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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_49607":{"type":"posts","id":"mindshift_49607","meta":{"index":"posts_1591205157","site":"mindshift","id":"49607","score":null,"sort":[1510239249000]},"guestAuthors":[],"slug":"making-media-literacy-central-to-digital-citizenship","title":"Making Media Literacy Central to Digital Citizenship","publishDate":1510239249,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to get caught up in the hype around the latest and greatest classroom tech, from video games to 3-D printers to Raspberry Pi kits to VR to AR and beyond. The reality is that kind of tech -- expensive, bleeding-edge tools -- makes headlines but doesn't make it into many classrooms, especially the most needy ones. What does, however, is video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we often get distracted by the latest device or platform release, video has quietly been riding the wave of all of these advancements, benefiting from broader access to phones, displays, cameras and, most importantly, \u003c/span>\u003ca href=\"https://s3-us-west-1.amazonaws.com/esh-sots-pdfs/educationsuperhighway_2017_state_of_the_states.pdf\">\u003cspan style=\"font-weight: 400\">bandwidth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In fact, \u003c/span>\u003cspan style=\"font-weight: 400\">68 percent of teachers are \u003ca href=\"http://www.tomorrow.org/speakup/from-print-to-pixel.html\">using video\u003c/a> in their classrooms, and 74 percent of \u003ca href=\"http://www.tomorrow.org/speakup/from-print-to-pixel.html\">middle schoolers\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> are watching videos for learning. From social media streams chock-full of video and GIFs to FaceTime with friends to two-hour Twitch broadcasts, video mediates students’ relationships with each other and the world. Video is a key aspect of our always-online attention economy that’s impacting \u003c/span>\u003ca href=\"https://www.nature.com/news/facebook-experiment-boosts-us-voter-turnout-1.11401\">\u003cspan style=\"font-weight: 400\">voting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> behavior, and fueling \u003c/span>\u003ca href=\"https://medium.com/@DaleBeran/4chan-the-skeleton-key-to-the-rise-of-trump-624e7cb798cb\">\u003cspan style=\"font-weight: 400\">hate speech and trolling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Put simply: Video is a contested civic space. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Safety to Savvy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emergence of video as a high-stakes media form requires a rethinking of what we mean by digital citizenship. We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes \u003c/span>\u003ca href=\"https://medialiteracynow.org/linking-media-literacy-and-digital-citizenship-in-the-public-policy-realm/\">\u003cspan style=\"font-weight: 400\">media literacy and savvy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A good digital citizen doesn’t just dodge safety and privacy pitfalls, but works to remake the world, aided by digital technology like video, so it’s more thoughtful, inclusive and just. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below, I offer five key steps and related resources to merging video literacies and digital citizenship, but I fully realize I’m not inventing something new here. There are decades of precedent, and I’d love to hear from you what you’ve done in your classroom or your favorite resources.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>1. Help Students Identify the Intent of What They Watch\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the core principles of media literacy is that all media are trying to accomplish something, even those that seem to be “just entertainment.” Helping students interpret what that something is when they watch a video will help them approach the video more critically. To do this, \u003c/span>\u003cspan style=\"font-weight: 400\">equip students with some\u003c/span>\u003cspan style=\"font-weight: 400\"> essential q\u003c/span>\u003cspan style=\"font-weight: 400\">uestions\u003c/span> \u003cspan style=\"font-weight: 400\">they can use to \u003ca href=\"https://www.commonsense.org/education/blog/5-questions-students-should-ask-about-media\">unpack the intentions\u003c/a> of anything they encounter\u003c/span>\u003cspan style=\"font-weight: 400\">. One way to facilitate this thinking is by \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=wHxpb3PFlP4\">\u003cspan style=\"font-weight: 400\">using a tool like EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to edit the videos you want students to watch by inserting these questions at particularly relevant points in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Be Aware That the Web Is a Unique Beast\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Compared to traditional media (like broadcast TV or movies), the web is the Wild West. There are massive amounts of content falling along a vast continuum of fact and fiction. This content feeds niche communities and echo chambers, some of which lead to dangerous conspiratorial or bigoted thinking. To analyze all this stuff, we can’t just rely on the tried-and-true techniques of traditional media. We need new ways of thinking that are web-specific. \u003c/span>\u003ca href=\"https://webliteracy.pressbooks.com/\">\u003cspan style=\"font-weight: 400\">Mike Caulfield’s e-book is a great deep dive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into this topic, but as an introduction to web literacy you might first dig into the notion of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=dXnrh1EvtBs\">\u003cspan style=\"font-weight: 400\">reading “around” as well as “down” media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- that is, encouraging students to not just analyze the specific video or site they’re looking at but related content (e.g., where else an image appears using a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=p5e9wTdAulA\">\u003cspan style=\"font-weight: 400\">reverse Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">).\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=p5e9wTdAulA\u003c/p>\n\u003cp>\u003cb>3. Turn Active Viewing into Reactive Viewing\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/\">\u003cspan style=\"font-weight: 400\">Active viewing -- \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">engaging more thoughtfully and deeply with what you watch -- is a tried-and-true teaching strategy for making sure you don’t just watch media but retain information. It’s a great technique, but particularly for teacher-vetted materials that students are meant to learn from. But what about video that’s not necessarily explicitly educational, like more commercial, popular or social media? \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=xSK4noPp1t8\">\u003cspan style=\"font-weight: 400\">For this content, students shouldn’t just be working toward comprehension but critique\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; they need to not just understand what they watch, but also have something to say about it. One of my favorite techniques for facilitating this more dialogic and critical mode of video viewing is by \u003c/span>\u003cspan style=\"font-weight: 400\">using a\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=De3_DJ50G_Q\">\u003cspan style=\"font-weight: 400\"> classroom backchannel, like TodaysMeet, during video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> viewings, so teachers and students can actively question and discuss\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Transform Students’ Video Critiques into Creations\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital citizenship should be participatory, meaning students need to be actively contributing to culture. Unfortunately, only \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-tweens-and-teens\">\u003cspan style=\"font-weight: 400\">3 percent of the time tweens and teens spend using social media is focused on creation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s important for students to create media, so that they can work through their perspectives and make the world more representative of their views. This is important for students from underrepresented backgrounds who have historically been shut out of or just ignored in dominant media. By encouraging all students to create media, we push toward a more equitable and just world, and by encouraging students to produce critical media -- that is, media that directly engage with other media -- we empower students to remake dominant culture. \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/best-interactive-video-apps-and-websites\">\u003cspan style=\"font-weight: 400\">There are a ton of options out there for facilitating video creation and remix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but two of my favorites are \u003c/span>\u003ca href=\"https://mbstudios.thelamp.org/auth/login\">\u003cspan style=\"font-weight: 400\">MediaBreaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.vidcode.com/\">\u003cspan style=\"font-weight: 400\">Vidcode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For \u003c/span>\u003ca href=\"https://www.commonsense.org/education/lesson/rework-reuse-remix-6-8\">\u003cspan style=\"font-weight: 400\">middle school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.commonsense.org/education/lesson/rights-remixes-and-respect-9-12\">\u003cspan style=\"font-weight: 400\">high schoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">l students, remix activities also present a great opportunity to talk about copyright and fair use.