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It is a simple and excellent way for educators to integrate civic engagement and 21st Century skills into the curriculum. This project has grown to a national level with the help from our recent partnerships with the \u003ca href=\"http://www.nwp.org\">National Writing Project\u003c/a>, \u003ca href=\"http://www.pbs.org/newshour/extra/\">PBS NewsHour Extra\u003c/a>, \u003ca href=\"http://calacademy.org\">California Academy of Sciences\u003c/a>, and \u003ca href=\"http://www.twitter.com\">Twitter\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>[The application is at the bottom of this page.]\u003c/strong>\u003c/p>\n\u003cp>We are making a big effort to find educators who represent a diverse range of learning environments in the following areas:\u003c/p>\n\u003cp>\u003cstrong>Social Studies/Civics, Language Arts, Arts, Technology, Science, and Health\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>You do not have to be tech-savvy or come from a learning center with an incredible offering of computer equipment and resources for your students. The activity is super flexible and can be implemented in a number of ways, with or without mobile devices, on or off sites like Twitter.\u003c/p>\n\u003cp>We will be creating 3 working groups: 1) Civics, Government & Policy 2) Science/STEM 3) Arts & Popular Culture.\u003c/p>\n\u003cp>The working groups will be held during the Spring semester from January to June and will be hosted entirely online. Those who get accepted and participate will be given a $150 stipend at the conclusion of the project.\u003c/p>\n\u003cp>The time commitment for this project is as follows:\u003c/p>\n\u003cul>\n\u003cli>1, 2-hour orientation/webinar in early January (TBD).\u003c/li>\n\u003cli>1, mid-semester session in mid-March (TBD). This session will be asynchronous and you will be given a week to look at the materials and fill out a survey. The time commitment should not exceed 2 hours.\u003c/li>\n\u003cli>1, end of the semester session in early June (TBD). Again, this session will be asynchronous and you will be given a week to look at the materials and fill out a survey. The time commitment should not exceed 2 hours.\u003c/li>\n\u003cli>You will have to commit at least a portion of one class/one teaching period per week through out the spring semester for this project.\u003c/li>\n\u003cli>You will have to moderate your students responses online each week.\u003c/li>\n\u003cli>Become a Do Now leader/advocate for future iterations of this activity.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong> If you are interested in joining the working group for KQED Do Now, please fill out the form below. If you have already participated and know of educators who may be interested, please pass this email along to them. Note: Previous members of the KQED Do Now working groups will not be accepted.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>The application deadline is January 4.\u003c/strong>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://docs.google.com/forms/d/1k6rgRhLe31_1U524dYWbsmjBbWTVveGTIyclof0Xy0A/viewform?embedded=true\" width=\"640\" height=\"2075\" frameborder=\"0\" marginheight=\"0\" marginwidth=\"0\">Loading…\u003c/iframe>\u003c/p>\n\u003cp>Visit our \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">About Do Now page\u003c/a> to learn more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Do Now discussion can reach beyond the classroom and connect students far and wide. If you have any questions, email Matthew Williams at at \u003ca href=\"mailto:mwilliams@kqed.org\">mwilliams@kqed.org\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"KQED Education is looking for highly engaged educators to join our KQED Do Now working group. If you are interested in integrating innovative pedagogical approaches to learning where students can connect, collaborate, and debate with their peers from around the country on current events.","status":"publish","parent":0,"modified":1704764007,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":503},"headData":{"title":"Apply for KQED Do Now Working Group for this Spring | KQED","description":"KQED Education is looking for highly engaged educators to join our KQED Do Now working group. If you are interested in integrating innovative pedagogical approaches to learning where students can connect, collaborate, and debate with their peers from around the country on current events.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/15189/kqed-do-now-working-group-spring-2015","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>KQED Education is looking for highly engaged educators who are interested in integrating innovative pedagogical approaches to learning where students can connect, collaborate, and debate with their peers from around the country on current events.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">KQED Do Now\u003c/a> is a weekly activity for high school students around the nation to explore current issues and have digital conversations using social media. It is a simple and excellent way for educators to integrate civic engagement and 21st Century skills into the curriculum. This project has grown to a national level with the help from our recent partnerships with the \u003ca href=\"http://www.nwp.org\">National Writing Project\u003c/a>, \u003ca href=\"http://www.pbs.org/newshour/extra/\">PBS NewsHour Extra\u003c/a>, \u003ca href=\"http://calacademy.org\">California Academy of Sciences\u003c/a>, and \u003ca href=\"http://www.twitter.com\">Twitter\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>[The application is at the bottom of this page.]\u003c/strong>\u003c/p>\n\u003cp>We are making a big effort to find educators who represent a diverse range of learning environments in the following areas:\u003c/p>\n\u003cp>\u003cstrong>Social Studies/Civics, Language Arts, Arts, Technology, Science, and Health\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You do not have to be tech-savvy or come from a learning center with an incredible offering of computer equipment and resources for your students. The activity is super flexible and can be implemented in a number of ways, with or without mobile devices, on or off sites like Twitter.\u003c/p>\n\u003cp>We will be creating 3 working groups: 1) Civics, Government & Policy 2) Science/STEM 3) Arts & Popular Culture.\u003c/p>\n\u003cp>The working groups will be held during the Spring semester from January to June and will be hosted entirely online. Those who get accepted and participate will be given a $150 stipend at the conclusion of the project.\u003c/p>\n\u003cp>The time commitment for this project is as follows:\u003c/p>\n\u003cul>\n\u003cli>1, 2-hour orientation/webinar in early January (TBD).\u003c/li>\n\u003cli>1, mid-semester session in mid-March (TBD). This session will be asynchronous and you will be given a week to look at the materials and fill out a survey. The time commitment should not exceed 2 hours.\u003c/li>\n\u003cli>1, end of the semester session in early June (TBD). Again, this session will be asynchronous and you will be given a week to look at the materials and fill out a survey. The time commitment should not exceed 2 hours.\u003c/li>\n\u003cli>You will have to commit at least a portion of one class/one teaching period per week through out the spring semester for this project.\u003c/li>\n\u003cli>You will have to moderate your students responses online each week.\u003c/li>\n\u003cli>Become a Do Now leader/advocate for future iterations of this activity.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong> If you are interested in joining the working group for KQED Do Now, please fill out the form below. If you have already participated and know of educators who may be interested, please pass this email along to them. Note: Previous members of the KQED Do Now working groups will not be accepted.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>The application deadline is January 4.\u003c/strong>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://docs.google.com/forms/d/1k6rgRhLe31_1U524dYWbsmjBbWTVveGTIyclof0Xy0A/viewform?embedded=true\" width=\"640\" height=\"2075\" frameborder=\"0\" marginheight=\"0\" marginwidth=\"0\">Loading…\u003c/iframe>\u003c/p>\n\u003cp>Visit our \u003ca href=\"http://ww2.kqed.org/education/about-do-now/\">About Do Now page\u003c/a> to learn more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Do Now discussion can reach beyond the classroom and connect students far and wide. If you have any questions, email Matthew Williams at at \u003ca href=\"mailto:mwilliams@kqed.org\">mwilliams@kqed.org\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/15189/kqed-do-now-working-group-spring-2015","authors":["5232"],"series":["education_52"],"categories":["education_1"],"tags":["education_2516","education_5","education_1320","education_685","education_746","education_3379","education_916","education_1050","education_1123"],"featImg":"education_15213","label":"education_52"},"education_14288":{"type":"posts","id":"education_14288","meta":{"index":"posts_1591205157","site":"education","id":"14288","score":null,"sort":[1410445981000]},"guestAuthors":[],"slug":"school-principal-raps-to-promote-equity-and-social-justice","title":"Hip Hop Education Promotes Equity and Social Justice","publishDate":1410445981,"format":"aside","headTitle":"Hip Hop Education Promotes Equity and Social Justice | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/09/11/school-principal-raps-to-promote-equity-and-social-justice/hip-hop-2/\" rel=\"attachment wp-att-14291\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/hip-hop.jpg\" alt=\"hip hop\" width=\"640\" height=\"323\" class=\"aligncenter size-full wp-image-14291\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/hip-hop.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/hip-hop-400x202.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cbr>\nJoe Truss is Assistant Principal of San Francisco’s Academy of Arts and Sciences, a small public high school. He’s known as \u003ca href=\"http://www.sfbg.com/politics/2014/08/11/school-principal-who-raps\">The School Principal Who Raps\u003c/a>, and when we heard about his efforts to engage and inspire students through hip hop, we reached out to find out more. He is a hip hop artist himself, and he creates music with a positive message that provides a counterpoint to stereotypical rap music. Check out the latest video from Joe’s group, \u003ca href=\"https://www.youtube.com/user/someofallparts\">Some of All Parts\u003c/a>, and our interview with him below. \u003c/p>\n\u003cp>[youtube=http://www.youtube.com/watch?v=jGRXA1A8i3Y]\u003c/p>\n\u003cp>\u003cstrong>KQED Education:\u003c/strong> How have you used music and media to engage your students?\u003c/p>\n\u003cp>\u003cstrong>Joe Truss:\u003c/strong> During past years of teaching, I have used it to teach literary devices and concepts in my Spanish class. I would always play songs to open class up, create background music, and just discuss issues. I also have had a rapping elective, where we would make a list of random words, have 20 minutes to write as much as possible, and have to perform it for the class. We also made a song for Black History month and performed it at a school assembly. This year, I am working with the afterschool program to create a hip hop club. The goal is to create a short album and have a showcase at the end of the year. \u003c/p>\n\u003cp>\u003cstrong>KQED Education:\u003c/strong> How do you think art and music have the power to raise grade and reduce discipline disproportionality?