometimes we could not get everyone on the server. I always need a plan B lesson ready if I had to pull the plug on filming one day.\u003c/li>\n\u003cli>\u003cstrong>Skin organization.\u003c/strong> The way your Minecraft character looks in called a skin, and sometime we could not get them to work. However, if you are using Minecraft Education Edition or MinecraftEDU, you will not encounter this problem.\u003c/li>\n\u003cli>\u003cstrong>Not knowing how to do cool stuff.\u003c/strong> This was the best challenge of them all!\u003c/li>\n\u003c/ol>\n\u003cp>Figuring out how to do the cool stuff is when the 21st-century learning happens! For example, one of the characters in\u003cem> Boxing the Titanic\u003c/em> was always eating caviar, but there is no caviar in Minecraft. One of my students went into the game’s resource pack file and replaced the image of a melon with an image of real caviar. Another student found an animation tool called \u003ca href=\"http://www.stuffbydavid.com/mineimator/\">Minemoter\u003c/a> and animated our Minecraft \u003cem>Titanic\u003c/em> sinking. The entire film was edited in iMovie by a student who wanted to learn how to be an editor.\u003c/p>\n\u003cp>The best part of this project: I still have no idea how to edit or use the animation tools, but my students do. I put them in a situation where they can explore, and they do the rest. Next year, the Titanic filmmakers will be asked to teach their new skills to a new class. In this way, Minecraft in the classroom creates a culture of co-learners — teachers and students all learning new things together.\u003c/p>\n\u003cp>Please watch and like our movies on YouTube. Day four is a good one to start with, but they’re all pretty funny, and you can see our progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M_ygIgTdseQ\u003cbr>\nDay 3: \u003ca href=\"https://www.youtube.com/watch?v=IjVE3nyUgmM\">https://www.youtube.com/watch?v=IjVE3nyUgmM\u003c/a>\u003cbr>\nDay 2: \u003ca href=\"https://www.youtube.com/watch?v=XnNRIceiW3s\">https://www.youtube.com/watch?v=XnNRIceiW3s\u003c/a>\u003cbr>\nDay 1: \u003ca href=\"https://www.youtube.com/watch?v=GqwllPg6H1w\">https://www.youtube.com/watch?v=GqwllPg6H1w\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What an amazing time it is to be a teacher! School is changing more now than it has in the last 50 years. Even more amazing, the most popular video game on the market, Minecraft, just so happens to be one of the most powerful learning tools of all time. Using Minecraft in the classroom can make learning more meaningful, student centered and fun.\u003c/p>\n\u003cp>Last year, my fifth-grade students decided they wanted to film a movie in Minecraft and post it on YouTube. What a wonderful way to explore digital literacy, collaboration, creative writing, and learn how to use editing and animation tools. The only problem was that I didn’t have much experience in editing and animation, or movie making in general. But that was OK; that’s what my students were for.\u003c/p>\n\u003cp>We were reading a story about the \u003cem>Titanic\u003c/em>, so we decided to make a \u003cem>Titanic\u003c/em> movie. I went to \u003ca href=\"http://www.planetminecraft.com/\">http://www.planetminecraft.com/\u003c/a> for a \u003cem>Titanic\u003c/em> map to film on, and began teaching creative lessons. With our setting established, we need characters. I set a rule that the film’s characters needed to be real people who had been on the ship, which gave them the opportunity to do historical research online. One of my students was headstrong on doing a \u003cem>Rocky\u003c/em> movie, and he was thrilled to find that two boxers had died on the Titanic. And so \u003cem>Boxing the Titanic\u003c/em> was born!\u003c/p>\n\u003cp>With the characters selected, the next step was structuring the overall story with a story arch. Because the actual ship was only afloat for four days, we were going to make four, 15-minute episodes. The abrupt tragic ending gave students a “ticking clock” to finish their characters’ story. Once students were put in groups, they made and used graphic organizers to set up a sequence of events and used improv acting techniques to come up with scripts for each day. After a day was finished, we were ready to film.\u003c/p>\n\u003cp>Once all the characters are created on the server, one player in the game acts as the camera. Software such as Quicktime or the free \u003ca href=\"https://obsproject.com/\">Open Broadcast Software\u003c/a>, will get the job done. The next step is assigning jobs: camera operator; voice actor; movers and shakers (who are in game moving for the voice actor); special effects operator, who can create effects with command blocks; and editor. Once we got the hang of it, it took about two weeks to create one, 15-minute episode. During downtime, I had students writing their next scripts. After the movie was finished, we posted it on YouTube and wrote a \u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=731\">blog promoting it\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I’m not lying to you when I say filming in Minecraft is easy, however, it is not without its challenges.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Server lag.\u003c/strong> The Internet a my school is not always perfect, so sometimes we could not get everyone on the server. I always need a plan B lesson ready if I had to pull the plug on filming one day.\u003c/li>\n\u003cli>\u003cstrong>Skin organization.\u003c/strong> The way your Minecraft character looks in called a skin, and sometime we could not get them to work. However, if you are using Minecraft Education Edition or MinecraftEDU, you will not encounter this problem.\u003c/li>\n\u003cli>\u003cstrong>Not knowing how to do cool stuff.\u003c/strong> This was the best challenge of them all!\u003c/li>\n\u003c/ol>\n\u003cp>Figuring out how to do the cool stuff is when the 21st-century learning happens! For example, one of the characters in\u003cem> Boxing the Titanic\u003c/em> was always eating caviar, but there is no caviar in Minecraft. One of my students went into the game’s resource pack file and replaced the image of a melon with an image of real caviar. Another student found an animation tool called \u003ca href=\"http://www.stuffbydavid.com/mineimator/\">Minemoter\u003c/a> and animated our Minecraft \u003cem>Titanic\u003c/em> sinking. The entire film was edited in iMovie by a student who wanted to learn how to be an editor.\u003c/p>\n\u003cp>The best part of this project: I still have no idea how to edit or use the animation tools, but my students do. I put them in a situation where they can explore, and they do the rest. Next year, the Titanic filmmakers will be asked to teach their new skills to a new class. In this way, Minecraft in the classroom creates a culture of co-learners — teachers and students all learning new things together.\u003c/p>\n\u003cp>Please watch and like our movies on YouTube. Day four is a good one to start with, but they’re all pretty funny, and you can see our progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M_ygIgTdseQ\u003cbr>\nDay 3: \u003ca href=\"https://www.youtube.com/watch?v=IjVE3nyUgmM\">https://www.youtube.com/watch?v=IjVE3nyUgmM\u003c/a>\u003cbr>\nDay 2: \u003ca href=\"https://www.youtube.com/watch?v=XnNRIceiW3s\">https://www.youtube.com/watch?v=XnNRIceiW3s\u003c/a>\u003cbr>\nDay 1: \u003ca href=\"https://www.youtube.com/watch?v=GqwllPg6H1w\">https://www.youtube.com/watch?v=GqwllPg6H1w\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It’s time for the first assessment of the new school year, and I’m ready to challenge my chemistry students with a new and improved one: “Trends in the Periodic Table of Elements.” Not only is this test completely digital, it’s also free of multiple-choice questions. Instead of A, B, C or D choices, students will demonstrate their content knowledge through short numeric or drawing responses.