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Empower Students to Become Advocates\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citizenship is ultimately about being democratically engaged in a place, and working to make that place better. As the digital extension of one’s citizenship to a place, digital citizenship must include advocacy. There’s no question young people face a challenging and uncertain world, currently run by people \u003c/span>\u003ca href=\"http://www.npr.org/2011/11/03/141984787/generation-gap-how-age-shapes-political-outlook\">\u003cspan style=\"font-weight: 400\">who often do not share their views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on key issues and thus do not advocate in their interests. As incubators of participatory civics, classrooms can build students’ confidence and motivation. The \u003c/span>\u003ca href=\"https://www.adl.org/education-and-resources/resources-for-educators-parents-families/lesson-plans\">\u003cspan style=\"font-weight: 400\">Anti-Defamation League \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://www.tolerance.org/classroom-resources/lessons\">\u003cspan style=\"font-weight: 400\">Teaching Tolerance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have lesson plans that connect to both past and present struggles, and one can also look to the co-created syllabi that have sprung up around \u003c/span>\u003ca href=\"http://www.blacklivesmattersyllabus.com/\">\u003cspan style=\"font-weight: 400\">Black Lives Matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sharemylesson.com/CharlottesvilleCurriculum\">\u003cspan style=\"font-weight: 400\">Charlottesville\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and beyond. Pair these resources with \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/websites-and-apps-for-making-videos-and-animation\">\u003cspan style=\"font-weight: 400\">video creation tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and encourage students to create videos that advocate for causes important to them.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is Director of Education Editorial Strategy at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Education\u003c/a>, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"This emergence of video as a high-stakes media form requires a rethinking of what we mean by digital citizenship. ","status":"publish","parent":0,"modified":1510239249,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1136},"headData":{"title":"Making Media Literacy Central to Digital Citizenship | KQED","description":"This emergence of video as a high-stakes media form requires a rethinking of what we mean by digital citizenship. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making Media Literacy Central to Digital Citizenship","datePublished":"2017-11-09T14:54:09.000Z","dateModified":"2017-11-09T14:54:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49607 https://ww2.kqed.org/mindshift/?p=49607","disqusUrl":"https://ww2.kqed.org/mindshift/2017/11/09/making-media-literacy-central-to-digital-citizenship/","disqusTitle":"Making Media Literacy Central to Digital Citizenship","nprByline":"\u003ca href “https://www.commonsensemedia.org/meet-our-team>Tanner Higgin, Common Sense Education\u003c/a>","path":"/mindshift/49607/making-media-literacy-central-to-digital-citizenship","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to get caught up in the hype around the latest and greatest classroom tech, from video games to 3-D printers to Raspberry Pi kits to VR to AR and beyond. The reality is that kind of tech -- expensive, bleeding-edge tools -- makes headlines but doesn't make it into many classrooms, especially the most needy ones. What does, however, is video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we often get distracted by the latest device or platform release, video has quietly been riding the wave of all of these advancements, benefiting from broader access to phones, displays, cameras and, most importantly, \u003c/span>\u003ca href=\"https://s3-us-west-1.amazonaws.com/esh-sots-pdfs/educationsuperhighway_2017_state_of_the_states.pdf\">\u003cspan style=\"font-weight: 400\">bandwidth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In fact, \u003c/span>\u003cspan style=\"font-weight: 400\">68 percent of teachers are \u003ca href=\"http://www.tomorrow.org/speakup/from-print-to-pixel.html\">using video\u003c/a> in their classrooms, and 74 percent of \u003ca href=\"http://www.tomorrow.org/speakup/from-print-to-pixel.html\">middle schoolers\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> are watching videos for learning. From social media streams chock-full of video and GIFs to FaceTime with friends to two-hour Twitch broadcasts, video mediates students’ relationships with each other and the world. Video is a key aspect of our always-online attention economy that’s impacting \u003c/span>\u003ca href=\"https://www.nature.com/news/facebook-experiment-boosts-us-voter-turnout-1.11401\">\u003cspan style=\"font-weight: 400\">voting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> behavior, and fueling \u003c/span>\u003ca href=\"https://medium.com/@DaleBeran/4chan-the-skeleton-key-to-the-rise-of-trump-624e7cb798cb\">\u003cspan style=\"font-weight: 400\">hate speech and trolling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Put simply: Video is a contested civic space. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Safety to Savvy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emergence of video as a high-stakes media form requires a rethinking of what we mean by digital citizenship. We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes \u003c/span>\u003ca href=\"https://medialiteracynow.org/linking-media-literacy-and-digital-citizenship-in-the-public-policy-realm/\">\u003cspan style=\"font-weight: 400\">media literacy and savvy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A good digital citizen doesn’t just dodge safety and privacy pitfalls, but works to remake the world, aided by digital technology like video, so it’s more thoughtful, inclusive and just. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below, I offer five key steps and related resources to merging video literacies and digital citizenship, but I fully realize I’m not inventing something new here. There are decades of precedent, and I’d love to hear from you what you’ve done in your classroom or your favorite resources.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>1. Help Students Identify the Intent of What They Watch\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the core principles of media literacy is that all media are trying to accomplish something, even those that seem to be “just entertainment.” Helping students interpret what that something is when they watch a video will help them approach the video more critically. To do this, \u003c/span>\u003cspan style=\"font-weight: 400\">equip students with some\u003c/span>\u003cspan style=\"font-weight: 400\"> essential q\u003c/span>\u003cspan style=\"font-weight: 400\">uestions\u003c/span> \u003cspan style=\"font-weight: 400\">they can use to \u003ca href=\"https://www.commonsense.org/education/blog/5-questions-students-should-ask-about-media\">unpack the intentions\u003c/a> of anything they encounter\u003c/span>\u003cspan style=\"font-weight: 400\">. One way to facilitate this thinking is by \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=wHxpb3PFlP4\">\u003cspan style=\"font-weight: 400\">using a tool like EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to edit the videos you want students to watch by inserting these questions at particularly relevant points in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Be Aware That the Web Is a Unique Beast\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Compared to traditional media (like broadcast TV or movies), the web is the Wild West. There are massive amounts of content falling along a vast continuum of fact and fiction. This content feeds niche communities and echo chambers, some of which lead to dangerous conspiratorial or bigoted thinking. To analyze all this stuff, we can’t just rely on the tried-and-true techniques of traditional media. We need new ways of thinking that are web-specific. \u003c/span>\u003ca href=\"https://webliteracy.pressbooks.com/\">\u003cspan style=\"font-weight: 400\">Mike Caulfield’s e-book is a great deep dive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into this topic, but as an introduction to web literacy you might first dig into the notion of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=dXnrh1EvtBs\">\u003cspan style=\"font-weight: 400\">reading “around” as well as “down” media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- that is, encouraging students to not just analyze the specific video or site they’re looking at but related content (e.g., where else an image appears using a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=p5e9wTdAulA\">\u003cspan style=\"font-weight: 400\">reverse Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">).