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Joe Truss:\u003c/strong> If students are engaged in the school site and with adults that they form relationships with, they have a higher chance of attending their classes and doing well. If they see themselves and their backgrounds in the curriculum and see their interests honored, there will be less of an oppositional relationship. In turn, they will trust adults and feel comfortable showing their true talents and potential. \u003c/p>\n\u003cp>\u003cstrong>KQED Education:\u003c/strong> Do you use your own music videos as a tool for encouraging and engaging students?\u003c/p>\n\u003cp>\u003cstrong>Joe Truss:\u003c/strong> I use my music and other artists’ work to explain concepts. Lupe Fiasco’s song “B**** Bad” was a great way to talk about sexism, internalized oppression, and our degradation of black women. I’ve used Dead Prez’ “They Schools” to talk about oppressive education and social justice education. I use my music just to open up conversations and build relationship with students so they humanize me, considering my authoritative role. \u003c/p>\n\u003cp>\u003cstrong>KQED Education:\u003c/strong> What advice do you have for teachers and administrators who are dealing with the issues you mentioned (grades, discipline disproportionality, lack of engagement)?\u003c/p>\n\u003cp>\u003cstrong>Joe Truss:\u003c/strong> I would recommend doing research on schools that have shown success with making changes in a humanizing and empowering way. Read the research by Pedro Noguera, Jeff Duncan Andrade, Geneva Gay, Sharroky Hollie, Angela Valenzuela, and Lisa Delpit. Look at the following schools: June Jordan in SF, ARISE in Oakland, REALM in Berkeley and CLASS in Los Angeles. Talk to students. Study up on restorative justice, project-based learning, culturally relevant pedagogy, and trauma healing. Create time for teachers to collaborate and plan school-wide initiatives.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Thanks to Joe Truss for sharing his music and his approach to education. Check out KQED Art School’s hip hop resources for the classroom where students can learn how to create stomp rhythms with \u003ca href=\"http://ww2.kqed.org/artschool/2013/09/21/in-the-studio-with-aisha-fukushima/\">Aisha Fukushima\u003c/a>, and breakdance and beatbox with \u003ca href=\"http://ww2.kqed.org/artschool/2012/11/07/in-the-studio-with-rashidi-omari/\">Rashidi Omari\u003c/a>. \u003c/p>\n\n","blocks":[],"excerpt":"Joe Truss is Assistant Principal of San Francisco’s Academy of Arts and Sciences, a small public high school. He’s known as The School Principal Who Raps, and when we heard about his efforts to engage and inspire students through hip hop, we reached out to find out more.","status":"publish","parent":0,"modified":1704764135,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":585},"headData":{"title":"Hip Hop Education Promotes Equity and Social Justice | KQED","description":"Joe Truss is Assistant Principal of San Francisco’s Academy of Arts and Sciences, a small public high school. He’s known as The School Principal Who Raps, and when we heard about his efforts to engage and inspire students through hip hop, we reached out to find out more.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/14288/school-principal-raps-to-promote-equity-and-social-justice","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/09/11/school-principal-raps-to-promote-equity-and-social-justice/hip-hop-2/\" rel=\"attachment wp-att-14291\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/hip-hop.jpg\" alt=\"hip hop\" width=\"640\" height=\"323\" class=\"aligncenter size-full wp-image-14291\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/hip-hop.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/hip-hop-400x202.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cbr>\nJoe Truss is Assistant Principal of San Francisco’s Academy of Arts and Sciences, a small public high school. He’s known as \u003ca href=\"http://www.sfbg.com/politics/2014/08/11/school-principal-who-raps\">The School Principal Who Raps\u003c/a>, and when we heard about his efforts to engage and inspire students through hip hop, we reached out to find out more. He is a hip hop artist himself, and he creates music with a positive message that provides a counterpoint to stereotypical rap music. Check out the latest video from Joe’s group, \u003ca href=\"https://www.youtube.com/user/someofallparts\">Some of All Parts\u003c/a>, and our interview with him below. \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/jGRXA1A8i3Y'\n title='//www.youtube.com/embed/jGRXA1A8i3Y'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>KQED Education:\u003c/strong> How have you used music and media to engage your students?\u003c/p>\n\u003cp>\u003cstrong>Joe Truss:\u003c/strong> During past years of teaching, I have used it to teach literary devices and concepts in my Spanish class. I would always play songs to open class up, create background music, and just discuss issues. I also have had a rapping elective, where we would make a list of random words, have 20 minutes to write as much as possible, and have to perform it for the class. We also made a song for Black History month and performed it at a school assembly. This year, I am working with the afterschool program to create a hip hop club. The goal is to create a short album and have a showcase at the end of the year. \u003c/p>\n\u003cp>\u003cstrong>KQED Education:\u003c/strong> How do you think art and music have the power to raise grade and reduce discipline disproportionality?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Joe Truss:\u003c/strong> If students are engaged in the school site and with adults that they form relationships with, they have a higher chance of attending their classes and doing well. If they see themselves and their backgrounds in the curriculum and see their interests honored, there will be less of an oppositional relationship. In turn, they will trust adults and feel comfortable showing their true talents and potential. \u003c/p>\n\u003cp>\u003cstrong>KQED Education:\u003c/strong> Do you use your own music videos as a tool for encouraging and engaging students?\u003c/p>\n\u003cp>\u003cstrong>Joe Truss:\u003c/strong> I use my music and other artists’ work to explain concepts. Lupe Fiasco’s song “B**** Bad” was a great way to talk about sexism, internalized oppression, and our degradation of black women. I’ve used Dead Prez’ “They Schools” to talk about oppressive education and social justice education. I use my music just to open up conversations and build relationship with students so they humanize me, considering my authoritative role. \u003c/p>\n\u003cp>\u003cstrong>KQED Education:\u003c/strong> What advice do you have for teachers and administrators who are dealing with the issues you mentioned (grades, discipline disproportionality, lack of engagement)?\u003c/p>\n\u003cp>\u003cstrong>Joe Truss:\u003c/strong> I would recommend doing research on schools that have shown success with making changes in a humanizing and empowering way. Read the research by Pedro Noguera, Jeff Duncan Andrade, Geneva Gay, Sharroky Hollie, Angela Valenzuela, and Lisa Delpit. Look at the following schools: June Jordan in SF, ARISE in Oakland, REALM in Berkeley and CLASS in Los Angeles. Talk to students. Study up on restorative justice, project-based learning, culturally relevant pedagogy, and trauma healing. Create time for teachers to collaborate and plan school-wide initiatives.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Thanks to Joe Truss for sharing his music and his approach to education. Check out KQED Art School’s hip hop resources for the classroom where students can learn how to create stomp rhythms with \u003ca href=\"http://ww2.kqed.org/artschool/2013/09/21/in-the-studio-with-aisha-fukushima/\">Aisha Fukushima\u003c/a>, and breakdance and beatbox with \u003ca href=\"http://ww2.kqed.org/artschool/2012/11/07/in-the-studio-with-rashidi-omari/\">Rashidi Omari\u003c/a>. \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/14288/school-principal-raps-to-promote-equity-and-social-justice","authors":["5254"],"categories":["education_3"],"tags":["education_5","education_685","education_996","education_3380"],"featImg":"education_14302","label":"education"},"education_12931":{"type":"posts","id":"education_12931","meta":{"index":"posts_1591205157","site":"education","id":"12931","score":null,"sort":[1398352457000]},"guestAuthors":[],"slug":"meet-your-local-pbs-digital-innovators","title":"Meet Your Local PBS Digital Innovators!","publishDate":1398352457,"format":"aside","headTitle":"Meet Your Local PBS Digital Innovators! | KQED","labelTerm":{"term":2838,"site":"education"},"content":"\u003cp>KQED Education is proud to announce that three of the 100 educators selected for the \u003ca href=\"http://www.pbslearningmedia.org/collection/digitalinnovators/\">2014 PBS LearningMedia Digital Innovators program\u003c/a> are local! The program rewards tech-savvy K-12 educators from across the country who are serving as leaders in the education technology space and incorporating digital media in classrooms to promote student engagement and achievement. These innovators will receive year-long hands-on and virtual professional development opportunities. Without further ado, meet your local ed tech rock stars!\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-12936\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/04/Christopher-Chiang.png\" alt=\"Christopher Chiang\" width=\"216\" height=\"122\"> \u003cstrong>Name:\u003c/strong> Christopher Chiang\u003cbr>\n\u003cstrong>School:\u003c/strong> Sacred Heart Schools\u003cbr>\n\u003cstrong>City, State:\u003c/strong> Atherton, California\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Bio:\u003c/strong>\u003cbr>\nChris Chiang is a middle school social studies teacher at the Sacred Heart Schools and has been a teacher for the last 10 years. At Monta Vista High School he led a 1:1 laptop project based learning course for 3 years and was teacher of the year in 2010. In 2006, he helped found a NYC school that was part of the Urban Assembly network. He is a Google Certified Teacher and Microsoft Innovative Educator. He is trained in gifted education through UCSD and project based learning through High Tech High. Chris earned his masters in teaching from Stanford University and a second masters in educational leadership from Columbia University. He is a trustee of the Mountain Whisman District. His wife is also a teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Follow Chris on Twitter: \u003ca href=\"https://twitter.com/chiang140\">@chiang140\u003c/a>\u003cbr>\nBlog: \u003ca href=\"www.chrischiang.org\">www.chrischiang.org\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-12941\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/04/Amy-Kingsley.png\" alt=\"Amy Kingsley\" width=\"216\" height=\"122\"> \u003cstrong>Name:\u003c/strong> Amy Kingsley\u003cbr>\n\u003cstrong>School:\u003c/strong> Hillview Middle School\u003cbr>\n\u003cstrong>City, State:\u003c/strong> Menlo Park, California\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Bio:\u003c/strong>\u003cbr>\nAmy Ridlehuber Kingsley teaches at Hillview Middle School (Menlo Park City School District, San Mateo County, Menlo Park, CA). She teaches French IA, I, and 2. Amy’s love of French started in the 3rd grade on a family trip to France. During her college semester abroad in Strasbourg, France, she decided to become a French teacher. Amy graduated from UC Davis with double majors in French and Sociology and worked at the tourist office in Bordeaux before getting her teaching credential from Notre Dame de Namur University. She has been teaching French for 15 years and has experience teaching at the high school and middle school levels. Amy loves integrating technology into her classroom and enjoys leading professional development for other teachers. She spent 11 years as a Department Chair and takes great pleasure in working with other teachers to improve their teaching.