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These three TED-Ed videos offer fun, challenging riddles that can also be explicitly connected to mathematical concepts. The \u003ca href=\"https://ed.ted.com/lessons/can-you-solve-the-prisoner-boxes-riddle-yossi-elran\">\"Prisoner Box\" \u003c/a>problem is essentially a loop and could be a high-interest way to dive into this topic.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vIdStMTgNl0&feature=youtu.be\u003c/p>\n\u003cp>In this \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-control-room-riddle-dennis-shasha\">next puzzle\u003c/a>, viewers are cast as intrepid secret spies, tasked with deactivating a death ray. It's also an interesting introduction to visual models and graph theory. The answer explanation starts at 1:04 in the video.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3mbdiky5dLw\u003c/p>\n\u003cp>Who can resist trying to solve a brain teaser that Albert Einstein supposedly wrote? \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-einstein-s-riddle-dan-van-der-vieren\">This problem\u003c/a> seems pretty complicated at first, but it could be a great way to give students an opportunity to sift through the information given and start making sense of it. The video explicitly talks about some effective problem solving strategies like trial and error that can help students develop their logical intuition. And, while this is a silly problem about a stolen fish, multiple variable equations require a similar type of logic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1rDVz_Fb6HQ\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"TED-Ed has produced some fun riddle videos that could be great ways to pique kids' interest in more complicated topics like loops, graph theory, and multiple variable equations.","status":"publish","parent":0,"modified":1489097451,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":224},"headData":{"title":"Three Fun Riddles Filled With Math Problem Solving | KQED","description":"TED-Ed has produced some fun riddle videos that could be great ways to pique kids' interest in more complicated topics like loops, graph theory, and multiple variable equations.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Fun Riddles Filled With Math Problem Solving","datePublished":"2017-03-07T17:45:13.000Z","dateModified":"2017-03-09T22:10:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47462 https://ww2.kqed.org/mindshift/?p=47462","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/07/three-fun-riddles-filled-with-math-problem-solving/","disqusTitle":"Three Fun Riddles Filled With Math Problem Solving","path":"/mindshift/47462/three-fun-riddles-filled-with-math-problem-solving","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the rush to cover standards and ensure students have learned the concepts they will need in the future, it's easy to lose sight of how fun math can be. These three TED-Ed videos offer fun, challenging riddles that can also be explicitly connected to mathematical concepts. The \u003ca href=\"https://ed.ted.com/lessons/can-you-solve-the-prisoner-boxes-riddle-yossi-elran\">\"Prisoner Box\" \u003c/a>problem is essentially a loop and could be a high-interest way to dive into this topic.\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/vIdStMTgNl0'\n title='//www.youtube.com/embed/vIdStMTgNl0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>In this \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-control-room-riddle-dennis-shasha\">next puzzle\u003c/a>, viewers are cast as intrepid secret spies, tasked with deactivating a death ray. It's also an interesting introduction to visual models and graph theory. The answer explanation starts at 1:04 in the video.\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/3mbdiky5dLw'\n title='//www.youtube.com/embed/3mbdiky5dLw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Who can resist trying to solve a brain teaser that Albert Einstein supposedly wrote? \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-einstein-s-riddle-dan-van-der-vieren\">This problem\u003c/a> seems pretty complicated at first, but it could be a great way to give students an opportunity to sift through the information given and start making sense of it. The video explicitly talks about some effective problem solving strategies like trial and error that can help students develop their logical intuition. And, while this is a silly problem about a stolen fish, multiple variable equations require a similar type of logic.\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>\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/1rDVz_Fb6HQ'\n title='//www.youtube.com/embed/1rDVz_Fb6HQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47462/three-fun-riddles-filled-with-math-problem-solving","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_21058","mindshift_392","mindshift_875","mindshift_707"],"featImg":"mindshift_47470","label":"mindshift"},"mindshift_41914":{"type":"posts","id":"mindshift_41914","meta":{"index":"posts_1591205157","site":"mindshift","id":"41914","score":null,"sort":[1441868027000]},"guestAuthors":[],"slug":"video-demos-how-minorities-in-tech-can-inspire-students-to-follow","title":"Videos Starring Minorities Aim to Attract New Faces to Tech","publishDate":1441868027,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\u003c/p>\n\u003cp>[ad fullwidth]\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/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\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/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. The curriculum doesn’t use any block languages, and CodeNow prides itself on the fact that from day one students are programming in real languages.