\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/p5e9wTdAulA'\n title='//www.youtube.com/embed/p5e9wTdAulA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>3. Turn Active Viewing into Reactive Viewing\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/\">\u003cspan style=\"font-weight: 400\">Active viewing -- \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">engaging more thoughtfully and deeply with what you watch -- is a tried-and-true teaching strategy for making sure you don’t just watch media but retain information. It’s a great technique, but particularly for teacher-vetted materials that students are meant to learn from. But what about video that’s not necessarily explicitly educational, like more commercial, popular or social media? \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=xSK4noPp1t8\">\u003cspan style=\"font-weight: 400\">For this content, students shouldn’t just be working toward comprehension but critique\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; they need to not just understand what they watch, but also have something to say about it. One of my favorite techniques for facilitating this more dialogic and critical mode of video viewing is by \u003c/span>\u003cspan style=\"font-weight: 400\">using a\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=De3_DJ50G_Q\">\u003cspan style=\"font-weight: 400\"> classroom backchannel, like TodaysMeet, during video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> viewings, so teachers and students can actively question and discuss\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Transform Students’ Video Critiques into Creations\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital citizenship should be participatory, meaning students need to be actively contributing to culture. Unfortunately, only \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-tweens-and-teens\">\u003cspan style=\"font-weight: 400\">3 percent of the time tweens and teens spend using social media is focused on creation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s important for students to create media, so that they can work through their perspectives and make the world more representative of their views. This is important for students from underrepresented backgrounds who have historically been shut out of or just ignored in dominant media. By encouraging all students to create media, we push toward a more equitable and just world, and by encouraging students to produce critical media -- that is, media that directly engage with other media -- we empower students to remake dominant culture. \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/best-interactive-video-apps-and-websites\">\u003cspan style=\"font-weight: 400\">There are a ton of options out there for facilitating video creation and remix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but two of my favorites are \u003c/span>\u003ca href=\"https://mbstudios.thelamp.org/auth/login\">\u003cspan style=\"font-weight: 400\">MediaBreaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.vidcode.com/\">\u003cspan style=\"font-weight: 400\">Vidcode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For \u003c/span>\u003ca href=\"https://www.commonsense.org/education/lesson/rework-reuse-remix-6-8\">\u003cspan style=\"font-weight: 400\">middle school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.commonsense.org/education/lesson/rights-remixes-and-respect-9-12\">\u003cspan style=\"font-weight: 400\">high schoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">l students, remix activities also present a great opportunity to talk about copyright and fair use.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Empower Students to Become Advocates\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citizenship is ultimately about being democratically engaged in a place, and working to make that place better. As the digital extension of one’s citizenship to a place, digital citizenship must include advocacy. There’s no question young people face a challenging and uncertain world, currently run by people \u003c/span>\u003ca href=\"http://www.npr.org/2011/11/03/141984787/generation-gap-how-age-shapes-political-outlook\">\u003cspan style=\"font-weight: 400\">who often do not share their views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on key issues and thus do not advocate in their interests. As incubators of participatory civics, classrooms can build students’ confidence and motivation. The \u003c/span>\u003ca href=\"https://www.adl.org/education-and-resources/resources-for-educators-parents-families/lesson-plans\">\u003cspan style=\"font-weight: 400\">Anti-Defamation League \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://www.tolerance.org/classroom-resources/lessons\">\u003cspan style=\"font-weight: 400\">Teaching Tolerance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have lesson plans that connect to both past and present struggles, and one can also look to the co-created syllabi that have sprung up around \u003c/span>\u003ca href=\"http://www.blacklivesmattersyllabus.com/\">\u003cspan style=\"font-weight: 400\">Black Lives Matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sharemylesson.com/CharlottesvilleCurriculum\">\u003cspan style=\"font-weight: 400\">Charlottesville\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and beyond. Pair these resources with \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/websites-and-apps-for-making-videos-and-animation\">\u003cspan style=\"font-weight: 400\">video creation tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and encourage students to create videos that advocate for causes important to them.\u003c/span>\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>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is Director of Education Editorial Strategy at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Education\u003c/a>, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49607/making-media-literacy-central-to-digital-citizenship","authors":["byline_mindshift_49607"],"categories":["mindshift_195"],"tags":["mindshift_20525","mindshift_822","mindshift_20784","mindshift_1040","mindshift_21067","mindshift_1019","mindshift_20571"],"featImg":"mindshift_49663","label":"mindshift"},"mindshift_46527":{"type":"posts","id":"mindshift_46527","meta":{"index":"posts_1591205157","site":"mindshift","id":"46527","score":null,"sort":[1476189686000]},"guestAuthors":[],"slug":"how-can-teachers-help-students-see-themselves-in-the-curriculum","title":"How Can Teachers Help Students See Themselves in the Curriculum?","publishDate":1476189686,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>“What’s your plan?” yells a panting eight-year-old as he runs up to a group of his classmates working to build protected shelters for the kindergarteners out of recycled Christmas trees. The video is shot from his perspective and the viewer can not only hear his steps crunching in the snow, but hear his panting breath and his heart beat as they experience this school project from his perspective. It’s all part of third grade teacher \u003ca href=\"https://twitter.com/cordym?lang=en\" target=\"_blank\">Michelle Cordy’s\u003c/a> plan to help students see themselves in the curriculum and take ownership over their work.\u003c/p>\n\u003cp>Cordy first got the idea to put GoPro cameras on her students from her husband, who teaches kindergarten in an outdoor education program. He had tried equipping students with a GoPro to see what the day was like from their perspective and brought the video home for viewing. Cordy said they were on the floor laughing at the things students said and did. But it got her thinking about how she could use cameras to be places she wasn’t.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xAsRaoLW0b0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We realized that we saw things that we miss because our attention is in different places,” Cordy said. Seeing the world from the height of an eight-year-old’s chest (that’s where the camera is strapped) changed how Cordy viewed what was happening in her classroom. She started calling camera-wearers the “Hero of the Day” and tasked them with checking in on each group as they worked on a project.\u003c/p>\n\u003cp>When a classmate asked students, “What is your plan?” it forced them to stop, think about their plan, and reflect upon it, something that might have gotten lost in the excitement of being outside building.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It ended up being this cool tool for kids to be metacognitive,” Cordy said. It’s also serving as a duplicate set of eyes for Cordy. She takes the raw footage home, and while trying not to get too nauseous from the jerky cameras, she edits it down into something more meaningful she can show her class later.\u003c/p>\n\u003cp>“It served a double purpose of capturing in the moment stop, think and justify,” Cordy said. She also found she could see soft skills at work as students worked with one another, shared tools and tried to apply what they were learning to the project. When rewatching the video with students, Cordy could stop and have a discussion with the class about an interaction and how it could have gone differently. The whole class became part of a reflective conversation that otherwise would have just been between the teacher and a few kids.\u003c/p>\n\u003cfigure id=\"attachment_46530\" class=\"wp-caption aligncenter\" style=\"max-width: 1273px\">\u003cimg class=\"size-full wp-image-46530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/kindies-in-fort.png\" alt=\"Kindergarteners enjoying the fort the third graders made for them.\" width=\"1273\" height=\"672\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort.png 1273w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-400x211.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-800x422.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-768x405.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-1180x623.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-960x507.png 960w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarteners enjoying the fort the third graders made for them. \u003ccite>(Courtesy Michelle Cordy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The same goes for moments of bad behavior or altercations between students. In the moment everyone is riled up, including the teacher, who is frustrated at the behavior she sees. But later, when everyone has some distance from the event and it has cooled off, Cordy can have a very different conversation with students about what happened.\u003c/p>\n\u003cp>“If you can catch it from their perspective and get a little bit of distance from it, all of a sudden you’re able to teach these soft skills,” Cordy said. “You’re taking some of the heat out of them.”\u003c/p>\n\u003cp>Obviously editing down hours of GoPro footage and showing it in class is time consuming, so Cordy only uses her GoPros when she has planned a particularly hands-on lesson or a big activity, like the Christmas tree shelters, that students have been planning and talking about for awhile.