\u003c/p>\n\u003cp>Not long after my students began the assessment, a hand went up. There was confusion about a question. After inspecting the question, which is about nuclear decay and half-lives, I realize I made a mistake in the numbers I provided.\u003c/p>\n\u003cp>Luckily, \u003ca href=\"https://goformative.com/\">Goformative\u003c/a>, the Web-based assessment program I use, allowed me to make changes even after the test-taking had started. I made the changes immediately and quickly informed students to refresh the pages on their tablets.\u003c/p>\n\u003cp>Every time I give a formal assessment, I suspect a few students are opening up other tabs and researching for information that might help them answer a question — something that is, obviously, not allowed. During this assessment, I was unable to catch anyone in the act of cheating, and I didn’t have the capabilities of seeing all of my students screens from my computer. But I was reminded that I needed to find an effective way to prevent students from opening additional windows on their browsers or accessing other applications while taking a test. Earlier this summer I was playing around with some possible solutions through Guided Access (an iPad setting), and I look forward to trying it in a future assessment.\u003c/p>\n\u003cp>During this first assessment, I opened a feature on my computer called Live Results, which allowed me to monitor students’ progress from start to finish. I could also look at each question individually and, on one screen, I could see all of my students responses, framed within text boxes for the given question.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since this was a multiple choice–free test, part would have to be manually graded. But some questions, which required numeric responses, could be set up to be graded automatically by adding an answer key. But there was a minor hiccup.\u003c/p>\n\u003cp>As I scanned through the numeric responses, I noticed that some students were adding words after the numeric response — like adding “grams” after a number — and the computer was marking those answers as incorrect, even if number was correct.\u003c/p>\n\u003cp>While I could manually override the computer and give the students the points anyway, there was a better solution. I simply added more than one answer to the answer key. This came in handy if a student typed in the name of an element and slightly misspelled it or typed “Ne” (the chemical symbol for Neon) instead of the whole name, “Neon.” All these adjustments, on my part, were made as students were working on their test and were reflected in real time.\u003c/p>\n\u003cp>Next, I looked at the drawing questions, which asked students to draw electron dot diagrams, and I also went through the short-response questions about periodic table trends. There was seemingly a lot to grade, but there were two things that helped me complete all the grading for this assessment in less than a day.\u003c/p>\n\u003cp>First, \u003ca href=\"https://goformative.com/\">Goformative\u003c/a> collected students’ answers in a well-organized way, which really sped up the grading process. For example, I was able to grade all of the responses from a given question on the same screen, without the screen jumping to another page or going through a slow process to update after every change I made. A quick look at a student’s answer, a few clicks, and I was moving from student to student in a seamless and efficient manner.\u003c/p>\n\u003cp>Secondly, I got a head start on grading. Even before students finished, I was grading the finished parts of the assessment. I started grading from my iPad, which kept me mobile and still able to supervise my students’ test taking. This head start also meant that students would get quicker feedback. After I finished grading the test, I selected an option that allowed students to log in and check their results. I released their scores that evening.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fact that I was able to make on-the-go adjustments to the test minimized some of the mistakes I’d made while creating it. Having student data effectively organized and ready for me to grade in an efficient manner greatly reduced my fear of giving multiple choice–free assessments. Next time I look forward to not only increasing the level of rigor in my assessments, but also making them more secure.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s time for the first assessment of the new school year, and I’m ready to challenge my chemistry students with a new and improved one: “Trends in the Periodic Table of Elements.” Not only is this test completely digital, it’s also free of multiple-choice questions. Instead of A, B, C or D choices, students will demonstrate their content knowledge through short numeric or drawing responses.\u003c/p>\n\u003cp>Not long after my students began the assessment, a hand went up. There was confusion about a question. After inspecting the question, which is about nuclear decay and half-lives, I realize I made a mistake in the numbers I provided.\u003c/p>\n\u003cp>Luckily, \u003ca href=\"https://goformative.com/\">Goformative\u003c/a>, the Web-based assessment program I use, allowed me to make changes even after the test-taking had started. I made the changes immediately and quickly informed students to refresh the pages on their tablets.\u003c/p>\n\u003cp>Every time I give a formal assessment, I suspect a few students are opening up other tabs and researching for information that might help them answer a question — something that is, obviously, not allowed. During this assessment, I was unable to catch anyone in the act of cheating, and I didn’t have the capabilities of seeing all of my students screens from my computer. But I was reminded that I needed to find an effective way to prevent students from opening additional windows on their browsers or accessing other applications while taking a test. Earlier this summer I was playing around with some possible solutions through Guided Access (an iPad setting), and I look forward to trying it in a future assessment.\u003c/p>\n\u003cp>During this first assessment, I opened a feature on my computer called Live Results, which allowed me to monitor students’ progress from start to finish. I could also look at each question individually and, on one screen, I could see all of my students responses, framed within text boxes for the given question.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since this was a multiple choice–free test, part would have to be manually graded. But some questions, which required numeric responses, could be set up to be graded automatically by adding an answer key. But there was a minor hiccup.\u003c/p>\n\u003cp>As I scanned through the numeric responses, I noticed that some students were adding words after the numeric response — like adding “grams” after a number — and the computer was marking those answers as incorrect, even if number was correct.\u003c/p>\n\u003cp>While I could manually override the computer and give the students the points anyway, there was a better solution. I simply added more than one answer to the answer key. This came in handy if a student typed in the name of an element and slightly misspelled it or typed “Ne” (the chemical symbol for Neon) instead of the whole name, “Neon.” All these adjustments, on my part, were made as students were working on their test and were reflected in real time.\u003c/p>\n\u003cp>Next, I looked at the drawing questions, which asked students to draw electron dot diagrams, and I also went through the short-response questions about periodic table trends. There was seemingly a lot to grade, but there were two things that helped me complete all the grading for this assessment in less than a day.