\u003c/p>\n\u003cp>There’s a two-week break when students get homework and practice their skills on \u003ca href=\"https://www.codecademy.com\" target=\"_blank\">Codecademy\u003c/a> before returning for another intensive weekend. By the end, they’ve learned some encryption skills, met real professionals working in the field and have the building blocks to continue learning on their own.\u003c/p>\n\u003cp>“When I finished it, I could see it as something I could actually see myself doing,” Boahen said.\u003c/p>\n\u003cp>She attended the workshop as a freshman in high school and then started a coding club at her school. More than that, she’s learned not to freak out if she doesn’t understand something. “Even outside of the programming world, all the time I think about problems,” Boahen said.\u003c/p>\n\u003cp>In a class about the proliferation of nuclear weapons, she was having trouble understanding why some people object to nuclear power. So she broke the problem down into different parts and thought about how she’d solve a power shortage and what obstacles might get in her way.\u003c/p>\n\u003cp>“I basically broke down history into code,” Boahen said.\u003c/p>\n\u003cp>Because many of the CodeNow participants are minors, the organization doesn’t allow the corporate volunteers to stay in touch with participants, but it does encourage an active alumni network. The organization just piloted summer internships in computer science for several of its alumni and hopes to expand that program.\u003c/p>\n\u003cp>More than that, Seashore says 40 percent of the program’s alumni have gone on to study in a computer science-related field.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These kids are absolutely brilliant,\" Seashore said. \"They just didn’t have the opportunity.\"\u003c/p>\n\n","blocks":[],"excerpt":"Students teach their peers the basics of computer programming through short how-to videos sponsored by the non-profit CodeNow.","status":"publish","parent":0,"modified":1442011129,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/v3ZnlDnodcg","https://www.youtube.com/embed/XK0xkgqrkuk"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1395},"headData":{"title":"Videos Starring Minorities Aim to Attract New Faces to Tech | KQED","description":"Students teach their peers the basics of computer programming through short how-to videos sponsored by the non-profit CodeNow.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Videos Starring Minorities Aim to Attract New Faces to Tech","datePublished":"2015-09-10T06:53:47.000Z","dateModified":"2015-09-11T22:38:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41914 http://ww2.kqed.org/mindshift/?p=41914","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/09/video-demos-how-minorities-in-tech-can-inspire-students-to-follow/","disqusTitle":"Videos Starring Minorities Aim to Attract New Faces to Tech","path":"/mindshift/41914/video-demos-how-minorities-in-tech-can-inspire-students-to-follow","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marcus Robinson comes off as an earnest, competent guy in his explainer videos. He looks like he has a good sense of humor -- he might even be a bit of a joker with his friends -- but he can also clearly get immersed in a project when he’s passionate about it. Robinson is one of several CodeNow student alumni involved in making \u003ca href=\"https://www.youtube.com/channel/UCxwhlGyOIOZnu_TVe5f2MJQ/feed\" target=\"_blank\">introductory coding videos\u003c/a> to help encourage underrepresented groups, like students of color and girls, to give coding a try.\u003c/p>\n\u003cp>“Coding is problem-solving,” Robinson explained. “To work on finding where the errors are and how to fix them is what I love. Even if I’m frustrated with it, I’ll always get back on my feet and make sure that at the end of the day I find the solution.”\u003c/p>\n\u003cp>This approach to coding has become something of a personal mantra for Robinson in all areas of his life, but he doesn’t think he would have had the confidence to make coding videos or see the world the way he does if he hadn’t been exposed to coding in high school through a \u003ca href=\"http://codenow.org/\" target=\"_blank\">CodeNow\u003c/a> workshop.\u003c/p>\n\u003caside class=\"pullquote alignright\">'My confidence had been really low, and this was a whole new world for me.'\u003ccite>Marcus Robinson\u003c/cite>\u003c/aside>\n\u003cp>“Finding my talent allowed me to delve deeper into what goes on in this world, like how computers are built, or how my gaming console is built, or that people are trying to embed chips into people,” Robinson said.\u003c/p>\n\u003cp>Learning to code gave him a lens to explore other things in the world and it has made him more curious. Before participating in CodeNow, Robinson said he didn’t really like learning new things and didn’t have a lot of confidence in himself or his ability to learn. Now he’s at Syracuse University studying software engineering.\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!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/v3ZnlDnodcg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“My confidence had been really low, and this was a whole new world for me,” Robinson said.\u003c/p>\n\u003cp>He was intimidated when he first attended the workshop in New York, but soon found he liked coding and was even willing to do more research on his own to hone his skills. Now he wants other kids who look like him and who’ve had a tough time finding motivation in school to learn coding, too. That’s why he agreed to help make the CodeHow videos, even though being on camera made him shy at first.