\u003c/p>\n\u003cp>“You can do this instead of something else if you think it’s a bit more powerful, a bit more engaging, that it’s going to get to something better than other technology,” Cordy said. Her students love seeing and hearing themselves on film. They love being the Hero of the Day and they ask to watch the videos over and over again, the same way they would with a favorite toy or book.\u003c/p>\n\u003cp>Adding GoPros into the mix also helps Cordy identify things about her lesson that she didn’t necessarily anticipate. In the snow shelter video, for example, it was a surprise to her when students said they had no plan. They’d been working in groups to design their shelters and think about materials for days before actually getting outside to build. Cordy felt like the exercise had been well-scaffolded, so it was useful to see in real time how students needed reminding about their planning work.\u003c/p>\n\u003cp>Cordy teaches at a public school in a middle-income neighborhood in London, Ontario. She has a big curriculum to cover, just like many other public school teachers, but she sees it as her duty to not just get through the content and help kids learn what they’re expected to master by the end of grade three, but also to find ways for them to see themselves in the curriculum.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/CVh1ZxlwW14?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Any kind of video where you can honor the children as powerful learners leads to them seeing themselves in the curriculum,” Cordy said. But she also tries to make space for choice and passion even when GoPros aren’t part of the strategy. “It’s up to educators to carve out that room to do what we know we need and want, and that our kids need and want.”\u003c/p>\n\u003cp>She compared the process to budgeting money in life. She makes sure to pay her mortgage and grocery bills, but also budgets for fun and home improvement. Teachers have to make sure they cover the bases for testing and curriculum, but still budget time for the fun, exploratory and child-honoring activities that kids will remember, but that also tend to take more time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When Cordy feels bogged down in things like grade three end-of-year testing, she tries to \u003ca href=\"https://www.youtube.com/watch?v=vVLwlsBRrCs\" target=\"_blank\">reach out to other like-minded educators\u003c/a> she’s met in her district, at conferences, or on Twitter. “Talking to other educators who are passionate and engaged is like putting on an oxygen mask,” Cordy said. Their energy and commitment help remind her why she loves teaching, and the deeper mission and goals she has for her student learning that go way beyond what’s in the curriculum.\u003c/p>\n\n","blocks":[],"excerpt":"Michelle Cordy knew her students would have fun with GoPro cameras. What she didn't anticipate was seeing how much everyone could learn from capturing the students' perspectives.","status":"publish","parent":0,"modified":1476189686,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/xAsRaoLW0b0","https://www.youtube.com/embed/CVh1ZxlwW14"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1093},"headData":{"title":"How Can Teachers Help Students See Themselves in the Curriculum? | KQED","description":"Michelle Cordy knew her students would have fun with GoPro cameras. What she didn't anticipate was seeing how much everyone could learn from capturing the students' perspectives.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Can Teachers Help Students See Themselves in the Curriculum?","datePublished":"2016-10-11T12:41:26.000Z","dateModified":"2016-10-11T12:41:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46527 http://ww2.kqed.org/mindshift/?p=46527","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/11/how-can-teachers-help-students-see-themselves-in-the-curriculum/","disqusTitle":"How Can Teachers Help Students See Themselves in the Curriculum?","path":"/mindshift/46527/how-can-teachers-help-students-see-themselves-in-the-curriculum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“What’s your plan?” yells a panting eight-year-old as he runs up to a group of his classmates working to build protected shelters for the kindergarteners out of recycled Christmas trees. The video is shot from his perspective and the viewer can not only hear his steps crunching in the snow, but hear his panting breath and his heart beat as they experience this school project from his perspective. It’s all part of third grade teacher \u003ca href=\"https://twitter.com/cordym?lang=en\" target=\"_blank\">Michelle Cordy’s\u003c/a> plan to help students see themselves in the curriculum and take ownership over their work.\u003c/p>\n\u003cp>Cordy first got the idea to put GoPro cameras on her students from her husband, who teaches kindergarten in an outdoor education program. He had tried equipping students with a GoPro to see what the day was like from their perspective and brought the video home for viewing. Cordy said they were on the floor laughing at the things students said and did. But it got her thinking about how she could use cameras to be places she wasn’t.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xAsRaoLW0b0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We realized that we saw things that we miss because our attention is in different places,” Cordy said. Seeing the world from the height of an eight-year-old’s chest (that’s where the camera is strapped) changed how Cordy viewed what was happening in her classroom. She started calling camera-wearers the “Hero of the Day” and tasked them with checking in on each group as they worked on a project.\u003c/p>\n\u003cp>When a classmate asked students, “What is your plan?” it forced them to stop, think about their plan, and reflect upon it, something that might have gotten lost in the excitement of being outside building.\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>“It ended up being this cool tool for kids to be metacognitive,” Cordy said. It’s also serving as a duplicate set of eyes for Cordy. She takes the raw footage home, and while trying not to get too nauseous from the jerky cameras, she edits it down into something more meaningful she can show her class later.\u003c/p>\n\u003cp>“It served a double purpose of capturing in the moment stop, think and justify,” Cordy said. She also found she could see soft skills at work as students worked with one another, shared tools and tried to apply what they were learning to the project. When rewatching the video with students, Cordy could stop and have a discussion with the class about an interaction and how it could have gone differently. The whole class became part of a reflective conversation that otherwise would have just been between the teacher and a few kids.\u003c/p>\n\u003cfigure id=\"attachment_46530\" class=\"wp-caption aligncenter\" style=\"max-width: 1273px\">\u003cimg class=\"size-full wp-image-46530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/kindies-in-fort.png\" alt=\"Kindergarteners enjoying the fort the third graders made for them.\" width=\"1273\" height=\"672\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort.png 1273w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-400x211.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-800x422.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-768x405.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-1180x623.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-960x507.png 960w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarteners enjoying the fort the third graders made for them. \u003ccite>(Courtesy Michelle Cordy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The same goes for moments of bad behavior or altercations between students. In the moment everyone is riled up, including the teacher, who is frustrated at the behavior she sees. But later, when everyone has some distance from the event and it has cooled off, Cordy can have a very different conversation with students about what happened.\u003c/p>\n\u003cp>“If you can catch it from their perspective and get a little bit of distance from it, all of a sudden you’re able to teach these soft skills,” Cordy said. “You’re taking some of the heat out of them.”\u003c/p>\n\u003cp>Obviously editing down hours of GoPro footage and showing it in class is time consuming, so Cordy only uses her GoPros when she has planned a particularly hands-on lesson or a big activity, like the Christmas tree shelters, that students have been planning and talking about for awhile.\u003c/p>\n\u003cp>“You can do this instead of something else if you think it’s a bit more powerful, a bit more engaging, that it’s going to get to something better than other technology,” Cordy said. Her students love seeing and hearing themselves on film. They love being the Hero of the Day and they ask to watch the videos over and over again, the same way they would with a favorite toy or book.\u003c/p>\n\u003cp>Adding GoPros into the mix also helps Cordy identify things about her lesson that she didn’t necessarily anticipate. In the snow shelter video, for example, it was a surprise to her when students said they had no plan. They’d been working in groups to design their shelters and think about materials for days before actually getting outside to build. Cordy felt like the exercise had been well-scaffolded, so it was useful to see in real time how students needed reminding about their planning work.\u003c/p>\n\u003cp>Cordy teaches at a public school in a middle-income neighborhood in London, Ontario. She has a big curriculum to cover, just like many other public school teachers, but she sees it as her duty to not just get through the content and help kids learn what they’re expected to master by the end of grade three, but also to find ways for them to see themselves in the curriculum.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/CVh1ZxlwW14?