\u003c/p>\n\u003cp>The best part of Amy’s job is witnessing the “aha moments,” when language learning clicks and her students are able to communicate confidently in French.\u003c/p>\n\u003cp>Right now, Amy’s favorite PBS LearningMedia Digital Resource is the Global Diplomacy Webinar. Her French classes were able to be part of a live broadcast featuring an inside look at the recent State Dinner with France & the U.S. Amy’s students were able to ask questions (via live text chat) of Ambassador Capricia Penavic Marshall, former Chief of Protocol of the United States, U.S. Department of State and Mrs. Evan Ryan, Assistant Secretary, Bureau of Education and Cultural Affairs, U.S. Department of State. They learned about the history of state dinners and their relevance to the diplomatic process. Amy is eager to participate in the next Webinar with her students.\u003c/p>\n\u003cp>Follow Amy on Twitter: \u003ca href=\"https://twitter.com/KingsleyAmy\">@KingsleyAmy\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-12942\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/04/Kaki-McLachlan.png\" alt=\"Kaki McLachlan\" width=\"216\" height=\"122\"> \u003cstrong>Name:\u003c/strong> Kaki McLachlan\u003cbr>\n\u003cstrong>School:\u003c/strong> White Hill Middle School\u003cbr>\n\u003cstrong>City, State:\u003c/strong> Fairfax, California\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Bio:\u003c/strong>\u003cbr>\nKaki McLachlan is in her second year of teaching with the Ross Valley School District at White Hill Middle School in Fairfax, CA (Marin County). She teaches 7th grade life science and two elective technology classes. Both technology courses are new this year. The first is Digital Media, an elective course for 7th and 8th graders focusing on how students can use computer applications to creatively and effectively express their thoughts and ideas to an audience. The other course is a quarter long enrichment class for every 6th grade student. Students focus on the usage of basic computer applications and digital citizenship.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Kaki thrives on getting students excited about learning. She believes the key to engaging students is to find ways to connect academic lessons to their passions outside of the classroom, regardless of the subject matter. Her favorite PBS LearningMedia resources are the many videos found in the new PBS Digital Studios series “It’s Okay to be Smart”.\u003c/p>\n\n","blocks":[],"excerpt":"KQED Education is proud to announce that three of the 100 educators selected for the 2014 PBS LearningMedia Digital Innovators program are local! The program rewards tech-savvy K-12 educators from across the country who are serving as leaders in the education technology space and incorporating digital media in classrooms to promote student engagement and achievement.","status":"publish","parent":0,"modified":1704764289,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":720},"headData":{"title":"Meet Your Local PBS Digital Innovators! | KQED","description":"KQED Education is proud to announce that three of the 100 educators selected for the 2014 PBS LearningMedia Digital Innovators program are local! The program rewards tech-savvy K-12 educators from across the country who are serving as leaders in the education technology space and incorporating digital media in classrooms to promote student engagement and achievement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/12931/meet-your-local-pbs-digital-innovators","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED Education is proud to announce that three of the 100 educators selected for the \u003ca href=\"http://www.pbslearningmedia.org/collection/digitalinnovators/\">2014 PBS LearningMedia Digital Innovators program\u003c/a> are local! The program rewards tech-savvy K-12 educators from across the country who are serving as leaders in the education technology space and incorporating digital media in classrooms to promote student engagement and achievement. These innovators will receive year-long hands-on and virtual professional development opportunities. Without further ado, meet your local ed tech rock stars!\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-12936\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/04/Christopher-Chiang.png\" alt=\"Christopher Chiang\" width=\"216\" height=\"122\"> \u003cstrong>Name:\u003c/strong> Christopher Chiang\u003cbr>\n\u003cstrong>School:\u003c/strong> Sacred Heart Schools\u003cbr>\n\u003cstrong>City, State:\u003c/strong> Atherton, California\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Bio:\u003c/strong>\u003cbr>\nChris Chiang is a middle school social studies teacher at the Sacred Heart Schools and has been a teacher for the last 10 years. At Monta Vista High School he led a 1:1 laptop project based learning course for 3 years and was teacher of the year in 2010. In 2006, he helped found a NYC school that was part of the Urban Assembly network. He is a Google Certified Teacher and Microsoft Innovative Educator. He is trained in gifted education through UCSD and project based learning through High Tech High. Chris earned his masters in teaching from Stanford University and a second masters in educational leadership from Columbia University. He is a trustee of the Mountain Whisman District. His wife is also a teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Follow Chris on Twitter: \u003ca href=\"https://twitter.com/chiang140\">@chiang140\u003c/a>\u003cbr>\nBlog: \u003ca href=\"www.chrischiang.org\">www.chrischiang.org\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-12941\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/04/Amy-Kingsley.png\" alt=\"Amy Kingsley\" width=\"216\" height=\"122\"> \u003cstrong>Name:\u003c/strong> Amy Kingsley\u003cbr>\n\u003cstrong>School:\u003c/strong> Hillview Middle School\u003cbr>\n\u003cstrong>City, State:\u003c/strong> Menlo Park, California\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Bio:\u003c/strong>\u003cbr>\nAmy Ridlehuber Kingsley teaches at Hillview Middle School (Menlo Park City School District, San Mateo County, Menlo Park, CA). She teaches French IA, I, and 2. Amy’s love of French started in the 3rd grade on a family trip to France. During her college semester abroad in Strasbourg, France, she decided to become a French teacher. Amy graduated from UC Davis with double majors in French and Sociology and worked at the tourist office in Bordeaux before getting her teaching credential from Notre Dame de Namur University. She has been teaching French for 15 years and has experience teaching at the high school and middle school levels. Amy loves integrating technology into her classroom and enjoys leading professional development for other teachers. She spent 11 years as a Department Chair and takes great pleasure in working with other teachers to improve their teaching.\u003c/p>\n\u003cp>The best part of Amy’s job is witnessing the “aha moments,” when language learning clicks and her students are able to communicate confidently in French.\u003c/p>\n\u003cp>Right now, Amy’s favorite PBS LearningMedia Digital Resource is the Global Diplomacy Webinar. Her French classes were able to be part of a live broadcast featuring an inside look at the recent State Dinner with France & the U.S. Amy’s students were able to ask questions (via live text chat) of Ambassador Capricia Penavic Marshall, former Chief of Protocol of the United States, U.S. Department of State and Mrs. Evan Ryan, Assistant Secretary, Bureau of Education and Cultural Affairs, U.S. Department of State. They learned about the history of state dinners and their relevance to the diplomatic process. Amy is eager to participate in the next Webinar with her students.\u003c/p>\n\u003cp>Follow Amy on Twitter: \u003ca href=\"https://twitter.com/KingsleyAmy\">@KingsleyAmy\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-12942\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/04/Kaki-McLachlan.png\" alt=\"Kaki McLachlan\" width=\"216\" height=\"122\"> \u003cstrong>Name:\u003c/strong> Kaki McLachlan\u003cbr>\n\u003cstrong>School:\u003c/strong> White Hill Middle School\u003cbr>\n\u003cstrong>City, State:\u003c/strong> Fairfax, California\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Bio:\u003c/strong>\u003cbr>\nKaki McLachlan is in her second year of teaching with the Ross Valley School District at White Hill Middle School in Fairfax, CA (Marin County). She teaches 7th grade life science and two elective technology classes. Both technology courses are new this year. The first is Digital Media, an elective course for 7th and 8th graders focusing on how students can use computer applications to creatively and effectively express their thoughts and ideas to an audience. The other course is a quarter long enrichment class for every 6th grade student. Students focus on the usage of basic computer applications and digital citizenship.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Kaki thrives on getting students excited about learning. She believes the key to engaging students is to find ways to connect academic lessons to their passions outside of the classroom, regardless of the subject matter. Her favorite PBS LearningMedia resources are the many videos found in the new PBS Digital Studios series “It’s Okay to be Smart”.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/12931/meet-your-local-pbs-digital-innovators","authors":["9323"],"series":["education_2838"],"categories":["education_1"],"tags":["education_5","education_1320","education_685","education_2428","education_1123"],"collections":["education_2405"],"featImg":"education_12932","label":"education_2838"},"education_8079":{"type":"posts","id":"education_8079","meta":{"index":"posts_1591205157","site":"education","id":"8079","score":null,"sort":[1379357418000]},"guestAuthors":[],"slug":"mission-drift-toward-the-junior-college-model-in-california","title":"Mission Drift: Toward the Junior College Model in California","publishDate":1379357418,"format":"aside","headTitle":"Mission Drift: Toward the Junior College Model in California | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003cem>By Greg Keech\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is the difference between a community college and a junior college? This is a distinction that the general public may not be familiar with, and even within the community college arena, the definitions may be open to discussion. This piece examines the two typologies to spark dialog about whether California’s community colleges are heading in the right direction. I think it is fair to say that a college’s mission statement is the place in which the distinction is delineated. It is there that the institution expresses the focus of its efforts.