\u003c/p>\n\u003cp>First, \u003ca href=\"https://goformative.com/\">Goformative\u003c/a> collected students’ answers in a well-organized way, which really sped up the grading process. For example, I was able to grade all of the responses from a given question on the same screen, without the screen jumping to another page or going through a slow process to update after every change I made. A quick look at a student’s answer, a few clicks, and I was moving from student to student in a seamless and efficient manner.\u003c/p>\n\u003cp>Secondly, I got a head start on grading. Even before students finished, I was grading the finished parts of the assessment. I started grading from my iPad, which kept me mobile and still able to supervise my students’ test taking. This head start also meant that students would get quicker feedback. After I finished grading the test, I selected an option that allowed students to log in and check their results. I released their scores that evening.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fact that I was able to make on-the-go adjustments to the test minimized some of the mistakes I’d made while creating it. Having student data effectively organized and ready for me to grade in an efficient manner greatly reduced my fear of giving multiple choice–free assessments. Next time I look forward to not only increasing the level of rigor in my assessments, but also making them more secure.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "15 Great Digital Media Projects for the Presidential Election Season",
"headTitle": "15 Great Digital Media Projects for the Presidential Election Season | KQED",
"content": "\u003cp>I’m a high school social science teacher with many years of teaching experience (World History, U.S. History, and U.S. Government), and I am certain that each of the following can be effectively incorporated into many high school social science classes across the country to give students a greater opportunity to engage with the critical issues facing us this election season. The best part is that all the resources necessary for these projects can be found online for free.\u003c/p>\n\u003ch4>1. Find Out What Candidate You Side With\u003c/h4>\n\u003cp>Begin this project by having your students take the \u003ca href=\"https://www.isidewith.com\">Isidewith \u003c/a>quiz to find out which of the candidates they most likely side with. Then have them go online to learn more about that candidate.\u003c/p>\n\u003ch4>2. Find Out Whether You’re a Liberal or Conservative\u003c/h4>\n\u003cp>Begin this project by having your students take the PEW Research Center’s \u003ca href=\"http://www.people-press.org/quiz/political-typology/\">Political Typology Quiz\u003c/a> to find out if they are a steadfast conservative, a solid liberal or somewhere in between. Then have them visit the \u003ca href=\"http://www.people-press.org/2014/06/26/the-political-typology-beyond-red-vs-blue/\">Pew Research Center\u003c/a> and find out where they stand in comparison to the rest of the nation.\u003c/p>\n\u003ch4>3. Write a Letter to the Next President\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the \u003ca href=\"http://www.procon.org\">ProCon\u003c/a> website, which presents controversial issues in a straightforward, nonpartisan, primarily pro-con format. Then have your students write a letter to the next president, following the instructions that appear on the \u003ca href=\"https://letters2president.org\">Letters to the Next President 2.0\u003c/a> website. To view a letter one of my students wrote recently, click \u003ca href=\"https://letters2president.org/letters/1128\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/letters/1128\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303827 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/L2NP.png\" alt=\"L2NP\" width=\"404\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP.png 404w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP-400x374.png 400w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/a>\u003c/p>\n\u003ch4>4. Document Your First-Ever Debate Party\u003c/h4>\n\u003cp>Begin this project by having your students plan a My First-Ever Presidential Debate Party. Encourage them to invite their friends and family. In the weeks leading up to the event, be sure to send out requests for food donations. Many grocery store chains give their managers the discretion to come through in this regard. For additional inspiration, click\u003ca href=\"https://docs.google.com/document/d/1Pa-y-jVq1u5OwEhBnEgy2Rdsadwiqg5Kdpu6LE-E1ek/edit\"> here\u003c/a>. Just before the party begins, have the student who is hosting the party record a version of the following message on camera:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hello everyone. My name is (insert) and I am a (insert) high school senior. Today, is (insert date) and at the moment, I’m standing here outside of my house waiting for some friends to come over. When they get here, we’re all going to go inside to watch the presidential debate. If you want to see what that looks like, stick around for the next three minutes.\u003c/p>\n\u003cp>The next three minutes can consist of a combination of still shots and video documenting what took place at the party. For the video segment, the host might want to ask those in attendance one or more of the following questions:\u003c/p>\n\u003cul>\n\u003cli>Who do you think won the debate?\u003c/li>\n\u003cli>How did the candidates respond to the questions that were posed? Were they straightforward, evasive or somewhere in between?\u003c/li>\n\u003cli>What part of the debate did you enjoy watching the most?\u003c/li>\n\u003cli>If you could have asked the candidates a question what would it have been?\u003c/li>\n\u003c/ul>\n\u003cp>Here’s a short video made by three San Marino High School seniors to document their first ever presidential debate party.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=8MJlmPhkJSI\u003c/p>\n\u003ch4>5. Create a 30-Second Campaign Ad\u003c/h4>\n\u003cp>Begin this project by having your students play \u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House \u003c/a>to learn about the presidential election process and the importance of targeted broadcast messaging. Then have students pick a candidate and a state; research current polling data for that state; select a campaign issue; and create a 30-second ad that conveys the proper tone and message around that issue based on the current polling data. It may help for students to read the PBS article “\u003ca href=\"http://www.pbs.org/newshour/extra/lessons_plans/lights-camera-politics-create-your-own-presidential-campaign-ad-lesson-plan/\">Lights, Camera, Politics: Create Your Own Presidential Campaign Ad\u003c/a>.”\u003c/p>\n\u003ch4>6. Participate in a Class Debate\u003c/h4>\n\u003cp>Begin this project by having your students go online to learn what they can about past presidential debates. Then direct them to the \u003ca href=\"http://www.jointhedebates.org\">Join the Debate\u003c/a> website, which will provide students with an opportunity to promote, drive and guide a presidential election–style debate while also fully participating in it.\u003c/p>\n\u003cfigure id=\"attachment_303826\" class=\"wp-caption aligncenter\" style=\"max-width: 363px\">[media-credit standalone=0 name=\"Peter Paccone\" align=\"aligncenter\" width=\"363\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303826\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DebateStudent.png\" alt=\"SMHS senior facilitating the debate\" width=\"363\" height=\"403\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS senior facilitating the debate\u003c/figcaption>\u003c/figure>\n\u003ch4>7. Video Conference With Another Class\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the ProCon Web page \u003ca href=\"http://Should%20the%20United%20States%20Continue%20to%20Build%20a%20Fence%20or%20Wall%20Along%20the%20U.S./Mexico%20Border?