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Any kind of video where you can honor the children as powerful learners leads to them seeing themselves in the curriculum,” Cordy said. But she also tries to make space for choice and passion even when GoPros aren’t part of the strategy. “It’s up to educators to carve out that room to do what we know we need and want, and that our kids need and want.”\u003c/p>\n\u003cp>She compared the process to budgeting money in life. She makes sure to pay her mortgage and grocery bills, but also budgets for fun and home improvement. Teachers have to make sure they cover the bases for testing and curriculum, but still budget time for the fun, exploratory and child-honoring activities that kids will remember, but that also tend to take more time.\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>When Cordy feels bogged down in things like grade three end-of-year testing, she tries to \u003ca href=\"https://www.youtube.com/watch?v=vVLwlsBRrCs\" target=\"_blank\">reach out to other like-minded educators\u003c/a> she’s met in her district, at conferences, or on Twitter. “Talking to other educators who are passionate and engaged is like putting on an oxygen mask,” Cordy said. Their energy and commitment help remind her why she loves teaching, and the deeper mission and goals she has for her student learning that go way beyond what’s in the curriculum.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46527/how-can-teachers-help-students-see-themselves-in-the-curriculum","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_923","mindshift_20784","mindshift_1040","mindshift_20571"],"featImg":"mindshift_46528","label":"mindshift"},"mindshift_41401":{"type":"posts","id":"mindshift_41401","meta":{"index":"posts_1591205157","site":"mindshift","id":"41401","score":null,"sort":[1438201854000]},"guestAuthors":[],"slug":"what-if-teachers-were-treated-like-pro-athletes","title":"What If Teachers Were Treated Like Pro Athletes?","publishDate":1438201854,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"https://www.youtube.com/channel/UCUsN5ZwHx2kILm84-jPDeXw\" target=\"_blank\">Comedy Central\u003c/a> duo \"Key and Peele\" are bringing some much-needed levity to the discussion of education. Their SportsCenter parody \"TeachingCenter\" replaces the NFL draft with the \"High School Teacher Draft\" and highlights the best classroom play of the week. But jokes aside, what if our star teachers commanded million dollar salaries and the poorest performing schools got to pick the best teachers? Would our education system be stronger and more equitable?\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dkHqPFbxmOU\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Key and Peele bring us an alternate world where the best teachers are paid top dollar and great classroom moments are broken down play-by-play.","status":"publish","parent":0,"modified":1438196992,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/dkHqPFbxmOU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":75},"headData":{"title":"What If Teachers Were Treated Like Pro Athletes? | KQED","description":"Key and Peele bring us an alternate world where the best teachers are paid top dollar and great classroom moments are broken down play-by-play.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What If Teachers Were Treated Like Pro Athletes?","datePublished":"2015-07-29T20:30:54.000Z","dateModified":"2015-07-29T19:09:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41401 http://ww2.kqed.org/mindshift/?p=41401","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/29/what-if-teachers-were-treated-like-pro-athletes/","disqusTitle":"What If Teachers Were Treated Like Pro Athletes?","path":"/mindshift/41401/what-if-teachers-were-treated-like-pro-athletes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://www.youtube.com/channel/UCUsN5ZwHx2kILm84-jPDeXw\" target=\"_blank\">Comedy Central\u003c/a> duo \"Key and Peele\" are bringing some much-needed levity to the discussion of education. Their SportsCenter parody \"TeachingCenter\" replaces the NFL draft with the \"High School Teacher Draft\" and highlights the best classroom play of the week. But jokes aside, what if our star teachers commanded million dollar salaries and the poorest performing schools got to pick the best teachers? Would our education system be stronger and more equitable?\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dkHqPFbxmOU\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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":"/mindshift/41401/what-if-teachers-were-treated-like-pro-athletes","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_20885","mindshift_20886","mindshift_20571"],"featImg":"mindshift_41403","label":"mindshift"},"mindshift_38307":{"type":"posts","id":"mindshift_38307","meta":{"index":"posts_1591205157","site":"mindshift","id":"38307","score":null,"sort":[1415023198000]},"guestAuthors":[],"slug":"the-benefits-of-students-teaching-students-through-online-video","title":"The Benefits of Students Teaching Students Through Online Video","publishDate":1415023198,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36834\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\" alt=\"Erin Scott\" width=\"640\" height=\"360\" class=\"size-full wp-image-36834\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\nVideos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students' use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. \u003c/p>\n\u003cp>During her sophomore year, Shilpa Yarlagadda was falling behind in her high school courses and began looking up video tutorials online to help catch up. But she soon realized she learned difficult material better from her friends than from any of the content she could find online. She was struggling with AP Chemistry that year, but when a concept finally clicked, she would make a video about it to help her friends taking lower level chemistry classes.\u003c/p>\n\u003cp>\"What really makes a video tutorial powerful is capturing the essence of the student’s voice from someone who initially didn't understand the material,\" Yarlagadda \u003ca href=\"http://novemberlearning.com/blog/2014/02/17/students-teaching-students-club-academia-interview-shilpa-yarlagadda/\" target=\"_blank\">told Alan November in a podcast last year\u003c/a>. Shilpa co-founded, with Roya Huang, \u003ca href=\"http://clubacademia.org/\" target=\"_blank\">Club Academia\u003c/a>, a site hosting tutorial videos created by high school students and vetted for accuracy by teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Eric Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting.\u003c/aside>\n\u003cp>\"When students explain it and they have a way to make it extremely relevant to your life and show you how this actually relates to you specifically, that can make the material really exciting,” Yarlagadda said. Huang has become famous in some education circles for a video she made explaining the physics concept of position by telling a story about a girl who wanted to sit close to a boy in the movie theater, but not too close in case her interest was too obvious. \u003c/p>\n\u003cp>“It's about making the material exciting for someone else,” Yarlagadda said. “When you’re able to do that for someone else really properly, it’s so rewarding.” The most important element to make a video exciting and relevant is the student presenter’s passion for the subject. When a student loves the ideas she’s teaching, it’s infectious and often helps her come up with creative ways to relate the material to the lives of peers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[youtube //www.youtube-nocookie.com/embed/Ar1akEU0nYA]\u003c/p>\n\u003cp>The best student teachers are the ones who've struggled to understand and have a fresh memory of that \"aha moment\" when they got it, according to Yarlagadda. Those students can often walk another student through the process in a more visceral way.\u003c/p>\n\u003cp>\"We're not looking for the brightest kid in the class,\" she said. \"We're looking for the most passionate kids. Someone who had difficulty learning, but was really persistent in the learning process and was eventually able to understand it.”\u003c/p>\n\u003cp>Students’ ability to make powerful resources for one another often surprises adults, Yarlagadda said, but it’s also emblematic of a bigger problem in education. “I really believe that the best people to solve problems are the people who face them,” she said. “In the field of education, those people are students, and I think it’s unfortunate that we’re often left out of the conversation.”\u003c/p>\n\u003cp>Yarlagadda graduated from Gunn High School in Palo Alto, California, last year and is taking a gap year to explore opportunities to expand Club Academia. She says students at Gunn are good at explaining materials within their particular context, but that it might not fit another school somewhere else in the country. She wants Club Academia to grow into an international chapter-based organization, where kids make videos for other kids experiencing life in the same way. She’s already got some takers in Australia and Columbia - she’s just working out some kinks in the website code to make it open source. She wants people to be able to upload and approve videos for their local chapter.\u003c/p>\n\u003cp>\u003cstrong>NOT JUST FOR HIGH SCHOOL KIDS\u003c/strong>\u003c/p>\n\u003cp>A California middle school teacher found out first hand just how hard students are willing to work when they get to pick the topic, show creative license and publish it online. Eric Marcos has been publishing student-created tutorials on his site \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">Mathtrain\u003c/a> since 2007, some of which have garnered thousands of views. The project started informally, just kids messing around after school. That independence and creative license is part of what makes the videos powerful, Marcos said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"BOzG070PSeXQwJ9qD8ETkw4HgFKMvOio\"]\u003c/p>\n\u003cp>“The kids are definitely aware now that people are watching from all over the world, but they don’t get too psyched out about that,” Marcos said. “They still won’t let the video go if it’s not the best it can be.” A colleague of Marcos saw how much kids liked making tutorials and assigned videos for extra credit. One girl came in and made a video using the tablets in Marcos’ class. She was getting ready to turn it in when Marcos told her he’d put the video up on Mathtrain. She immediately ran back in and said he couldn’t post it until she'd fixed some little things.