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I have started writing a "book" as a model for what kids might do as they land and get to know each other, and as they share who they are. There is a clear upside to adding audio and video rather than relying on static essays or journal entries (although writings can also be linked to students' books). I have embedded a short video, a map, and some other media in my sample, in addition to testing out the drawing tool (ha!). I may add a YouTube video and/or audio interviews with my family members. Students will be able to read my book, potentially adding Flipgrid commentary, and then use this book as a model for their own. *What other content or questions would help kids feel known, especially as they land in ninth grade?

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Click to read this book, made with Book Creator

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To what degree does our teaching make learning standards known? Within departments? Across departments? I think we share values well, but have less sense of the competencies that are applied across disciplines.
I also wonder, though, about some of the standards-based work that I was seeing presented. I sometimes had difficulty locating its value -- say, in the makeup application tutorial (a digital media class) or in the Zombies v. Plants game that gathers decision-making data.

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The flipped instruction workshop for social studies teachers gave me some ideas to try in APUSH to contextualize reading and then give students time in class to do work that will allow me to assist those not quite ready for the reading.

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I learned some new tools I'm going to try, such as classroom timers, podcast aps, etc.

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Having come from a public school environment, I can say that standards - at their best - reflect values. That said, we aren't consistent even within my own department within the same course on what we want to accomplish. Since I teach a college board course, I'm shackled to theirs - one extreme, but sometimes I find it difficult when we aren't on the same page with something like what we want our students to know/think about/understand/be able to do...I find the tech standards a bit rigid and perfunctory, and while the reaction is often reactionary, some standards (like my former state's history standards) can be helpful, especially when using a UBD model, etc.

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How to Choose your News - Fake news - may be helpful for discussion purposes

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How to Choose your News - Fake news - may be helpful for discussion purposes

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https://www.youtube.com/watch?v=q-Y-z6HmRgI

Common sense video => Fukashima flower image - use Google tools (Commonsense.org)

Cropping in images

PBS news hour - what happens when photoshop goes too far?

Deepfake videos are getting terrifyingly real - NOVA

Use Google translate => Hiroshima - Japanese and English versions

WSJ - blue feed/red feed

Newslit.org => News Literacy Project

https://docs.google.com/presentation/d/1Q96fVRoLXgwEpuKTkHCtmA5U8jI8QEocq3PPdJe90us/edit#slide=id.gc6f889893_0_0

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For use with LitComp and American Studies

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Click to read this book, made with Book Creator

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Focused Google Search to Balance Perspective and Source Value

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Focused Google Search to Balance Perspective and Source Value

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For searches not limited by (purchase-driven, Western) location, use site:<country code>. Example:
Den of Spies site:ir
(vs. of "Iranian Missile Crisis")

For searches of only academic sources, use site:edu
Example:
earmouse:edu
vs. ear mouse

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...using country code

Similar session recommended doing things like this...One idea was going to wikipedia, finding the japanese language version of Hiroshima and then putting it back through Google translate and seeing how it compares to the English version.