\">Should the United States Continue to Build a Fence or Wall Along the U.S./Mexico Border?\u003c/a>, or another topic relevant to the two classes. Then provide them with a chance to engage in a video conference with students from another school, which provides them with a chance to civilly and respectfully share their views in regards to this question. Shortly before the video conference ends, have the students at both schools answer the \u003ca href=\"https://www.polleverywhere.com/multiple_choice_polls/HTD3jtOT7m4xXH4\">Poll Everywhere question\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_303829\" class=\"wp-caption aligncenter\" style=\"max-width: 625px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303829\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/VideoDebate.png\" alt=\"My US Government seniors video conferencing with John F. Kennedy High School US History juniors\" width=\"625\" height=\"350\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate-400x224.png 400w\" sizes=\"(max-width: 625px) 100vw, 625px\">\u003cfigcaption class=\"wp-caption-text\">My US Government seniors video conferencing with John F. Kennedy High School US History juniors\u003c/figcaption>\u003c/figure>\n\u003ch4>8. Interview an Adult About the Election\u003c/h4>\n\u003cp>Begin this project by having your students read “\u003ca href=\"http://www.edutopia.org/discussion/storycorps-smartphone-app-great-way-students-learn-about-history\">The StoryCorps SmartPhone App: A Great Way for Students to Learn About History\u003c/a>.” Then have students interview an adult using the free \u003ca href=\"https://storycorps.me/\">StoryCorps app\u003c/a>. Interview subjects can be asked about their most memorable presidential election experiences, what America means to them, and their hopes for this election and the presidency of the candidate elected.\u003c/p>\n\u003cp>Remind them that, after the election, they can use the app to participate in StoryCorps’ The Great Thanksgiving Listen, in which, over the holiday weekend, high school students will record conversations with a grandparent or another elder about their lives. All recordings will be archived at the Library of Congress for future generations.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303824 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/AdultInterview.png\" alt=\"AdultInterview\" width=\"374\" height=\"560\">\u003c/p>\n\u003ch4>9. Decide the Future of the Electoral College\u003c/h4>\n\u003cp>Begin this project by having your students watch the CCP Grey video “\u003ca href=\"https://www.youtube.com/watch?v=OUS9mM8Xbbw\">How the Electoral College Works\u003c/a>” and the TED-Ed Lesson “\u003ca href=\"http://ed.ted.com/lessons/does-your-vote-count-the-electoral-college-explained-christina-greer\">The Electoral College Explained\u003c/a>.” Then have them tweet or message family and friends: “Do you think the Constitution should be amended to get rid of the Electoral College?” Have students share the responses they receive with the rest of the class. Then have the class as a whole take a look at what a \u003ca href=\"http://www.gallup.com/poll/159881/americans-call-term-limits-end-electoral-college.aspx\">2013 Gallop Poll\u003c/a> reveals about this question. To close, have the class engage in a mock Congressional joint committee hearing; see if 2/3rd of the committee will vote in favor of a proposal calling for the president to be determined by a direct vote of the people, rather than the Electoral College.\u003c/p>\n\u003ch4>10. Vote in a Mock Election\u003c/h4>\n\u003cp>Begin this project by having your students watch the TED-Talk “\u003ca href=\"http://www.ted.com/talks/eric_liu_let_s_make_voting_fun_again\">Let’s Make Voting Fun Again.\u003c/a>” Then have your students vote in a mock election. The \u003ca href=\"http://www.sos.ca.gov/elections/student-mock-election\">MyVote California Student Mock Election\u003c/a> will take place on October 11, 2016 and school registration is now open. After registering, you will receive a packet of materials (see image below).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303828 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png\" alt=\"MockElectionMaterials\" width=\"411\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png 411w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials-400x300.png 400w\" sizes=\"(max-width: 411px) 100vw, 411px\">\u003c/p>\n\u003cp dir=\"ltr\">If you are a teacher, wish to have your students hold a mock election, and are looking for an inspirational how-to, click \u003ca href=\"https://medium.com/@ppaccone/the-california-student-mock-election-664c340d59df#.60tb3eht7\" target=\"_blank\" rel=\"noopener\">here\u003c/a>\u003c/p>\n\u003ch4>11. Predict the Outcome of the Election\u003c/h4>\n\u003cp>Begin this project by having your students go to the \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">PBS Learning Media’s Election Central\u003c/a> website to\u003c/p>\n\u003cul>\n\u003cli>Learn about the Electoral College.\u003c/li>\n\u003cli>Watch an introductory video about the presidential election process.\u003c/li>\n\u003cli>Explore an interactive timeline of all past presidential elections.\u003c/li>\n\u003c/ul>\n\u003cp>Then have them try to predict the outcome of the Electoral College by using PBS’s new, free interactive \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">Electoral Decoder\u003c/a> tool, which provides an opportunity to “play political pundit” to see how Donald Trump, Hillary Clinton or others could win or lose this year’s election. With the help of a cartogram, students see how a state that is large geographically may have a low number of electoral votes. It can also show how a candidate who has lost the electoral vote in most states can still win the presidency. Teachers can use the interactive map to predict the outcome of the current presidential election.\u003c/p>\n\u003cp>Students can save or print their maps or share them on social media. For example, one of my students used my classroom laptop to demonstrate how the new tool works.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Trump Wins. As predicted by one of my students. \u003ca href=\"https://t.co/4uUTFN5sgp\">https://t.co/4uUTFN5sgp\u003c/a> \u003ca href=\"https://twitter.com/hashtag/PBSEDUPrezPredictor?src=hash\">#PBSEDUPrezPredictor\u003c/a> @PBSLearningMedia\u003c/p>\n\u003cp>— Peter Paccone (@PeterPaccone) \u003ca href=\"https://twitter.com/PeterPaccone/status/783730359900876800\">October 5, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>I love that PBS provides students with the opportunity to share their predictions. What a great way to engage students! My ultimate goal is to have each of my students not only share on social media, but also print out their predictions. Then, the day after the election, they can compare their state-by-state predictions to the actual outcome.\u003c/p>\n\u003ch4>12. Send a Videogram to Barack Obama\u003c/h4>\n\u003cp>Begin this project by having your students watch the video “\u003ca href=\"http://www.nytimes.com/video/us/politics/100000004378024/how-will-obama-spend-his-retirement.html\">How Will Barack Obama Spend His Retirement?\u003c/a>” Then have them create a three-minute \u003ca href=\"http://www.edutopia.org/discussion/videogram-president-great-assignment-21st-century\">videogram\u003c/a>, which respectfully urges the president to give his support to something in retirement that is of importance to the students. Here’s a videogram that some of my students sent to President Obama last year.