\u003c/p>\n\u003cp>“When it was for homework, she was happy to just get it done,” Marcos said. But she wasn’t content to let something go up on the website, where everyone could see it, if it wasn’t her best work.\u003c/p>\n\u003cp>A student making a video has to know the material well and offer it up with a narrative structure, a “math story.” Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting. Marcos was asked to tutor a student who was failing algebra. She asked to make a video and it soon became apparent she knew way more than anyone thought she did about math. \u003c/p>\n\u003cp>“You would never think that person was not doing well in math class because she knows what she’s doing,” Marcos said. The student’s success with video making gave her confidence and soon her performance improved on more traditional tasks as well.\u003c/p>\n\u003cp>Student-made videos may be more important than ever now, as teachers, parents and students alike adjust to new Common Core State Standards. The standards emphasize situational math, solving problems collaboratively and talking through the underlying concepts of each answer. Many parents find the new approach bewildering because it doesn’t look like the “plug and chug” formulaic math they were taught. Marcos sees a glaring need for quality online resources to support the whole community in this transition.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=3IyYoJteGGU\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We have people who are dying for information and are looking for resources, whether it’s kids or families,” Marcos said. “I’m going to encourage the students to make videos that follow along with the Common Core themes.” He’s interested to see how the new instructional style that goes along with new curriculum will translate into the students videos. Will they use more stories to relay math concepts? He suspects they might, but he’s not going to tell them what to do because that would destroy what makes Mathtrain unique -- students creating math content because they think it's fun.\u003c/p>\n\n","blocks":[],"excerpt":"The best student video tutorial creators are sometimes made the kids who've struggled the most to understand.","status":"publish","parent":0,"modified":1456260453,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1266},"headData":{"title":"The Benefits of Students Teaching Students Through Online Video | KQED","description":"The best student video tutorial creators are sometimes made the kids who've struggled the most to understand.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Benefits of Students Teaching Students Through Online Video","datePublished":"2014-11-03T13:59:58.000Z","dateModified":"2016-02-23T20:47:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38307 http://blogs.kqed.org/mindshift/?p=38307","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/","disqusTitle":"The Benefits of Students Teaching Students Through Online Video","path":"/mindshift/38307/the-benefits-of-students-teaching-students-through-online-video","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36834\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\" alt=\"Erin Scott\" width=\"640\" height=\"360\" class=\"size-full wp-image-36834\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\nVideos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students' use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. \u003c/p>\n\u003cp>During her sophomore year, Shilpa Yarlagadda was falling behind in her high school courses and began looking up video tutorials online to help catch up. But she soon realized she learned difficult material better from her friends than from any of the content she could find online. She was struggling with AP Chemistry that year, but when a concept finally clicked, she would make a video about it to help her friends taking lower level chemistry classes.\u003c/p>\n\u003cp>\"What really makes a video tutorial powerful is capturing the essence of the student’s voice from someone who initially didn't understand the material,\" Yarlagadda \u003ca href=\"http://novemberlearning.com/blog/2014/02/17/students-teaching-students-club-academia-interview-shilpa-yarlagadda/\" target=\"_blank\">told Alan November in a podcast last year\u003c/a>. Shilpa co-founded, with Roya Huang, \u003ca href=\"http://clubacademia.org/\" target=\"_blank\">Club Academia\u003c/a>, a site hosting tutorial videos created by high school students and vetted for accuracy by teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Eric Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting.\u003c/aside>\n\u003cp>\"When students explain it and they have a way to make it extremely relevant to your life and show you how this actually relates to you specifically, that can make the material really exciting,” Yarlagadda said. Huang has become famous in some education circles for a video she made explaining the physics concept of position by telling a story about a girl who wanted to sit close to a boy in the movie theater, but not too close in case her interest was too obvious. \u003c/p>\n\u003cp>“It's about making the material exciting for someone else,” Yarlagadda said. “When you’re able to do that for someone else really properly, it’s so rewarding.” The most important element to make a video exciting and relevant is the student presenter’s passion for the subject. When a student loves the ideas she’s teaching, it’s infectious and often helps her come up with creative ways to relate the material to the lives of peers.\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>\u003c/p>\u003cp>null\u003c/p>\u003cp>\u003c/p>\n\u003cp>The best student teachers are the ones who've struggled to understand and have a fresh memory of that \"aha moment\" when they got it, according to Yarlagadda. Those students can often walk another student through the process in a more visceral way.\u003c/p>\n\u003cp>\"We're not looking for the brightest kid in the class,\" she said. \"We're looking for the most passionate kids. Someone who had difficulty learning, but was really persistent in the learning process and was eventually able to understand it.”\u003c/p>\n\u003cp>Students’ ability to make powerful resources for one another often surprises adults, Yarlagadda said, but it’s also emblematic of a bigger problem in education. “I really believe that the best people to solve problems are the people who face them,” she said. “In the field of education, those people are students, and I think it’s unfortunate that we’re often left out of the conversation.”\u003c/p>\n\u003cp>Yarlagadda graduated from Gunn High School in Palo Alto, California, last year and is taking a gap year to explore opportunities to expand Club Academia. She says students at Gunn are good at explaining materials within their particular context, but that it might not fit another school somewhere else in the country. She wants Club Academia to grow into an international chapter-based organization, where kids make videos for other kids experiencing life in the same way. She’s already got some takers in Australia and Columbia - she’s just working out some kinks in the website code to make it open source. She wants people to be able to upload and approve videos for their local chapter.\u003c/p>\n\u003cp>\u003cstrong>NOT JUST FOR HIGH SCHOOL KIDS\u003c/strong>\u003c/p>\n\u003cp>A California middle school teacher found out first hand just how hard students are willing to work when they get to pick the topic, show creative license and publish it online. Eric Marcos has been publishing student-created tutorials on his site \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">Mathtrain\u003c/a> since 2007, some of which have garnered thousands of views. The project started informally, just kids messing around after school. That independence and creative license is part of what makes the videos powerful, Marcos said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The kids are definitely aware now that people are watching from all over the world, but they don’t get too psyched out about that,” Marcos said. “They still won’t let the video go if it’s not the best it can be.” A colleague of Marcos saw how much kids liked making tutorials and assigned videos for extra credit. One girl came in and made a video using the tablets in Marcos’ class. She was getting ready to turn it in when Marcos told her he’d put the video up on Mathtrain. She immediately ran back in and said he couldn’t post it until she'd fixed some little things.\u003c/p>\n\u003cp>“When it was for homework, she was happy to just get it done,” Marcos said. But she wasn’t content to let something go up on the website, where everyone could see it, if it wasn’t her best work.\u003c/p>\n\u003cp>A student making a video has to know the material well and offer it up with a narrative structure, a “math story.” Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting. Marcos was asked to tutor a student who was failing algebra. She asked to make a video and it soon became apparent she knew way more than anyone thought she did about math. \u003c/p>\n\u003cp>“You would never think that person was not doing well in math class because she knows what she’s doing,” Marcos said. The student’s success with video making gave her confidence and soon her performance improved on more traditional tasks as well.