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Junior Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>The traditional junior college is a two-year school. The model has been around for some time. But recently an increased focus on degrees and transfer, i.e.”completions,” has renewed the use of the term and its ramifications. This new interest in the junior college model is connected to the “Student Success” movement and the Student Success Act of 2012 here in California. The guiding principle is that a 4-year degree is the most valuable achievement public education can provide its population. A Bachelors degree is indisputably a ticket to higher salaries and the route tobuildsadvanced degrees and specialization.\u003c/p>\n\u003cp>One of the most serious challenges facing the 2-year-and-transfer model, however, is that 85-90% of students entering California’s community colleges cannot do freshman composition and mathematics. If the goal of a college is to prepare students for degrees and transfer, and funding is linked to this goal, colleges may become more selective to garner maximum funding. What will happen to those many students who are less likely to achieve this goal in a few years? Will their access be limited?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>ESL is often forgotten in this discussion, although many colleges enjoy very high percentages of immigrants and multilingual students. Then a familiar pattern emerges. Noncredit ESL is seen as a prelude to credit ESL. This can be seen in an accountability measure introduced during the implementation phase of SB 361 (Jack Scott) in 2006, the Career Development and College Preparation (CDPC) certificate.\u003c/p>\n\u003cp>Credit ESL is seen (more reasonably, in my mind) as a preparation for college-level work in other disciplines, and most credit ESL students have already chosen an academic goal. Neither mode, however, is officially countenanced as an end unto itself. Simply learning the language, or learning the language for a variety of purposes other than those funded for measurable statistics, these are not really in the picture. It is not easy to measure success. Traditional metrics are just that: traditional- measured with metrics that are familiar and easy to record within our existing databases? Is this a path to performance based funding which would exclude non-traditional students?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Community Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Most people’s definition of a community college is an institution that is broad-based and serves its local population in a variety of ways. It embraces the value of degrees and transfer, but it includes students with other goals in mind – criticized as “trying to be all things to all people.” Could it be equally well be characterized as trying to serve as many people as possible in a climate of continual funding cuts?\u003c/p>\n\u003cp>A community college goes beyond degrees and transfer. It includes myriad Career and Technical Education (CTE) certificates, which may or may not fit into the junior college model. It also includes providing classes to adults who may take only one or two classes – just enough to move up at work or improve their small business. These students don’t provide extensive completion metrics, but value this help from their local community college.\u003c/p>\n\u003cp>Community colleges include groups who are less valued in the Student Success model, casualties in tough economic times. Older adults have particularly felt this devaluation, as have local residents who take community education classes in foreign languages or sewing or figure drawing simply for enrichment of their lives.\u003c/p>\n\u003cp>ESL, in the community college model, is not there solely to prepare students for measurable completions. Its purpose can include classes in citizenship, vocational training, and skills focus classes in listening, speaking, writing or reading – classes students feel they need.\u003c/p>\n\u003cp>They may take credit ESL classes if their purposes are academic, with a view toward certificates, degrees and transfer. But they may also take credit ESL for career advancement. This is particularly common among evening credit ESL students, many of whom work full-time during the day and study at night. They may be accountants or architects or social workers who already have degrees from their home countries.\u003c/p>\n\u003cp>While credit students fit fairly well into the junior college model, as long as they pursue completions, noncredit students are less secure in that model. They may have personal goals which do not include certificates, degrees or transfer, but are fundamental life skills: surviving in a new country, understanding their children’s education better, increasing their income, learning to pay an electric bill etc. How do we measure these successes?\u003c/p>\n\u003cp>It is difficult to measure traditional notions of success, to count existing types of completion and make sure we’re capturing every single item, especially if it is tied to funding. It is even more difficult to introduce more up-to-date notions of success. How do you measure success students achieve outside school? How do you measure the success of older adults who are healthier because of their active involvement in school – by looking at public health costs? Not easy metrics, these. But they are all products of a more inclusive notion of community colleges.\u003c/p>\n\u003cp>So what is a college’s mission? Is it an expression of the needs and desires of its local community, or is it dictated at the state and federal level? Who decides how public funds that support it should be used, and where is the balance?\u003c/p>\n\u003cp>\u003cem>Gregory Keech is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/p>\n\n","blocks":[],"excerpt":"What is the difference between a community college and a junior college? This is a distinction that the general public may not be familiar with, and even within the community college arena, the definitions may be open to discussion. This piece examines the two typologies to spark dialog about whether California's community colleges are heading in the right direction.","status":"publish","parent":0,"modified":1704764540,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1098},"headData":{"title":"Mission Drift: Toward the Junior College Model in California | KQED","description":"What is the difference between a community college and a junior college? This is a distinction that the general public may not be familiar with, and even within the community college arena, the definitions may be open to discussion. This piece examines the two typologies to spark dialog about whether California's community colleges are heading in the right direction.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/8079/mission-drift-toward-the-junior-college-model-in-california","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>By Greg Keech\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is the difference between a community college and a junior college? This is a distinction that the general public may not be familiar with, and even within the community college arena, the definitions may be open to discussion. This piece examines the two typologies to spark dialog about whether California’s community colleges are heading in the right direction. I think it is fair to say that a college’s mission statement is the place in which the distinction is delineated. It is there that the institution expresses the focus of its efforts.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Junior Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>The traditional junior college is a two-year school. The model has been around for some time. But recently an increased focus on degrees and transfer, i.e.”completions,” has renewed the use of the term and its ramifications. This new interest in the junior college model is connected to the “Student Success” movement and the Student Success Act of 2012 here in California. The guiding principle is that a 4-year degree is the most valuable achievement public education can provide its population. A Bachelors degree is indisputably a ticket to higher salaries and the route tobuildsadvanced degrees and specialization.\u003c/p>\n\u003cp>One of the most serious challenges facing the 2-year-and-transfer model, however, is that 85-90% of students entering California’s community colleges cannot do freshman composition and mathematics. If the goal of a college is to prepare students for degrees and transfer, and funding is linked to this goal, colleges may become more selective to garner maximum funding. What will happen to those many students who are less likely to achieve this goal in a few years? Will their access be limited?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>ESL is often forgotten in this discussion, although many colleges enjoy very high percentages of immigrants and multilingual students. Then a familiar pattern emerges. Noncredit ESL is seen as a prelude to credit ESL. This can be seen in an accountability measure introduced during the implementation phase of SB 361 (Jack Scott) in 2006, the Career Development and College Preparation (CDPC) certificate.\u003c/p>\n\u003cp>Credit ESL is seen (more reasonably, in my mind) as a preparation for college-level work in other disciplines, and most credit ESL students have already chosen an academic goal. Neither mode, however, is officially countenanced as an end unto itself. Simply learning the language, or learning the language for a variety of purposes other than those funded for measurable statistics, these are not really in the picture. It is not easy to measure success. Traditional metrics are just that: traditional- measured with metrics that are familiar and easy to record within our existing databases? Is this a path to performance based funding which would exclude non-traditional students?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Community Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Most people’s definition of a community college is an institution that is broad-based and serves its local population in a variety of ways. It embraces the value of degrees and transfer, but it includes students with other goals in mind – criticized as “trying to be all things to all people.” Could it be equally well be characterized as trying to serve as many people as possible in a climate of continual funding cuts?\u003c/p>\n\u003cp>A community college goes beyond degrees and transfer. It includes myriad Career and Technical Education (CTE) certificates, which may or may not fit into the junior college model. It also includes providing classes to adults who may take only one or two classes – just enough to move up at work or improve their small business. These students don’t provide extensive completion metrics, but value this help from their local community college.