\u003c/p>\n\u003cp>“Every time I go to a training session, or when I’m on camera, I want to make sure that you understand that this is something that is seen as hard. But everything is hard until you learn it and get to practice it,” said Elizabeth Boahen, another student-trainer and current high school senior from New York City.\u003c/p>\n\u003cp>Like Robinson, she found being on camera intimidating at first, but she says it’s important for her peers to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/20/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">someone like her\u003c/a>, an African-American woman, teaching coding. It’s not a common sight, but she’s clear that when she’s on camera demonstrating a coding concept, making little mistakes, fixing them, moving on, she’s modeling what learning should look like.\u003c/p>\n\u003cp>\u003cstrong>The Videos\u003c/strong>\u003c/p>\n\u003cp>CodeNow, a nonprofit coding education organization founded in 2011, recently launched a YouTube channel of explainer videos starring students like Robinson and Boahen. CodeNow hosts coding workshops in partnership with trainers from tech companies, but so far they have reached youth only in and around big cities like New York and San Francisco. The \"\u003ca href=\"http://codenow.org/blog/2015/08/codehow-learn-to-code-videos-for-students-created-by-codenow-alumni/\" target=\"_blank\">CodeHow\u003c/a>\" videos are meant to extend the reach of the organization’s coding curriculum beyond big cities on the coasts.\u003c/p>\n\u003cp>“We can’t be everywhere, but we want to provide as much value to the learn-to-code community as possible,” said CodeNow founder Ryan Seashore.\u003c/p>\n\u003cp>The videos are short, usually under four minutes, and introduce basic concepts like GitHub and how to access it, variables, conditionals and looping. Seashore said the idea for the videos came from the alumni network because students weren’t finding tutorials online with which they connected. He hopes the format makes the topic feel approachable to curious kids looking to get started, but who don’t necessarily have computer science classes in school or afterschool opportunities to learn.\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/XK0xkgqrkuk?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The videos themselves are a little stiff; the students were given scripts written by CodeNow staff and told to interject their personalities where it made sense. The students make comparisons to their favorite video games, concerts and common young-adult situations.\u003c/p>\n\u003cp>“We workshopped how you would explain [the concepts], what are different analogies and have them put their stamp on it,” Seashore said of the videomaking process.\u003c/p>\n\u003cp>Boahen said it made her feel more relaxed to know she was encouraged to put herself into the videos and helped her see that she can make a positive impact on her peers.\u003c/p>\n\u003cp>\u003cstrong>CodeNow Workshops\u003c/strong>\u003c/p>\n\u003cp>The workshops that Robinson and Boahen attended are much more intense than these explainer videos. Students apply and are accepted based on demonstrated curiosity and interest in coding. They don’t have to be top-shelf students, but Seashore said, “There’s a certain level of investment that students need to have.”\u003c/p>\n\u003cp>The program is focused on communities that aren't well represented in programming, like African-Americans, Latinos and women. They actually attract almost as many girls as they do boys.\u003c/p>\n\u003cp>\"It’s just as important for the boys to be comfortable working with girls as it is for girls to be comfortable working with boys,\" Seashore said.\u003c/p>\n\u003cp>Eighty percent of the students who participate qualify for free and reduced-price lunch at their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://codenow.org/get-involved/\" target=\"_blank\">Volunteers from companies\u003c/a> like Adobe and Bloomberg are the trainers, using a curriculum that CodeNow developed. Many big companies have corporate responsibility programs that encourage volunteering, and this program makes good use of employee skills.\u003c/p>\n\u003cp>It’s important for companies to be part of the solution to the lack of diversity in tech fields, Seashore said. Major tech companies, such as Twitter, Facebook and Google, count African-Americans as roughly \u003ca href=\"http://www.theguardian.com/technology/2015/jul/01/twitter-staff-african-american-diversity\">two percent of the workforce\u003c/a>, despite constituting more than 13 percent of the U.S. population.\u003c/p>\n\u003cp>Students attend for a full weekend, acquainting themselves with the programming language Ruby and progressing to build a high-low game and then on to more advanced topics. The curriculum doesn’t use any block languages, and CodeNow prides itself on the fact that from day one students are programming in real languages.\u003c/p>\n\u003cp>There’s a two-week break when students get homework and practice their skills on \u003ca href=\"https://www.codecademy.com\" target=\"_blank\">Codecademy\u003c/a> before returning for another intensive weekend. By the end, they’ve learned some encryption skills, met real professionals working in the field and have the building blocks to continue learning on their own.\u003c/p>\n\u003cp>“When I finished it, I could see it as something I could actually see myself doing,” Boahen said.\u003c/p>\n\u003cp>She attended the workshop as a freshman in high school and then started a coding club at her school. More than that, she’s learned not to freak out if she doesn’t understand something. “Even outside of the programming world, all the time I think about problems,” Boahen said.\u003c/p>\n\u003cp>In a class about the proliferation of nuclear weapons, she was having trouble understanding why some people object to nuclear power. So she broke the problem down into different parts and thought about how she’d solve a power shortage and what obstacles might get in her way.