\u003cbr>\n[vimeo 156362368 w=640 h=360]\u003c/p>\n\u003ch4>13. Document Your Poll-Worker Experience\u003c/h4>\n\u003cp>Begin this project by having your students apply for a chance to work the polls on Election Day. Working the polls will provide your students with a unique opportunity to assist voters on Election Day. While working the polls, have your students use a digital camera to document the experience, using either still shots, video or both. Then have them use a \u003ca href=\"http://www.stuff.tv/features/10-best-video-editing-apps-mobile\">video editing app\u003c/a> to create two- to three-minute video describing the experience. Share with the class. For a variation, have the students attend a presidential campaign rally, volunteer for the Trump or Clinton campaigns or visit a campaign headquarters. To learn how to apply for a chance to work the polls in California, click \u003ca href=\"http://www.sos.ca.gov/elections/poll-worker-information/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-303979\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg\" alt=\"studentpollworker\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1440x958.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1920x1277.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-960x639.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker.jpg 1936w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>14. Document your Voting Booth Experience\u003c/h4>\n\u003cp>Begin this project by encouraging students who will turn 18 before Election Day to vote. Then have those students write a 500-word or less description of what it was like to vote, including where the voting took place, what it looked like inside, how long it took to vote, how they were treated by the poll workers, what specifically they were called upon to do, and what they thought about the whole experience afterward. The description should also include one or more photographs of the student at the ballot box and wearing his/her “I Voted” sticker.\u003c/p>\n\u003cp>Students can email me their description, and I will add it to my article “\u003ca href=\"https://medium.com/@ppaccone/the-student-poll-worker-program-4eab5d2a3d8b#.eiyz9714s\">The California Student Poll Worker Program.\u003c/a>” I can be reached at\u003ca href=\"mailto:paccone@smusd.us\"> paccone@smusd.us\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-304015 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Voting.jpg\" alt=\"Voting\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>15. Make a Presidential Election Blog\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Begin this project by encouraging your students to use Blogger, WordPress, or another blogging platform to create a My 2016 Presidential Election Blog. Students’ blogs should showcase any/all of following:\u003c/p>\n\u003cul>\n\u003cli>Their \u003ca href=\"https://www.isidewith.com/\">Isidewith\u003c/a> quiz results\u003c/li>\n\u003cli>Their\u003ca href=\"http://www.people-press.org/quiz/political-typology/\"> political typology quiz\u003c/a> results\u003c/li>\n\u003cli>Photos/videos of them working the polls, attending a debate party, volunteering for a campaign, participating in an in-class debate, casting a ballot during a mock election, etc.\u003c/li>\n\u003cli>Their \u003ca href=\"https://letters2president.org/\">letter to the next president\u003c/a>\u003c/li>\n\u003cli>Their\u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\"> Electoral College prediction\u003c/a>\u003c/li>\n\u003cli>Their StoryCorps interview\u003c/li>\n\u003cli>Responses to the tweet “Do you think the Constitution should be amended to get rid of the Electoral College?”\u003c/li>\n\u003cli>A I Voted sticker, if applicable\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I’m a high school social science teacher with many years of teaching experience (World History, U.S. History, and U.S. Government), and I am certain that each of the following can be effectively incorporated into many high school social science classes across the country to give students a greater opportunity to engage with the critical issues facing us this election season. The best part is that all the resources necessary for these projects can be found online for free.\u003c/p>\n\u003ch4>1. Find Out What Candidate You Side With\u003c/h4>\n\u003cp>Begin this project by having your students take the \u003ca href=\"https://www.isidewith.com\">Isidewith \u003c/a>quiz to find out which of the candidates they most likely side with. Then have them go online to learn more about that candidate.\u003c/p>\n\u003ch4>2. Find Out Whether You’re a Liberal or Conservative\u003c/h4>\n\u003cp>Begin this project by having your students take the PEW Research Center’s \u003ca href=\"http://www.people-press.org/quiz/political-typology/\">Political Typology Quiz\u003c/a> to find out if they are a steadfast conservative, a solid liberal or somewhere in between. Then have them visit the \u003ca href=\"http://www.people-press.org/2014/06/26/the-political-typology-beyond-red-vs-blue/\">Pew Research Center\u003c/a> and find out where they stand in comparison to the rest of the nation.\u003c/p>\n\u003ch4>3. Write a Letter to the Next President\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the \u003ca href=\"http://www.procon.org\">ProCon\u003c/a> website, which presents controversial issues in a straightforward, nonpartisan, primarily pro-con format. Then have your students write a letter to the next president, following the instructions that appear on the \u003ca href=\"https://letters2president.org\">Letters to the Next President 2.0\u003c/a> website. To view a letter one of my students wrote recently, click \u003ca href=\"https://letters2president.org/letters/1128\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/letters/1128\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303827 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/L2NP.png\" alt=\"L2NP\" width=\"404\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP.png 404w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP-400x374.png 400w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/a>\u003c/p>\n\u003ch4>4. Document Your First-Ever Debate Party\u003c/h4>\n\u003cp>Begin this project by having your students plan a My First-Ever Presidential Debate Party. Encourage them to invite their friends and family. In the weeks leading up to the event, be sure to send out requests for food donations. Many grocery store chains give their managers the discretion to come through in this regard. For additional inspiration, click\u003ca href=\"https://docs.google.com/document/d/1Pa-y-jVq1u5OwEhBnEgy2Rdsadwiqg5Kdpu6LE-E1ek/edit\"> here\u003c/a>. Just before the party begins, have the student who is hosting the party record a version of the following message on camera:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hello everyone. My name is (insert) and I am a (insert) high school senior. Today, is (insert date) and at the moment, I’m standing here outside of my house waiting for some friends to come over. When they get here, we’re all going to go inside to watch the presidential debate. If you want to see what that looks like, stick around for the next three minutes.\u003c/p>\n\u003cp>The next three minutes can consist of a combination of still shots and video documenting what took place at the party. For the video segment, the host might want to ask those in attendance one or more of the following questions:\u003c/p>\n\u003cul>\n\u003cli>Who do you think won the debate?\u003c/li>\n\u003cli>How did the candidates respond to the questions that were posed? Were they straightforward, evasive or somewhere in between?\u003c/li>\n\u003cli>What part of the debate did you enjoy watching the most?\u003c/li>\n\u003cli>If you could have asked the candidates a question what would it have been?\u003c/li>\n\u003c/ul>\n\u003cp>Here’s a short video made by three San Marino High School seniors to document their first ever presidential debate party.