\u003c/p>\n\u003cp>Community colleges include groups who are less valued in the Student Success model, casualties in tough economic times. Older adults have particularly felt this devaluation, as have local residents who take community education classes in foreign languages or sewing or figure drawing simply for enrichment of their lives.\u003c/p>\n\u003cp>ESL, in the community college model, is not there solely to prepare students for measurable completions. Its purpose can include classes in citizenship, vocational training, and skills focus classes in listening, speaking, writing or reading – classes students feel they need.\u003c/p>\n\u003cp>They may take credit ESL classes if their purposes are academic, with a view toward certificates, degrees and transfer. But they may also take credit ESL for career advancement. This is particularly common among evening credit ESL students, many of whom work full-time during the day and study at night. They may be accountants or architects or social workers who already have degrees from their home countries.\u003c/p>\n\u003cp>While credit students fit fairly well into the junior college model, as long as they pursue completions, noncredit students are less secure in that model. They may have personal goals which do not include certificates, degrees or transfer, but are fundamental life skills: surviving in a new country, understanding their children’s education better, increasing their income, learning to pay an electric bill etc. How do we measure these successes?\u003c/p>\n\u003cp>It is difficult to measure traditional notions of success, to count existing types of completion and make sure we’re capturing every single item, especially if it is tied to funding. It is even more difficult to introduce more up-to-date notions of success. How do you measure success students achieve outside school? How do you measure the success of older adults who are healthier because of their active involvement in school – by looking at public health costs? Not easy metrics, these. But they are all products of a more inclusive notion of community colleges.\u003c/p>\n\u003cp>So what is a college’s mission? Is it an expression of the needs and desires of its local community, or is it dictated at the state and federal level? Who decides how public funds that support it should be used, and where is the balance?\u003c/p>\n\u003cp>\u003cem>Gregory Keech is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/8079/mission-drift-toward-the-junior-college-model-in-california","authors":["9253"],"categories":["education_48"],"tags":["education_459","education_5","education_1320","education_685"],"featImg":"education_8150","label":"education"},"education_7348":{"type":"posts","id":"education_7348","meta":{"index":"posts_1591205157","site":"education","id":"7348","score":null,"sort":[1375995680000]},"guestAuthors":[],"slug":"immigrant-voices-esl-educator-resources-on-immigration","title":"Immigrant Voices – ESL Educator Resources on Immigration","publishDate":1375995680,"format":"aside","headTitle":"Immigrant Voices – ESL Educator Resources on Immigration | KQED","labelTerm":{"site":"education"},"content":"\u003cp>As immigration reform wends its weary way through both houses of Congress, some sort of path to eventual citizenship for undocumented immigrants remains a possibility. Our revamped page \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Immigrant Voices\u003c/a>\u003c/strong> offers three new lesson plans for ESL educators who plan to delve into the legislation and the impact it may have on students. \u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/esl-what-makes-a-good-citizen.pdf\">\u003cstrong>Becoming A Citizen\u003c/strong>\u003c/a> examines issues around citizenship, both the process involved in naturalization and the rights and privileges that are part of U.S. citizenship. The lesson explores what becoming a citizen means to students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/exploring-the-dream-act-final.pdf\">\u003cstrong>Following the DREAM Act\u003c/strong>\u003c/a> examines what students know and need to know about the Dream Act. The lesson works with voices from our \u003cstrong>\u003ca href=\"http://www.kqed.org/radio/programs/perspectives/index.jsp\">Perspectives\u003c/a> \u003c/strong>series to illustrate the realities of living without documentation. For example, born in Mexico but raised in the U.S. since age two, \u003cstrong>\u003ca href=\"http://www.kqed.org/a/perspectives/R201011040735\">Youth Radio’s Estafania\u003c/a>\u003c/strong> describes what citizenship would mean for her and why it is so very important. Language development activities are generated from these media texts.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/the-top-5-states-immigrants-choose.pdf\">The Top 5 States Immigrants Choose as Home\u003c/a>\u003c/strong> introduces some historical context “The United States is a nation of immigrants from all over the world. Where do most of these immigrants settle? Which states show the biggest increase in immigration during the last 10 years? According to recent statistics some states in theUnited States attract more immigrants than others.” The question is why?\u003c/p>\n\u003cp>Again students practice language skills, specifically reading and comprehension skills, as they work with up-to-date immigration statistics – in the form of \u003cem>info-graphics\u003c/em> – to reflect on these trends.\u003c/p>\n\u003cp>Additional resources are offered by \u003ca href=\"http://blogs.kqed.org/lowdown/2013/05/05/u-s-immigration-policy-timeline-a-long-history-of-dealing-with-newcomers/\">The Lowdown\u003c/a> blog and the Immigration-related Radio Programs feed which offers the latest news on immigration reform from \u003ca href=\"http://www.californiareport.org/\">The Californian Report\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Visit \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">KQED Resources for ESL Educators on Immigration\u003c/a> \u003c/strong>\u003ca href=\"http://ww2.kqed.org/education/2013/07/29/international-conference-on-adult-immigrant-literacy/www.kqed.org/immigration\">\u003cbr>\n\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764564,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":299},"headData":{"title":"Immigrant Voices – ESL Educator Resources on Immigration | KQED","description":"As immigration reform wends its weary way through both houses of Congress, some sort of path to eventual citizenship for undocumented immigrants remains a possibility. Our revamped page Immigrant Voices offers three new lesson plans for ESL educators who plan to delve into the legislation and the impact it may have on students. Becoming A","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/7348/immigrant-voices-esl-educator-resources-on-immigration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As immigration reform wends its weary way through both houses of Congress, some sort of path to eventual citizenship for undocumented immigrants remains a possibility. Our revamped page \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Immigrant Voices\u003c/a>\u003c/strong> offers three new lesson plans for ESL educators who plan to delve into the legislation and the impact it may have on students. \u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/esl-what-makes-a-good-citizen.pdf\">\u003cstrong>Becoming A Citizen\u003c/strong>\u003c/a> examines issues around citizenship, both the process involved in naturalization and the rights and privileges that are part of U.S. citizenship. The lesson explores what becoming a citizen means to students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/exploring-the-dream-act-final.pdf\">\u003cstrong>Following the DREAM Act\u003c/strong>\u003c/a> examines what students know and need to know about the Dream Act. The lesson works with voices from our \u003cstrong>\u003ca href=\"http://www.kqed.org/radio/programs/perspectives/index.jsp\">Perspectives\u003c/a> \u003c/strong>series to illustrate the realities of living without documentation. For example, born in Mexico but raised in the U.S. since age two, \u003cstrong>\u003ca href=\"http://www.kqed.org/a/perspectives/R201011040735\">Youth Radio’s Estafania\u003c/a>\u003c/strong> describes what citizenship would mean for her and why it is so very important. Language development activities are generated from these media texts.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/the-top-5-states-immigrants-choose.pdf\">The Top 5 States Immigrants Choose as Home\u003c/a>\u003c/strong> introduces some historical context “The United States is a nation of immigrants from all over the world. Where do most of these immigrants settle? Which states show the biggest increase in immigration during the last 10 years? According to recent statistics some states in theUnited States attract more immigrants than others.” The question is why?\u003c/p>\n\u003cp>Again students practice language skills, specifically reading and comprehension skills, as they work with up-to-date immigration statistics – in the form of \u003cem>info-graphics\u003c/em> – to reflect on these trends.\u003c/p>\n\u003cp>Additional resources are offered by \u003ca href=\"http://blogs.kqed.org/lowdown/2013/05/05/u-s-immigration-policy-timeline-a-long-history-of-dealing-with-newcomers/\">The Lowdown\u003c/a> blog and the Immigration-related Radio Programs feed which offers the latest news on immigration reform from \u003ca href=\"http://www.californiareport.org/\">The Californian Report\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Visit \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">KQED Resources for ESL Educators on Immigration\u003c/a> \u003c/strong>\u003ca href=\"http://ww2.kqed.org/education/2013/07/29/international-conference-on-adult-immigrant-literacy/www.kqed.org/immigration\">\u003cbr>\n\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/7348/immigrant-voices-esl-educator-resources-on-immigration","authors":["9253"],"categories":["education_48"],"tags":["education_459","education_608","education_685"],"label":"education"},"education_7294":{"type":"posts","id":"education_7294","meta":{"index":"posts_1591205157","site":"education","id":"7294","score":null,"sort":[1375391232000]},"guestAuthors":[],"slug":"science-educators-participate-in-our-online-focus-group","title":"Science Educators: Participate in our Online Focus Group!","publishDate":1375391232,"format":"aside","headTitle":"Science Educators: Participate in our Online Focus Group! | KQED","labelTerm":{"site":"education"},"content":"\u003cp>KQED Education is looking for science educators to participate in a study of our online professional development materials. These online training modules are designed to teach educators how to use and create media in their secondary science classrooms. We would like to refine and expand these online training offerings, and need your feedback to do so! \u003c/p>\n\u003cp>\u003cstrong>Who are we looking for?\u003c/strong>\u003cbr>\nMiddle and high school science teachers, after school/informal STEM/science educators, and homeschool educators interested in using and creating media in the classroom.