\u003c/p>\n\u003cp>Student-made videos may be more important than ever now, as teachers, parents and students alike adjust to new Common Core State Standards. The standards emphasize situational math, solving problems collaboratively and talking through the underlying concepts of each answer. Many parents find the new approach bewildering because it doesn’t look like the “plug and chug” formulaic math they were taught. Marcos sees a glaring need for quality online resources to support the whole community in this transition.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3IyYoJteGGU'\n title='//www.youtube.com/embed/3IyYoJteGGU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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>“We have people who are dying for information and are looking for resources, whether it’s kids or families,” Marcos said. “I’m going to encourage the students to make videos that follow along with the Common Core themes.” He’s interested to see how the new instructional style that goes along with new curriculum will translate into the students videos. Will they use more stories to relay math concepts? He suspects they might, but he’s not going to tell them what to do because that would destroy what makes Mathtrain unique -- students creating math content because they think it's fun.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38307/the-benefits-of-students-teaching-students-through-online-video","authors":["234"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_1040","mindshift_20783","mindshift_20779","mindshift_20571"],"featImg":"mindshift_36834","label":"mindshift"},"mindshift_33187":{"type":"posts","id":"mindshift_33187","meta":{"index":"posts_1591205157","site":"mindshift","id":"33187","score":null,"sort":[1388160022000]},"guestAuthors":[],"slug":"do-digital-natives-really-exist","title":"Do Digital Natives Really Exist?","publishDate":1388160022,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Have you ever wondered where the term \"digital native\" came from? And more importantly, whether it's an accurate depiction of the current generation of students? No one is born with knowledge. Everything is learned through environment and practice, so maybe it's time to reexamine long held assumptions about students' relationships to technology.\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=9WVKBAqjHiE?list=PL69BD06CC757E1D61]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Have you ever wondered where the term \"digital native\" came from? And more importantly, whether it's an accurate depiction of the current generation of students? No one is born with knowledge. Everything is learned through environment and practice, so maybe it's time to reexamine long held assumptions about students' relationships to technology.","status":"publish","parent":0,"modified":1388160599,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":65},"headData":{"title":"Do Digital Natives Really Exist? | KQED","description":"Have you ever wondered where the term "digital native" came from? And more importantly, whether it's an accurate depiction of the current generation of students? No one is born with knowledge. Everything is learned through environment and practice, so maybe it's time to reexamine long held assumptions about students' relationships to technology.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Do Digital Natives Really Exist?","datePublished":"2013-12-27T16:00:22.000Z","dateModified":"2013-12-27T16:09:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33187 http://blogs.kqed.org/mindshift/?p=33187","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/27/do-digital-natives-really-exist/","disqusTitle":"Do Digital Natives Really Exist?","path":"/mindshift/33187/do-digital-natives-really-exist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Have you ever wondered where the term \"digital native\" came from? And more importantly, whether it's an accurate depiction of the current generation of students? No one is born with knowledge. Everything is learned through environment and practice, so maybe it's time to reexamine long held assumptions about students' relationships to technology.\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/9WVKBAqjHiE?list=PL69BD06CC757E1D61'\n title='//www.youtube.com/embed/9WVKBAqjHiE?list=PL69BD06CC757E1D61'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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":"/mindshift/33187/do-digital-natives-really-exist","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20602","mindshift_20510","mindshift_20571"],"featImg":"mindshift_33228","label":"mindshift"},"mindshift_33026":{"type":"posts","id":"mindshift_33026","meta":{"index":"posts_1591205157","site":"mindshift","id":"33026","score":null,"sort":[1386882015000]},"guestAuthors":[],"slug":"ten-most-popular-educational-youtube-videos-in-2013","title":"Ten Most Popular Educational YouTube Videos in 2013","publishDate":1386882015,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Check out YouTube's top trending educational videos in 2013.\u003c/p>\n\u003cp>\u003cstrong>1. Which Came First - The Chicken or the Egg? via \u003ca href=\"https://www.youtube.com/user/AsapSCIENCE?feature=watch\">AsapSCIENCE\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n[youtube //www.youtube.com/watch?v=1a8pI65emDE]\u003c/p>\n\u003cp>\u003cstrong>2. Immovable Object vs. Unstoppable Force - Which Wins? via \u003ca href=\"http://www.youtube.com/user/minutephysics\">minutephysics\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n[youtube //www.youtube.com/watch?v=9eKc5kgPVrA]\u003c/p>\n\u003cp>\u003cstrong>3. Why Do We Kiss? via \u003ca href=\"https://www.youtube.com/user/Vsauce?feature=watch\">Vsauce\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n[youtube //www.youtube.com/watch?v=ixQbCXLUUj8]\u003c/p>\n\u003cp>\u003cstrong>4. Is Your Red the Same as My Red? via \u003ca href=\"https://www.youtube.com/user/Vsauce?feature=watch\">Vsauce\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=evQsOFQju08]\u003c/p>\n\u003cp>\u003cstrong>5. How Old Are Your Ears? (Hearing Test) vis \u003ca href=\"https://www.youtube.com/user/AsapSCIENCE?feature=watch\">AsapSCIENCE\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n[youtube //www.youtube.com/watch?v=VxcbppCX6Rk]\u003c/p>\n\u003cp>\u003cstrong>6. Amazing Facts to Blow Your Mind Pt. 2 vis \u003ca href=\"https://www.youtube.com/user/AsapSCIENCE?feature=watch\">AsapSCIENCE\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n[youtube //www.youtube.com/watch?v=cKZStlBECHo]\u003c/p>\n\u003cp>\u003cstrong>7. What If the Sun Disappeared? vis \u003ca href=\"https://www.youtube.com/user/Vsauce?feature=watch\">Vsauce\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n[youtube //www.youtube.com/watch?v=rltpH6ck2Kc]\u003c/p>\n\u003cp>\u003cstrong>8. What Your Body Does in 30 Seconds via \u003ca href=\"https://www.youtube.com/user/BuzzFeedVideo?feature=watch\">BuzzFeedVideo\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n[youtube //www.youtube.com/watch?v=36Fq2zZ0Syg]\u003c/p>\n\u003cp>\u003cstrong>9. Canada & The United States: Bizarre Borders Part 2 via \u003ca href=\"https://www.youtube.com/user/CGPGrey?feature=watch\">CGP Grey\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n[youtube //www.youtube.com/watch?v=qMkYlIA7mgw]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>10. The True Science of Parallel Universes via \u003ca href=\"http://www.youtube.com/user/minutephysics\">minutephysics\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n[youtube //www.youtube.com/watch?v=Ywn2Lz5zmYg]\u003c/p>\n\n","blocks":[],"excerpt":"Check out YouTube's top trending educational videos in 2013.","status":"publish","parent":0,"modified":1386809133,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":184},"headData":{"title":"Ten Most Popular Educational YouTube Videos in 2013 | KQED","description":"Check out YouTube's top trending educational videos in 2013.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Ten Most Popular Educational YouTube Videos in 2013","datePublished":"2013-12-12T21:00:15.000Z","dateModified":"2013-12-12T00:45:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33026 http://blogs.kqed.org/mindshift/?p=33026","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/12/ten-most-popular-educational-youtube-videos-in-2013/","disqusTitle":"Ten Most Popular Educational YouTube Videos in 2013","path":"/mindshift/33026/ten-most-popular-educational-youtube-videos-in-2013","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Check out YouTube's top trending educational videos in 2013.