\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/8MJlmPhkJSI'\n title='//www.youtube.com/embed/8MJlmPhkJSI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>5. Create a 30-Second Campaign Ad\u003c/h4>\n\u003cp>Begin this project by having your students play \u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House \u003c/a>to learn about the presidential election process and the importance of targeted broadcast messaging. Then have students pick a candidate and a state; research current polling data for that state; select a campaign issue; and create a 30-second ad that conveys the proper tone and message around that issue based on the current polling data. It may help for students to read the PBS article “\u003ca href=\"http://www.pbs.org/newshour/extra/lessons_plans/lights-camera-politics-create-your-own-presidential-campaign-ad-lesson-plan/\">Lights, Camera, Politics: Create Your Own Presidential Campaign Ad\u003c/a>.”\u003c/p>\n\u003ch4>6. Participate in a Class Debate\u003c/h4>\n\u003cp>Begin this project by having your students go online to learn what they can about past presidential debates. Then direct them to the \u003ca href=\"http://www.jointhedebates.org\">Join the Debate\u003c/a> website, which will provide students with an opportunity to promote, drive and guide a presidential election–style debate while also fully participating in it.\u003c/p>\n\u003cfigure id=\"attachment_303826\" class=\"wp-caption aligncenter\" style=\"max-width: 363px\">[media-credit standalone=0 name=\"Peter Paccone\" align=\"aligncenter\" width=\"363\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303826\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DebateStudent.png\" alt=\"SMHS senior facilitating the debate\" width=\"363\" height=\"403\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS senior facilitating the debate\u003c/figcaption>\u003c/figure>\n\u003ch4>7. Video Conference With Another Class\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the ProCon Web page \u003ca href=\"http://Should%20the%20United%20States%20Continue%20to%20Build%20a%20Fence%20or%20Wall%20Along%20the%20U.S./Mexico%20Border?\">Should the United States Continue to Build a Fence or Wall Along the U.S./Mexico Border?\u003c/a>, or another topic relevant to the two classes. Then provide them with a chance to engage in a video conference with students from another school, which provides them with a chance to civilly and respectfully share their views in regards to this question. Shortly before the video conference ends, have the students at both schools answer the \u003ca href=\"https://www.polleverywhere.com/multiple_choice_polls/HTD3jtOT7m4xXH4\">Poll Everywhere question\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_303829\" class=\"wp-caption aligncenter\" style=\"max-width: 625px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303829\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/VideoDebate.png\" alt=\"My US Government seniors video conferencing with John F. Kennedy High School US History juniors\" width=\"625\" height=\"350\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate-400x224.png 400w\" sizes=\"(max-width: 625px) 100vw, 625px\">\u003cfigcaption class=\"wp-caption-text\">My US Government seniors video conferencing with John F. Kennedy High School US History juniors\u003c/figcaption>\u003c/figure>\n\u003ch4>8. Interview an Adult About the Election\u003c/h4>\n\u003cp>Begin this project by having your students read “\u003ca href=\"http://www.edutopia.org/discussion/storycorps-smartphone-app-great-way-students-learn-about-history\">The StoryCorps SmartPhone App: A Great Way for Students to Learn About History\u003c/a>.” Then have students interview an adult using the free \u003ca href=\"https://storycorps.me/\">StoryCorps app\u003c/a>. Interview subjects can be asked about their most memorable presidential election experiences, what America means to them, and their hopes for this election and the presidency of the candidate elected.\u003c/p>\n\u003cp>Remind them that, after the election, they can use the app to participate in StoryCorps’ The Great Thanksgiving Listen, in which, over the holiday weekend, high school students will record conversations with a grandparent or another elder about their lives. All recordings will be archived at the Library of Congress for future generations.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303824 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/AdultInterview.png\" alt=\"AdultInterview\" width=\"374\" height=\"560\">\u003c/p>\n\u003ch4>9. Decide the Future of the Electoral College\u003c/h4>\n\u003cp>Begin this project by having your students watch the CCP Grey video “\u003ca href=\"https://www.youtube.com/watch?v=OUS9mM8Xbbw\">How the Electoral College Works\u003c/a>” and the TED-Ed Lesson “\u003ca href=\"http://ed.ted.com/lessons/does-your-vote-count-the-electoral-college-explained-christina-greer\">The Electoral College Explained\u003c/a>.” Then have them tweet or message family and friends: “Do you think the Constitution should be amended to get rid of the Electoral College?” Have students share the responses they receive with the rest of the class. Then have the class as a whole take a look at what a \u003ca href=\"http://www.gallup.com/poll/159881/americans-call-term-limits-end-electoral-college.aspx\">2013 Gallop Poll\u003c/a> reveals about this question. To close, have the class engage in a mock Congressional joint committee hearing; see if 2/3rd of the committee will vote in favor of a proposal calling for the president to be determined by a direct vote of the people, rather than the Electoral College.\u003c/p>\n\u003ch4>10. Vote in a Mock Election\u003c/h4>\n\u003cp>Begin this project by having your students watch the TED-Talk “\u003ca href=\"http://www.ted.com/talks/eric_liu_let_s_make_voting_fun_again\">Let’s Make Voting Fun Again.\u003c/a>” Then have your students vote in a mock election. The \u003ca href=\"http://www.sos.ca.gov/elections/student-mock-election\">MyVote California Student Mock Election\u003c/a> will take place on October 11, 2016 and school registration is now open. After registering, you will receive a packet of materials (see image below).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303828 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png\" alt=\"MockElectionMaterials\" width=\"411\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png 411w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials-400x300.png 400w\" sizes=\"(max-width: 411px) 100vw, 411px\">\u003c/p>\n\u003cp dir=\"ltr\">If you are a teacher, wish to have your students hold a mock election, and are looking for an inspirational how-to, click \u003ca href=\"https://medium.com/@ppaccone/the-california-student-mock-election-664c340d59df#.60tb3eht7\" target=\"_blank\" rel=\"noopener\">here\u003c/a>\u003c/p>\n\u003ch4>11. Predict the Outcome of the Election\u003c/h4>\n\u003cp>Begin this project by having your students go to the \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">PBS Learning Media’s Election Central\u003c/a> website to\u003c/p>\n\u003cul>\n\u003cli>Learn about the Electoral College.\u003c/li>\n\u003cli>Watch an introductory video about the presidential election process.\u003c/li>\n\u003cli>Explore an interactive timeline of all past presidential elections.\u003c/li>\n\u003c/ul>\n\u003cp>Then have them try to predict the outcome of the Electoral College by using PBS’s new, free interactive \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">Electoral Decoder\u003c/a> tool, which provides an opportunity to “play political pundit” to see how Donald Trump, Hillary Clinton or others could win or lose this year’s election. With the help of a cartogram, students see how a state that is large geographically may have a low number of electoral votes. It can also show how a candidate who has lost the electoral vote in most states can still win the presidency. Teachers can use the interactive map to predict the outcome of the current presidential election.