\u003c/p>\n\u003cp>Prior experience creating media is not necessary, but it is recommended that you have some experience with the following skills:\u003c/p>\n\u003cul>\n\u003cli>save, copy, manipulate and move files and folders\u003c/li>\n\u003cli>move text and graphics between applications, play audio and video in a multimedia player\u003c/li>\n\u003cli>download and upload files (documents, photos, video) from and to websites\u003c/li>\n\u003cli>manipulate photos from a digital camera (save on computer, use basic photo editing to crop, correct brightness)\u003c/li>\n\u003cli>scan and save documents as images\u003c/li>\u003c/ul>\n\n\u003cp>\u003cstrong>What will participation require?\u003c/strong>\u003cbr>\nParticipants will be asked to do two activities:\u003c/p>\n\u003cul>\n\u003cli>complete an online training module at home (approx. 4 hours) which will need to be completed on your own time August 7-13\u003c/li>\n\u003cli>participate in a virtual/online focus group from your home (approx. 1 hour). These groups will be scheduled to take place August 14-18\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What will participants receive?\u003c/strong>\u003cbr>\nIn addition to receiving free online training, participants who complete the study will be awarded a $50 gift card. \u003c/p>\n\u003cp>\u003cstrong>How can you participate?\u003c/strong>\u003cbr>\nWe have room for 16 participants in this pilot study and we want to get feedback from a variety of science educators. If you are interested, please fill out this \u003ca href=\"https://www.surveymonkey.com/s/KQED_OnlinePD_Screener\" target=\"_blank\" rel=\"noopener\">\u003cstrong>brief questionnaire\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>Participants will be selected on \u003cstrong>August 7\u003c/strong>, so please fill out the \u003ca href=\"https://www.surveymonkey.com/s/KQED_OnlinePD_Screener\" target=\"_blank\" rel=\"noopener\">questionnaire\u003c/a> as soon as possible! In case you are not selected for this round, you may indicate your interest in participating in future KQED Education studies at the end of the questionnaire.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>All responses will be confidential and used only for research purposes. Your personal information will not be shared with anyone outside the research team. Please contact \u003ca href=\"mailto:elizabeth@bandyconsulting.com\">Elizabeth Bandy\u003c/a> with any questions.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764576,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":356},"headData":{"title":"Science Educators: Participate in our Online Focus Group! | KQED","description":"KQED Education is looking for science educators to participate in a study of our online professional development materials. These online training modules are designed to teach educators how to use and create media in their secondary science classrooms. We would like to refine and expand these online training offerings, and need your feedback to do","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/7294/science-educators-participate-in-our-online-focus-group","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED Education is looking for science educators to participate in a study of our online professional development materials. These online training modules are designed to teach educators how to use and create media in their secondary science classrooms. We would like to refine and expand these online training offerings, and need your feedback to do so! \u003c/p>\n\u003cp>\u003cstrong>Who are we looking for?\u003c/strong>\u003cbr>\nMiddle and high school science teachers, after school/informal STEM/science educators, and homeschool educators interested in using and creating media in the classroom.\u003c/p>\n\u003cp>Prior experience creating media is not necessary, but it is recommended that you have some experience with the following skills:\u003c/p>\n\u003cul>\n\u003cli>save, copy, manipulate and move files and folders\u003c/li>\n\u003cli>move text and graphics between applications, play audio and video in a multimedia player\u003c/li>\n\u003cli>download and upload files (documents, photos, video) from and to websites\u003c/li>\n\u003cli>manipulate photos from a digital camera (save on computer, use basic photo editing to crop, correct brightness)\u003c/li>\n\u003cli>scan and save documents as images\u003c/li>\u003c/ul>\n\n\u003cp>\u003cstrong>What will participation require?\u003c/strong>\u003cbr>\nParticipants will be asked to do two activities:\u003c/p>\n\u003cul>\n\u003cli>complete an online training module at home (approx. 4 hours) which will need to be completed on your own time August 7-13\u003c/li>\n\u003cli>participate in a virtual/online focus group from your home (approx. 1 hour). These groups will be scheduled to take place August 14-18\u003c/li>\n\u003c/ul>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What will participants receive?\u003c/strong>\u003cbr>\nIn addition to receiving free online training, participants who complete the study will be awarded a $50 gift card. \u003c/p>\n\u003cp>\u003cstrong>How can you participate?\u003c/strong>\u003cbr>\nWe have room for 16 participants in this pilot study and we want to get feedback from a variety of science educators. If you are interested, please fill out this \u003ca href=\"https://www.surveymonkey.com/s/KQED_OnlinePD_Screener\" target=\"_blank\" rel=\"noopener\">\u003cstrong>brief questionnaire\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>Participants will be selected on \u003cstrong>August 7\u003c/strong>, so please fill out the \u003ca href=\"https://www.surveymonkey.com/s/KQED_OnlinePD_Screener\" target=\"_blank\" rel=\"noopener\">questionnaire\u003c/a> as soon as possible! In case you are not selected for this round, you may indicate your interest in participating in future KQED Education studies at the end of the questionnaire.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>All responses will be confidential and used only for research purposes. Your personal information will not be shared with anyone outside the research team. Please contact \u003ca href=\"mailto:elizabeth@bandyconsulting.com\">Elizabeth Bandy\u003c/a> with any questions.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/7294/science-educators-participate-in-our-online-focus-group","authors":["6170"],"categories":["education_49"],"tags":["education_3369","education_685","education_745","education_747","education_3381"],"label":"education"},"education_6864":{"type":"posts","id":"education_6864","meta":{"index":"posts_1591205157","site":"education","id":"6864","score":null,"sort":[1372377611000]},"guestAuthors":[],"slug":"the-science-of-sounds","title":"The Science of Sounds","publishDate":1372377611,"format":"aside","headTitle":"The Science of Sounds | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/06/27/the-science-of-sounds/screen-shot-2013-06-27-at-4-48-09-pm/\" rel=\"attachment wp-att-6881\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/06/Screen-shot-2013-06-27-at-4.48.09-PM1.png\" alt=\"Screen shot 2013-06-27 at 4.48.09 PM\" width=\"635\" height=\"472\" class=\"aligncenter size-large wp-image-6881\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-shot-2013-06-27-at-4.48.09-PM1.png 635w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-shot-2013-06-27-at-4.48.09-PM1-400x297.png 400w\" sizes=\"(max-width: 635px) 100vw, 635px\">\u003c/a>How does the ear collect sound? Does the shape of the ear matter for hearing? Can you really hear someone talking through two tin cans connected by a string? There are countless questions that can be investigated by studying the science of sound. According to the Next Generation Science Standards, first and fourth grade students are expected to demonstrate an understanding of sound and its properties. In the age of video chatting and modern technology, students might find it difficult to envision the communication channels of long ago such as \u003ca href=\"https://en.wikipedia.org/wiki/Speaking_tubehttp://\">speaking tubes\u003c/a> or the old tin can and string telephone (see photo below). Reinventing these methods of communication is a fun opportunity to introduce how sound travels. And since sound waves can’t be seen by the naked eye, investigations and videos are valuable resources to support students’ understanding of how sound moves from one place to another.\u003c/p>\n\u003cp style=\"text-align: justify\" dir=\"ltr\">Use these videos from PBSLearningMedia and KQED QUEST to learn more about the science of sounds.\u003c/p>\n\u003cp style=\"text-align: justify\" dir=\"ltr\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/idptv11.sci.life.sru.d4khea/hearing/\">Hearing\u003c/a>\u003cbr>\nThis video segment begins with a demonstration of how a sound is made and then shows how a sound wave is transmitted to the brain through the parts of the ear. Discover why loud sounds can be permanently harmful to your ears and how the cochlea is involved in helping you maintain your balance.\u003c/p>\n\u003cp style=\"text-align: justify\" dir=\"ltr\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.howmove.collage/understanding-vibration-and-pitch/\">Understanding Vibration and Pitch\u003cbr>\n\u003c/a>This video segment presents a variety of sounds—from animals to machines to musical instruments —while introducing the basic concepts of vibration, volume, and pitch.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/lsps07.sci.phys.energy.dssound/design-squad-sound/\">Design Squad: Sound\u003cbr>\n\u003c/a>In this video segment adapted from Design Squad—a PBS TV series featuring high school contestants tackling engineering challenges—two teams compete to create unique but usable instruments for a local band. In the process, the teams learn about the physics of sound and music and then apply this knowledge to the construction of their own instruments. Watch to find out which instruments the band finds worthy of debuting in their next live show.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/47c8d6ce-958f-4558-bd25-0c29502902e5/47c8d6ce-958f-4558-bd25-0c29502902e5/\">The Speed of Sound\u003cbr>\n\u003c/a>Using the Speed of Sound exhibit at the Outdoor Exploratorium at Fort Mason in San Francisco, Shawn Lani shows us how sound perception is affected by distance.\u003c/p>\n\u003cp dir=\"ltr\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/33cbdc2b-e3db-465b-bc60-d5aeaf4b8e01/33cbdc2b-e3db-465b-bc60-d5aeaf4b8e01/\">Extreme Sounds\u003cbr>\n\u003c/a>In this video from DragonflyTV, Sabrina and Tarissa use a decibel meter to monitor the surprising and sometimes dangerous sounds in their favorite New York hang-outs. (SciGirls en Español version also available)\u003c/p>\n\u003cp>SOUND EXPLORATIONS\u003cbr>\nTry these activities to conduct sound investigations where vibrating materials can make sound and sound can make materials vibrate!\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zstereohangr/sound-and-solids-stereo-hangers/\">Sound and Solids: Stereo Hangers\u003cbr>\n\u003c/a>This video segment, adapted from ZOOM, explores how sound waves travel differently through solids than through air, in this case, a metal clothes hanger.\u003c/p>\n\u003cp dir=\"ltr\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.howmove.zlistenstick/sound-and-solids-listening-stick/\">Sounds and Solids: Listening Stick\u003cbr>\n\u003c/a>This video segment, adapted from ZOOM, explores how sound waves travel differently through air than through solids like a yardstick, a baseball bat, and a golf club.