\u003c/p>\n\u003cp>\u003cstrong>1. Which Came First - The Chicken or the Egg? via \u003ca href=\"https://www.youtube.com/user/AsapSCIENCE?feature=watch\">AsapSCIENCE\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1a8pI65emDE'\n title='//www.youtube.com/embed/1a8pI65emDE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Immovable Object vs. Unstoppable Force - Which Wins? via \u003ca href=\"http://www.youtube.com/user/minutephysics\">minutephysics\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/9eKc5kgPVrA'\n title='//www.youtube.com/embed/9eKc5kgPVrA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3. Why Do We Kiss? via \u003ca href=\"https://www.youtube.com/user/Vsauce?feature=watch\">Vsauce\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ixQbCXLUUj8'\n title='//www.youtube.com/embed/ixQbCXLUUj8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>4. Is Your Red the Same as My Red? via \u003ca href=\"https://www.youtube.com/user/Vsauce?feature=watch\">Vsauce\u003c/a>\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>\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/evQsOFQju08'\n title='//www.youtube.com/embed/evQsOFQju08'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5. How Old Are Your Ears? (Hearing Test) vis \u003ca href=\"https://www.youtube.com/user/AsapSCIENCE?feature=watch\">AsapSCIENCE\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/VxcbppCX6Rk'\n title='//www.youtube.com/embed/VxcbppCX6Rk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>6. Amazing Facts to Blow Your Mind Pt. 2 vis \u003ca href=\"https://www.youtube.com/user/AsapSCIENCE?feature=watch\">AsapSCIENCE\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/cKZStlBECHo'\n title='//www.youtube.com/embed/cKZStlBECHo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>7. What If the Sun Disappeared? vis \u003ca href=\"https://www.youtube.com/user/Vsauce?feature=watch\">Vsauce\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/rltpH6ck2Kc'\n title='//www.youtube.com/embed/rltpH6ck2Kc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>8. What Your Body Does in 30 Seconds via \u003ca href=\"https://www.youtube.com/user/BuzzFeedVideo?feature=watch\">BuzzFeedVideo\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/36Fq2zZ0Syg'\n title='//www.youtube.com/embed/36Fq2zZ0Syg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>9. Canada & The United States: Bizarre Borders Part 2 via \u003ca href=\"https://www.youtube.com/user/CGPGrey?feature=watch\">CGP Grey\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/qMkYlIA7mgw'\n title='//www.youtube.com/embed/qMkYlIA7mgw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>10. The True Science of Parallel Universes via \u003ca href=\"http://www.youtube.com/user/minutephysics\">minutephysics\u003c/a>\u003cbr>\n\u003c/strong>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Ywn2Lz5zmYg'\n title='//www.youtube.com/embed/Ywn2Lz5zmYg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33026/ten-most-popular-educational-youtube-videos-in-2013","authors":["234"],"categories":["mindshift_1"],"tags":["mindshift_1040","mindshift_20571","mindshift_707","mindshift_56"],"featImg":"mindshift_33039","label":"mindshift"},"mindshift_32934":{"type":"posts","id":"mindshift_32934","meta":{"index":"posts_1591205157","site":"mindshift","id":"32934","score":null,"sort":[1386367967000]},"guestAuthors":[],"slug":"teachers-walk-in-student-shoes-for-a-day","title":"Teachers Walk in Student Shoes For a Day","publishDate":1386367967,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>At Burr and Burton Academy, an independent high school in Vermont, five teachers agreed to go through the school day as students in order to help them understand school from a student point of view. By the end of the day, they were far more empathetic with their students. Their comments? Five minutes isn't very much time to get between classes, and student chairs aren't very comfortable. Time can drag in class when a teacher exclusively lectures and doesn't include participatory activities in the lesson. They even complained that the lunch period didn't feel long enough to unwind and relax with friends. Stanford researcher \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-can-students-be-successful-in-a-high-stakes-world/\">Denise Pope recommends\u003c/a> this exercise as a way for educators to begin to understand the constant pressure students are under and to take steps to change small things about space and time to improve school.\u003c/p>\n\u003cp>The experience was an eye opener for the teachers. Several teachers said that attending other teachers' classes gave them ideas about how to improve their own teaching. Check out \u003ca href=\"http://vimeo.com/56630790\">the video:\u003c/a> It's fun and might prompt other educators to walk in students' shoes.\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/56630790\" frameborder=\"0\" width=\"500\" height=\"281\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/56630790\">BBA Student for a Day Project\u003c/a> from \u003ca href=\"http://vimeo.com/user9175212\">Adam Provost\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"At Burr and Burton Academy, an independent high school in Vermont, five teachers agreed to go through the school day as students in order to help them understand school from a student point of view.","status":"publish","parent":0,"modified":1386367967,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["//player.vimeo.com/video/56630790"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":200},"headData":{"title":"Teachers Walk in Student Shoes For a Day | KQED","description":"At Burr and Burton Academy, an independent high school in Vermont, five teachers agreed to go through the school day as students in order to help them understand school from a student point of view.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teachers Walk in Student Shoes For a Day","datePublished":"2013-12-06T22:12:47.000Z","dateModified":"2013-12-06T22:12:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32934 http://blogs.kqed.org/mindshift/?p=32934","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/06/teachers-walk-in-student-shoes-for-a-day/","disqusTitle":"Teachers Walk in Student Shoes For a Day","path":"/mindshift/32934/teachers-walk-in-student-shoes-for-a-day","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At Burr and Burton Academy, an independent high school in Vermont, five teachers agreed to go through the school day as students in order to help them understand school from a student point of view. By the end of the day, they were far more empathetic with their students. Their comments? Five minutes isn't very much time to get between classes, and student chairs aren't very comfortable. Time can drag in class when a teacher exclusively lectures and doesn't include participatory activities in the lesson. They even complained that the lunch period didn't feel long enough to unwind and relax with friends. Stanford researcher \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-can-students-be-successful-in-a-high-stakes-world/\">Denise Pope recommends\u003c/a> this exercise as a way for educators to begin to understand the constant pressure students are under and to take steps to change small things about space and time to improve school.\u003c/p>\n\u003cp>The experience was an eye opener for the teachers. Several teachers said that attending other teachers' classes gave them ideas about how to improve their own teaching. Check out \u003ca href=\"http://vimeo.com/56630790\">the video:\u003c/a> It's fun and might prompt other educators to walk in students' shoes.\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/56630790\" frameborder=\"0\" width=\"500\" height=\"281\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/56630790\">BBA Student for a Day Project\u003c/a> from \u003ca href=\"http://vimeo.com/user9175212\">Adam Provost\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32934/teachers-walk-in-student-shoes-for-a-day","authors":["234"],"categories":["mindshift_1"],"tags":["mindshift_20571"],"featImg":"mindshift_32939","label":"mindshift"},"mindshift_32536":{"type":"posts","id":"mindshift_32536","meta":{"index":"posts_1591205157","site":"mindshift","id":"32536","score":null,"sort":[1383691365000]},"guestAuthors":[],"slug":"on-election-day-recognizing-the-struggle-for-voting-rights","title":"On Election Day, Recognizing the Struggle for Voting Rights","publishDate":1383691365,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>People across the country are voting today, and even on this off-election year, many important races will be decided, including contests for state governorships and important issues at the local level. In light of the fact that voter turnout for off-year elections is notoriously low, here's a great \u003ca href=\"http://ed.ted.com/lessons/the-fight-for-the-right-to-vote-in-the-united-states-nicki-beaman-griffin\">TED-Ed video\u003c/a> based on a lesson by Nicki Beaman Griffin, who talks about the long road to achieving voting rights and offers some tools to take the conversation deeper.\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=P9VdyPbbzlI]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"This TED-Ed video helps explain how hard many people fought for the right to vote and how many U.S. citizens still can't.","status":"publish","parent":0,"modified":1383758849,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":90},"headData":{"title":"On Election Day, Recognizing the Struggle for Voting Rights | KQED","description":"This TED-Ed video helps explain how hard many people fought for the right to vote and how many U.S. citizens still can't.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"On Election Day, Recognizing the Struggle for Voting Rights","datePublished":"2013-11-05T22:42:45.000Z","dateModified":"2013-11-06T17:27:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32536 http://blogs.kqed.org/mindshift/?p=32536","disqusUrl":"https://ww2.kqed.org/mindshift/2013/11/05/on-election-day-recognizing-the-struggle-for-voting-rights/","disqusTitle":"On Election Day, Recognizing the Struggle for Voting Rights","path":"/mindshift/32536/on-election-day-recognizing-the-struggle-for-voting-rights","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>People across the country are voting today, and even on this off-election year, many important races will be decided, including contests for state governorships and important issues at the local level. In light of the fact that voter turnout for off-year elections is notoriously low, here's a great \u003ca href=\"http://ed.ted.com/lessons/the-fight-for-the-right-to-vote-in-the-united-states-nicki-beaman-griffin\">TED-Ed video\u003c/a> based on a lesson by Nicki Beaman Griffin, who talks about the long road to achieving voting rights and offers some tools to take the conversation deeper.\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/P9VdyPbbzlI'\n title='//www.youtube.com/embed/P9VdyPbbzlI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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":"/mindshift/32536/on-election-day-recognizing-the-struggle-for-voting-rights","authors":["234"],"categories":["mindshift_1"],"tags":["mindshift_875","mindshift_20571"],"featImg":"mindshift_32543","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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