\u003c/p>\n\u003cp>Students can save or print their maps or share them on social media. For example, one of my students used my classroom laptop to demonstrate how the new tool works.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Trump Wins. As predicted by one of my students. \u003ca href=\"https://t.co/4uUTFN5sgp\">https://t.co/4uUTFN5sgp\u003c/a> \u003ca href=\"https://twitter.com/hashtag/PBSEDUPrezPredictor?src=hash\">#PBSEDUPrezPredictor\u003c/a> @PBSLearningMedia\u003c/p>\n\u003cp>— Peter Paccone (@PeterPaccone) \u003ca href=\"https://twitter.com/PeterPaccone/status/783730359900876800\">October 5, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>I love that PBS provides students with the opportunity to share their predictions. What a great way to engage students! My ultimate goal is to have each of my students not only share on social media, but also print out their predictions. Then, the day after the election, they can compare their state-by-state predictions to the actual outcome.\u003c/p>\n\u003ch4>12. Send a Videogram to Barack Obama\u003c/h4>\n\u003cp>Begin this project by having your students watch the video “\u003ca href=\"http://www.nytimes.com/video/us/politics/100000004378024/how-will-obama-spend-his-retirement.html\">How Will Barack Obama Spend His Retirement?\u003c/a>” Then have them create a three-minute \u003ca href=\"http://www.edutopia.org/discussion/videogram-president-great-assignment-21st-century\">videogram\u003c/a>, which respectfully urges the president to give his support to something in retirement that is of importance to the students. Here’s a videogram that some of my students sent to President Obama last year.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch4>13. Document Your Poll-Worker Experience\u003c/h4>\n\u003cp>Begin this project by having your students apply for a chance to work the polls on Election Day. Working the polls will provide your students with a unique opportunity to assist voters on Election Day. While working the polls, have your students use a digital camera to document the experience, using either still shots, video or both. Then have them use a \u003ca href=\"http://www.stuff.tv/features/10-best-video-editing-apps-mobile\">video editing app\u003c/a> to create two- to three-minute video describing the experience. Share with the class. For a variation, have the students attend a presidential campaign rally, volunteer for the Trump or Clinton campaigns or visit a campaign headquarters. To learn how to apply for a chance to work the polls in California, click \u003ca href=\"http://www.sos.ca.gov/elections/poll-worker-information/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-303979\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg\" alt=\"studentpollworker\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1440x958.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1920x1277.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-960x639.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker.jpg 1936w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>14. Document your Voting Booth Experience\u003c/h4>\n\u003cp>Begin this project by encouraging students who will turn 18 before Election Day to vote. Then have those students write a 500-word or less description of what it was like to vote, including where the voting took place, what it looked like inside, how long it took to vote, how they were treated by the poll workers, what specifically they were called upon to do, and what they thought about the whole experience afterward. The description should also include one or more photographs of the student at the ballot box and wearing his/her “I Voted” sticker.\u003c/p>\n\u003cp>Students can email me their description, and I will add it to my article “\u003ca href=\"https://medium.com/@ppaccone/the-student-poll-worker-program-4eab5d2a3d8b#.eiyz9714s\">The California Student Poll Worker Program.\u003c/a>” I can be reached at\u003ca href=\"mailto:paccone@smusd.us\"> paccone@smusd.us\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-304015 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Voting.jpg\" alt=\"Voting\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>15. Make a Presidential Election Blog\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Begin this project by encouraging your students to use Blogger, WordPress, or another blogging platform to create a My 2016 Presidential Election Blog. Students’ blogs should showcase any/all of following:\u003c/p>\n\u003cul>\n\u003cli>Their \u003ca href=\"https://www.isidewith.com/\">Isidewith\u003c/a> quiz results\u003c/li>\n\u003cli>Their\u003ca href=\"http://www.people-press.org/quiz/political-typology/\"> political typology quiz\u003c/a> results\u003c/li>\n\u003cli>Photos/videos of them working the polls, attending a debate party, volunteering for a campaign, participating in an in-class debate, casting a ballot during a mock election, etc.\u003c/li>\n\u003cli>Their \u003ca href=\"https://letters2president.org/\">letter to the next president\u003c/a>\u003c/li>\n\u003cli>Their\u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\"> Electoral College prediction\u003c/a>\u003c/li>\n\u003cli>Their StoryCorps interview\u003c/li>\n\u003cli>Responses to the tweet “Do you think the Constitution should be amended to get rid of the Electoral College?”\u003c/li>\n\u003cli>A I Voted sticker, if applicable\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Digital citizenship isn’t about being active on the Internet — uploading your next Snapchat or updating your Facebook status. Digital citizenship means learning to protect yourself online and behaving in ways that keep your personal information secure, and educators can play a key role in teaching these skills. Some specific skills might include learning internet safety, protecting your privacy, and learning how to promote good social and digital footprints for success.\u003c/p>\n\u003cp>We hear about the idea of digital citizenship at our schools, but what is it really? \u003ca href=\"https://www.commonsensemedia.org/educators/digital-citizenship\">Common Sense Education\u003c/a> identifies digital citizenship as a way of “helping educators [to] teach safe, responsible, and effective technology use.” As a high school special education teacher, my job teaching digital citizenship has unique challenges because my students often need instruction fine-tuned to their level of understanding. It’s my goal to identify their strengths and weaknesses and guide them in a way that meets their individual needs.\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://www.commonsensemedia.org/educators\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297970\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/CommonSenseLogo.png\" alt=\"CommonSenseLogo\" width=\"225\" height=\"88\">\u003c/a>\n\u003ch6>Common Sense Education’s \u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">K-12 Digital Citizenship Curriculum\u003c/a> is designed to empower students to think critically, behave safely, and participate responsibly in our digital world. Lesson topics include:\u003c/h6>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297972\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigCitizenshipTopics.png\" alt=\"DigCitizenshipTopics\" width=\"225\" height=\"397\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Thanks to a U.S. Department of Education RTTT-D federal grant, all schools in my district have an initiative in place that allows for 1:1 Chromebook access for grades 6–12 — an amazing feat that has improved the likelihood of students having easy access to technology.