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zxylophone/experimenting-with-a-glass-xylophone/\">Experimenting with a Glass Xylophone\u003cbr>\n\u003c/a>In this video segment adapted from ZOOM, the cast investigates how the pitch of sound changes when they strike a variety of glasses filled with different amounts and types of liquids.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zsuperdrums/pitch-super-sounding-drums/\">Pitch: Super Sounding Drums\u003cbr>\n\u003c/a>This video segment, adapted from ZOOM, explores sounds made by homemade drums of different sizes, shapes, and materials.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.howmove.ztrombone/pitch-water-trombone/\">Pitch: Water Trombone\u003cbr>\n\u003c/a>This video segment, adapted from ZOOM, demonstrates how to use a drinking straw and a bottle full of water to make low- and high-pitched sounds.\u003c/p>\n\u003cfigure id=\"attachment_6870\" class=\"wp-caption aligncenter\" style=\"max-width: 508px\">\u003ca href=\"http://ww2.kqed.org/education/2013/06/27/the-science-of-sounds/screen-shot-2013-06-27-at-9-57-00-am/\" rel=\"attachment wp-att-6870\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-6870\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-27-at-9.57.00-AM1.png\" alt=\"Screen Shot 2013-06-27 at 9.57.00 AM\" width=\"508\" height=\"418\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-27-at-9.57.00-AM1.png 508w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-27-at-9.57.00-AM1-400x329.png 400w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Hello, Martha? Is that you?\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>MORE SOUND EXPLORATIONS\u003cbr>\nWhat about sounds in nature? Animals make and use sound for specific purposes. Visit \u003ca href=\"http://ww2.kqed.org/education/2013/05/23/top-5-videos-to-teach-sounds-in-nature/\" target=\"_blank\" rel=\"noopener\">Top Five Videos to Teach Sounds in Nature\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764607,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":600},"headData":{"title":"The Science of Sounds | KQED","description":"How does the ear collect sound? Does the shape of the ear matter for hearing? Can you really hear someone talking through two tin cans connected by a string? There are countless questions that can be investigated by studying the science of sound. According to the Next Generation Science Standards, first and fourth grade students","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/6864/the-science-of-sounds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/06/27/the-science-of-sounds/screen-shot-2013-06-27-at-4-48-09-pm/\" rel=\"attachment wp-att-6881\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/06/Screen-shot-2013-06-27-at-4.48.09-PM1.png\" alt=\"Screen shot 2013-06-27 at 4.48.09 PM\" width=\"635\" height=\"472\" class=\"aligncenter size-large wp-image-6881\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-shot-2013-06-27-at-4.48.09-PM1.png 635w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-shot-2013-06-27-at-4.48.09-PM1-400x297.png 400w\" sizes=\"(max-width: 635px) 100vw, 635px\">\u003c/a>How does the ear collect sound? Does the shape of the ear matter for hearing? Can you really hear someone talking through two tin cans connected by a string? There are countless questions that can be investigated by studying the science of sound. According to the Next Generation Science Standards, first and fourth grade students are expected to demonstrate an understanding of sound and its properties. In the age of video chatting and modern technology, students might find it difficult to envision the communication channels of long ago such as \u003ca href=\"https://en.wikipedia.org/wiki/Speaking_tubehttp://\">speaking tubes\u003c/a> or the old tin can and string telephone (see photo below). Reinventing these methods of communication is a fun opportunity to introduce how sound travels. And since sound waves can’t be seen by the naked eye, investigations and videos are valuable resources to support students’ understanding of how sound moves from one place to another.\u003c/p>\n\u003cp style=\"text-align: justify\" dir=\"ltr\">Use these videos from PBSLearningMedia and KQED QUEST to learn more about the science of sounds.\u003c/p>\n\u003cp style=\"text-align: justify\" dir=\"ltr\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/idptv11.sci.life.sru.d4khea/hearing/\">Hearing\u003c/a>\u003cbr>\nThis video segment begins with a demonstration of how a sound is made and then shows how a sound wave is transmitted to the brain through the parts of the ear. Discover why loud sounds can be permanently harmful to your ears and how the cochlea is involved in helping you maintain your balance.\u003c/p>\n\u003cp style=\"text-align: justify\" dir=\"ltr\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.howmove.collage/understanding-vibration-and-pitch/\">Understanding Vibration and Pitch\u003cbr>\n\u003c/a>This video segment presents a variety of sounds—from animals to machines to musical instruments —while introducing the basic concepts of vibration, volume, and pitch.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/lsps07.sci.phys.energy.dssound/design-squad-sound/\">Design Squad: Sound\u003cbr>\n\u003c/a>In this video segment adapted from Design Squad—a PBS TV series featuring high school contestants tackling engineering challenges—two teams compete to create unique but usable instruments for a local band. In the process, the teams learn about the physics of sound and music and then apply this knowledge to the construction of their own instruments. Watch to find out which instruments the band finds worthy of debuting in their next live show.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/47c8d6ce-958f-4558-bd25-0c29502902e5/47c8d6ce-958f-4558-bd25-0c29502902e5/\">The Speed of Sound\u003cbr>\n\u003c/a>Using the Speed of Sound exhibit at the Outdoor Exploratorium at Fort Mason in San Francisco, Shawn Lani shows us how sound perception is affected by distance.\u003c/p>\n\u003cp dir=\"ltr\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/33cbdc2b-e3db-465b-bc60-d5aeaf4b8e01/33cbdc2b-e3db-465b-bc60-d5aeaf4b8e01/\">Extreme Sounds\u003cbr>\n\u003c/a>In this video from DragonflyTV, Sabrina and Tarissa use a decibel meter to monitor the surprising and sometimes dangerous sounds in their favorite New York hang-outs. (SciGirls en Español version also available)\u003c/p>\n\u003cp>SOUND EXPLORATIONS\u003cbr>\nTry these activities to conduct sound investigations where vibrating materials can make sound and sound can make materials vibrate!\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zstereohangr/sound-and-solids-stereo-hangers/\">Sound and Solids: Stereo Hangers\u003cbr>\n\u003c/a>This video segment, adapted from ZOOM, explores how sound waves travel differently through solids than through air, in this case, a metal clothes hanger.\u003c/p>\n\u003cp dir=\"ltr\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.howmove.zlistenstick/sound-and-solids-listening-stick/\">Sounds and Solids: Listening Stick\u003cbr>\n\u003c/a>This video segment, adapted from ZOOM, explores how sound waves travel differently through air than through solids like a yardstick, a baseball bat, and a golf club.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zxylophone/experimenting-with-a-glass-xylophone/\">Experimenting with a Glass Xylophone\u003cbr>\n\u003c/a>In this video segment adapted from ZOOM, the cast investigates how the pitch of sound changes when they strike a variety of glasses filled with different amounts and types of liquids.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zsuperdrums/pitch-super-sounding-drums/\">Pitch: Super Sounding Drums\u003cbr>\n\u003c/a>This video segment, adapted from ZOOM, explores sounds made by homemade drums of different sizes, shapes, and materials.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.howmove.ztrombone/pitch-water-trombone/\">Pitch: Water Trombone\u003cbr>\n\u003c/a>This video segment, adapted from ZOOM, demonstrates how to use a drinking straw and a bottle full of water to make low- and high-pitched sounds.\u003c/p>\n\u003cfigure id=\"attachment_6870\" class=\"wp-caption aligncenter\" style=\"max-width: 508px\">\u003ca href=\"http://ww2.kqed.org/education/2013/06/27/the-science-of-sounds/screen-shot-2013-06-27-at-9-57-00-am/\" rel=\"attachment wp-att-6870\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-6870\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-27-at-9.57.00-AM1.png\" alt=\"Screen Shot 2013-06-27 at 9.57.00 AM\" width=\"508\" height=\"418\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-27-at-9.57.00-AM1.png 508w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-27-at-9.57.00-AM1-400x329.png 400w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Hello, Martha? Is that you?\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>MORE SOUND EXPLORATIONS\u003cbr>\nWhat about sounds in nature? Animals make and use sound for specific purposes. Visit \u003ca href=\"http://ww2.kqed.org/education/2013/05/23/top-5-videos-to-teach-sounds-in-nature/\" target=\"_blank\" rel=\"noopener\">Top Five Videos to Teach Sounds in Nature\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/6864/the-science-of-sounds","authors":["9252"],"categories":["education_49"],"tags":["education_3370","education_685","education_3380"],"featImg":"education_7948","label":"education"},"education_6555":{"type":"posts","id":"education_6555","meta":{"index":"posts_1591205157","site":"education","id":"6555","score":null,"sort":[1370564395000]},"guestAuthors":[],"slug":"videos-for-observing-patterns-in-nature","title":"Videos for Observing Patterns in Nature","publishDate":1370564395,"format":"aside","headTitle":"Videos for Observing Patterns in Nature | KQED","labelTerm":{"site":"education"},"content":"\u003cp dir=\"ltr\">Working with pattern blocks, tangrams, and 3D shapes are part of every elementary teacher’s geometry curriculum. But have you ever gone outdoors and observed nature’s design? The natural world is filled with geometric patterns. The sunflower, pine cone, and pineapple are examples where you’ll see the \u003ca href=\"http://en.wikipedia.org/wiki/Fibonacci_number\" target=\"_blank\" rel=\"noopener\">Fibonnaci sequence\u003c/a>. Lightning, arteries, and river deltas are examples of \u003ca href=\"http://en.wikipedia.org/wiki/Fractal\" target=\"_blank\" rel=\"noopener\">fractals\u003c/a>. These may be difficult terms and ideas for students but the integration of science and mathematics lends itself to studying patterns outdoors.\u003c/p>\n\u003cp dir=\"ltr\">Next time you’re teaching patterns take the students on a pattern hunt outdoors. They’re apt to find spirals, spheres, pyramids, and tessellations in surprising places. For more background information about nature’s design, watch these videos and start looking at the world with a new lens.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wgbh/nova/physics/hunting-hidden-dimension.html\" target=\"_blank\" rel=\"noopener\">NOVA Hunting for Hidden Dimensions\u003c/a> (available on iTunes)\u003cbr>\nYou may not know it, but fractals, like the air you breathe, are all around you. Their irregular, repeating shapes are found in cloud formations and tree limbs, in stalks of broccoli and craggy mountain ranges, even in the rhythm of the human heart. In this film, NOVA takes viewers on a fascinating quest with a group of maverick mathematicians determined to decipher the rules that govern fractal geometry.