\u003c/p>\n\u003cp>One of the challenges of teaching my students to be good digital citizens is their inevitable lack of proper access to technology-based learning tools — they don’t have the correct login for a particular program, a website is blocked or they’ve forgotten their password. I’ve become used to these roadblocks, and can help them navigate. Luckily, many of my students have smartphones, which helps us get around these barriers at the beginning of the year. Early on, I have them download apps to save their passwords, since memory and retaining information can be hard for those with processing disorders.\u003c/p>\n\u003cp>Last year, teaching students how to create a resume provided an important lesson on using the Internet safely. I had them log into the Chromebooks and develop resumes using an online program, but when I asked my students to leave personal information blank and enter it in a Word or Google Doc later when it was secure, they didn’t understand why. I had to explain that entering personal information online isn’t always the safest thing, especially if you aren’t sure of the security of the website. Some possible options for password managers can be found here.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I appreciate that my students want to use their computers to collaborate. I often assign them projects where they can add each other to their Google work -— they do this by clicking the “Share” button at the top right of their Google Doc. I always ask that they add me too, so I can keep track of changes made. I can also help them by making comments or revisions that they can fix by clicking the “Resolve” button on the right side of their screen.\u003c/p>\n\u003cp>Still, things don’t always go smoothly. One specific incident happened with one of my Resource English seniors. She’d been working on a presentation for more than a week, and when she came in to present her project, it was gone. Unfortunately, she had forgotten to log out of her shared Chromebook the day before, and another student in a later class had maliciously deleted all of her hard work. I then had to take steps to fix the situation with our administration.\u003c/p>\n\u003col>\n\u003cli>I had to decide on a way to help her earn her grade, even if we couldn’t recover the missing work.\u003c/li>\n\u003cli>I had to find out who had deleted the work.\u003c/li>\n\u003cli>I had to contact the administrative authorities and alert them to a possible bullying scenario.\u003c/li>\n\u003cli>And, I had to contact our district tech department to see if there was any way to find the student’s work.\u003c/li>\n\u003c/ol>\n\u003cp>In the end, we were able to find some of the original project. She still had to add a few slides, but I allowed her some extra time to complete it. We also found out who had deleted the work, and that student was reprimanded. I used this specific lesson with my 9th-10th grade class later in the year to teach them about digital citizenship.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My experiences have taught me that not all students know how to correctly navigate the Internet and all of its resources on their path to digital citizenship. This year, I began by offering my students a safe and secure way to contact me and their classmates by using the \u003ca href=\"https://www.remind.com/\">Remind\u003c/a> application on their phones. This ensures privacy from phone numbers on both my side and the student’s side – since you cannot see the other person’s number. Another resource I used is an online planner app – \u003ca href=\"https://teachers.io/\">Teacher.io\u003c/a>, which allows me to create a shared calendar with my students, and post it to their calendars. This app keeps my resource kids in charge of their own calendars, while still maintaining structure of their time management. My hope is that by consistently engaging with these new resources myself, I will help my next group of students develop digital citizenship skills that not only can they use, but that they can also share with their friends.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Digital citizenship isn’t about being active on the Internet — uploading your next Snapchat or updating your Facebook status. Digital citizenship means learning to protect yourself online and behaving in ways that keep your personal information secure, and educators can play a key role in teaching these skills. Some specific skills might include learning internet safety, protecting your privacy, and learning how to promote good social and digital footprints for success.\u003c/p>\n\u003cp>We hear about the idea of digital citizenship at our schools, but what is it really? \u003ca href=\"https://www.commonsensemedia.org/educators/digital-citizenship\">Common Sense Education\u003c/a> identifies digital citizenship as a way of “helping educators [to] teach safe, responsible, and effective technology use.” As a high school special education teacher, my job teaching digital citizenship has unique challenges because my students often need instruction fine-tuned to their level of understanding. It’s my goal to identify their strengths and weaknesses and guide them in a way that meets their individual needs.\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://www.commonsensemedia.org/educators\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297970\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/CommonSenseLogo.png\" alt=\"CommonSenseLogo\" width=\"225\" height=\"88\">\u003c/a>\n\u003ch6>Common Sense Education’s \u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">K-12 Digital Citizenship Curriculum\u003c/a> is designed to empower students to think critically, behave safely, and participate responsibly in our digital world. Lesson topics include:\u003c/h6>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297972\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigCitizenshipTopics.png\" alt=\"DigCitizenshipTopics\" width=\"225\" height=\"397\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Thanks to a U.S. Department of Education RTTT-D federal grant, all schools in my district have an initiative in place that allows for 1:1 Chromebook access for grades 6–12 — an amazing feat that has improved the likelihood of students having easy access to technology.\u003c/p>\n\u003cp>One of the challenges of teaching my students to be good digital citizens is their inevitable lack of proper access to technology-based learning tools — they don’t have the correct login for a particular program, a website is blocked or they’ve forgotten their password. I’ve become used to these roadblocks, and can help them navigate. Luckily, many of my students have smartphones, which helps us get around these barriers at the beginning of the year. Early on, I have them download apps to save their passwords, since memory and retaining information can be hard for those with processing disorders.\u003c/p>\n\u003cp>Last year, teaching students how to create a resume provided an important lesson on using the Internet safely. I had them log into the Chromebooks and develop resumes using an online program, but when I asked my students to leave personal information blank and enter it in a Word or Google Doc later when it was secure, they didn’t understand why. I had to explain that entering personal information online isn’t always the safest thing, especially if you aren’t sure of the security of the website. Some possible options for password managers can be found here.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
"meta": {
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"link": "/radio/program/code-switch-life-kit",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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}
},
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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