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/thebotanyofdesire/lesson-plan-beauty.php\" target=\"_blank\" rel=\"noopener\">Botany of Desire: Patterns in Nature\u003c/a>\u003cbr>\nBased on Michael Pollan’s book \u003cem>Botany of Desire\u003c/em>, this segment of video clips and lesson plans explores how people perceive beauty more deeply, by observing geometric shapes in plants and flowers; studying different kinds of patterns in nature, and using natural forms as an inspiration to create art.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencefriday.com/topics/nature/video/02/12/2010/lighting-up-leaves.html\" target=\"_blank\" rel=\"noopener\">Science Friday – Lighting Up Leaves\u003cbr>\n\u003c/a>Leaves have an intricate web of veins that transport nutrients and water and provide structural support. But what determines the pattern of venation? Physicists Marcelo Magnasco and Eleni Katifori, of The Rockefeller University, investigated this question using sophisticated algorithms and a little glow-in-the-dark dye.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/wnet08.math.algebra.pat.wnetsymm1/patterns-in-nature/\" target=\"_blank\" rel=\"noopener\">Cyberchase: Patterns in Nature\u003cbr>\n\u003c/a>In this video segment from Cyberchase, Bianca wants to learn why her plants keep dying, so she transports them in a carriage to the New York Botanical Gardens. A helpful plant expert shows her some patterns in plants, including bilateral and rotational symmetry, before discovering the pattern that may be killing Bianca’s plants.\u003c/p>\n\u003cfigure id=\"attachment_6561\" class=\"wp-caption aligncenter\" style=\"max-width: 495px\">\u003ca href=\"http://ww2.kqed.org/education/2013/06/06/videos-for-observing-patterns-in-nature/screen-shot-2013-06-06-at-5-18-33-pm/\" rel=\"attachment wp-att-6561\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-6561\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1.png\" alt=\"Screen Shot 2013-06-06 at 5.18.33 PM\" width=\"495\" height=\"497\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1.png 495w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-400x402.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-75x75.png 75w\" sizes=\"(max-width: 495px) 100vw, 495px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">photo by Silvana Ferreira\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/wnet08.math.algebra.pat.wnetsymm1/patterns-in-nature/\" target=\"_blank\" rel=\"noopener\">\u003cbr>\n\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764635,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":389},"headData":{"title":"Videos for Observing Patterns in Nature | KQED","description":"Working with pattern blocks, tangrams, and 3D shapes are part of every elementary teacher’s geometry curriculum. But have you ever gone outdoors and observed nature’s design? The natural world is filled with geometric patterns. The sunflower, pine cone, and pineapple are examples where you’ll see the Fibonnaci sequence. Lightning, arteries, and river deltas are examples","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/6555/videos-for-observing-patterns-in-nature","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp dir=\"ltr\">Working with pattern blocks, tangrams, and 3D shapes are part of every elementary teacher’s geometry curriculum. But have you ever gone outdoors and observed nature’s design? The natural world is filled with geometric patterns. The sunflower, pine cone, and pineapple are examples where you’ll see the \u003ca href=\"http://en.wikipedia.org/wiki/Fibonacci_number\" target=\"_blank\" rel=\"noopener\">Fibonnaci sequence\u003c/a>. Lightning, arteries, and river deltas are examples of \u003ca href=\"http://en.wikipedia.org/wiki/Fractal\" target=\"_blank\" rel=\"noopener\">fractals\u003c/a>. These may be difficult terms and ideas for students but the integration of science and mathematics lends itself to studying patterns outdoors.\u003c/p>\n\u003cp dir=\"ltr\">Next time you’re teaching patterns take the students on a pattern hunt outdoors. They’re apt to find spirals, spheres, pyramids, and tessellations in surprising places. For more background information about nature’s design, watch these videos and start looking at the world with a new lens.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wgbh/nova/physics/hunting-hidden-dimension.html\" target=\"_blank\" rel=\"noopener\">NOVA Hunting for Hidden Dimensions\u003c/a> (available on iTunes)\u003cbr>\nYou may not know it, but fractals, like the air you breathe, are all around you. Their irregular, repeating shapes are found in cloud formations and tree limbs, in stalks of broccoli and craggy mountain ranges, even in the rhythm of the human heart. In this film, NOVA takes viewers on a fascinating quest with a group of maverick mathematicians determined to decipher the rules that govern fractal geometry.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/thebotanyofdesire/lesson-plan-beauty.php\" target=\"_blank\" rel=\"noopener\">Botany of Desire: Patterns in Nature\u003c/a>\u003cbr>\nBased on Michael Pollan’s book \u003cem>Botany of Desire\u003c/em>, this segment of video clips and lesson plans explores how people perceive beauty more deeply, by observing geometric shapes in plants and flowers; studying different kinds of patterns in nature, and using natural forms as an inspiration to create art.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencefriday.com/topics/nature/video/02/12/2010/lighting-up-leaves.html\" target=\"_blank\" rel=\"noopener\">Science Friday – Lighting Up Leaves\u003cbr>\n\u003c/a>Leaves have an intricate web of veins that transport nutrients and water and provide structural support. But what determines the pattern of venation? Physicists Marcelo Magnasco and Eleni Katifori, of The Rockefeller University, investigated this question using sophisticated algorithms and a little glow-in-the-dark dye.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/wnet08.math.algebra.pat.wnetsymm1/patterns-in-nature/\" target=\"_blank\" rel=\"noopener\">Cyberchase: Patterns in Nature\u003cbr>\n\u003c/a>In this video segment from Cyberchase, Bianca wants to learn why her plants keep dying, so she transports them in a carriage to the New York Botanical Gardens. A helpful plant expert shows her some patterns in plants, including bilateral and rotational symmetry, before discovering the pattern that may be killing Bianca’s plants.\u003c/p>\n\u003cfigure id=\"attachment_6561\" class=\"wp-caption aligncenter\" style=\"max-width: 495px\">\u003ca href=\"http://ww2.kqed.org/education/2013/06/06/videos-for-observing-patterns-in-nature/screen-shot-2013-06-06-at-5-18-33-pm/\" rel=\"attachment wp-att-6561\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-6561\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1.png\" alt=\"Screen Shot 2013-06-06 at 5.18.33 PM\" width=\"495\" height=\"497\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1.png 495w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-400x402.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/06/Screen-Shot-2013-06-06-at-5.18.33-PM1-75x75.png 75w\" sizes=\"(max-width: 495px) 100vw, 495px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">photo by Silvana Ferreira\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/wnet08.math.algebra.pat.wnetsymm1/patterns-in-nature/\" target=\"_blank\" rel=\"noopener\">\u003cbr>\n\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/6555/videos-for-observing-patterns-in-nature","authors":["9252"],"categories":["education_49"],"tags":["education_3370","education_685","education_3381","education_1098","education_1123","education_3380"],"featImg":"education_6561","label":"education"},"education_4991":{"type":"posts","id":"education_4991","meta":{"index":"posts_1591205157","site":"education","id":"4991","score":null,"sort":[1363177163000]},"guestAuthors":[],"slug":"meet-the-alphabet-rockers","title":"Meet the Alphabet Rockers!","publishDate":1363177163,"format":"aside","headTitle":"Meet the Alphabet Rockers! | KQED","labelTerm":{"site":"education"},"content":"\u003cp>We recently met a group of educators known as the Alphabet Rockers and started jamming to their YouTube videos, including this one called Shape Rap that helps young students learn their shapes, and encourages them to recognize common shapes in the real world.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/1zxwLSjCfaI\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>Each of the Alphabet Rockers videos is accompanied by multiple classroom activities that are designed using principles from the Common Core State Standards. They also do school tours and performances about nutrition, bullying, and other topics that are relevant to today’s educational community. Their approach is a perfect example of how art techniques, such as singing and rapping, can be a great way to integrate subjects and help students remember facts in a fun, engaging way.\u003c/p>\n\u003cp>Check out the \u003ca href=\"http://www.alphabetrockers.com\">Alphabet Rockers web site\u003c/a> to find more fun videos, discover their lesson plans and other classroom tools, and find out when they are performing near you.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764936,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":152},"headData":{"title":"Meet the Alphabet Rockers! | KQED","description":"We recently met a group of educators known as the Alphabet Rockers and started jamming to their YouTube videos, including this one called Shape Rap that helps young students learn their shapes, and encourages them to recognize common shapes in the real world. Each of the Alphabet Rockers videos is accompanied by multiple classroom activities","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/4991/meet-the-alphabet-rockers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>We recently met a group of educators known as the Alphabet Rockers and started jamming to their YouTube videos, including this one called Shape Rap that helps young students learn their shapes, and encourages them to recognize common shapes in the real world.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/1zxwLSjCfaI\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>Each of the Alphabet Rockers videos is accompanied by multiple classroom activities that are designed using principles from the Common Core State Standards. They also do school tours and performances about nutrition, bullying, and other topics that are relevant to today’s educational community. Their approach is a perfect example of how art techniques, such as singing and rapping, can be a great way to integrate subjects and help students remember facts in a fun, engaging way.\u003c/p>\n\u003cp>Check out the \u003ca href=\"http://www.alphabetrockers.com\">Alphabet Rockers web site\u003c/a> to find more fun videos, discover their lesson plans and other classroom tools, and find out when they are performing near you.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/4991/meet-the-alphabet-rockers","authors":["5254"],"categories":["education_3"],"tags":["education_2424","education_685","education_784"],"label":"education"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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