\u003c/p>\n\u003cp>“I basically broke down history into code,” Boahen said.\u003c/p>\n\u003cp>Because many of the CodeNow participants are minors, the organization doesn’t allow the corporate volunteers to stay in touch with participants, but it does encourage an active alumni network. The organization just piloted summer internships in computer science for several of its alumni and hopes to expand that program.\u003c/p>\n\u003cp>More than that, Seashore says 40 percent of the program’s alumni have gone on to study in a computer science-related field.\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>“These kids are absolutely brilliant,\" Seashore said. \"They just didn’t have the opportunity.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41914/video-demos-how-minorities-in-tech-can-inspire-students-to-follow","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_981","mindshift_557","mindshift_20784","mindshift_1040","mindshift_20783","mindshift_707"],"featImg":"mindshift_41932","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_31762":{"type":"posts","id":"mindshift_31762","meta":{"index":"posts_1591205157","site":"mindshift","id":"31762","score":null,"sort":[1380575977000]},"guestAuthors":[],"slug":"an-education-in-equality-following-middle-class-african-american-boys","title":"'An Education in Equality': Following Middle Class African-American Boys","publishDate":1380575977,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"http://www.nytimes.com/2013/09/24/opinion/an-education-in-equality.html?ref=opinion&_r=0\">New York Times\u003c/a> shows a provocative 10-minute video previewing the documentary film \u003ca href=\"http://www.americanpromise.org/\">American Promise\u003c/a>, which follows two African-American boys from kindergarten through graduation. The film provides a glimpse of middle-class black life and how race reflects the lives of even the most privileged African-American students. It's a story of the boys and their parents, as families confront the difficult task of raising confident young men in America. The documentary opens in New York October 18 and in the San Francisco Bay Area November 15.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">[youtube http://www.youtube.com/watch?v=4XgaAZGyy04?feature=oembed&w=600&h=450]\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.youtube.com/\" target=\"_blank\">YouTube\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"This provocative 10 minute video previews the documentary film \"American Promise,\" which follows two African-American boys from kindergarten through graduation. The film provides a glimpse of middle-class black life and how race inflects the lives of even the most privileged African-American students.","status":"publish","parent":0,"modified":1380651411,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":110},"headData":{"title":"'An Education in Equality': Following Middle Class African-American Boys | KQED","description":"This provocative 10 minute video previews the documentary film "American Promise," which follows two African-American boys from kindergarten through graduation. The film provides a glimpse of middle-class black life and how race inflects the lives of even the most privileged African-American students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"'An Education in Equality': Following Middle Class African-American Boys","datePublished":"2013-09-30T21:19:37.000Z","dateModified":"2013-10-01T18:16:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31762 http://blogs.kqed.org/mindshift/?p=31762","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/30/an-education-in-equality-following-middle-class-african-american-boys/","disqusTitle":"'An Education in Equality': Following Middle Class African-American Boys","path":"/mindshift/31762/an-education-in-equality-following-middle-class-african-american-boys","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.nytimes.com/2013/09/24/opinion/an-education-in-equality.html?ref=opinion&_r=0\">New York Times\u003c/a> shows a provocative 10-minute video previewing the documentary film \u003ca href=\"http://www.americanpromise.org/\">American Promise\u003c/a>, which follows two African-American boys from kindergarten through graduation. The film provides a glimpse of middle-class black life and how race reflects the lives of even the most privileged African-American students. It's a story of the boys and their parents, as families confront the difficult task of raising confident young men in America. The documentary opens in New York October 18 and in the San Francisco Bay Area November 15.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\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/4XgaAZGyy04?feature=oembed'\n title='//www.youtube.com/embed/4XgaAZGyy04?feature=oembed'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.youtube.com/\" target=\"_blank\">YouTube\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\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/31762/an-education-in-equality-following-middle-class-african-american-boys","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_179","mindshift_707"],"featImg":"mindshift_31771","label":"mindshift"},"mindshift_31659":{"type":"posts","id":"mindshift_31659","meta":{"index":"posts_1591205157","site":"mindshift","id":"31659","score":null,"sort":[1380230163000]},"guestAuthors":[],"slug":"give-students-a-deeper-look-at-birds-perilous-journey","title":"Give Students a Deeper Look at Birds' Perilous Journey","publishDate":1380230163,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>This slick \u003ca href=\"http://ed.ted.com/lessons/bird-migration-a-perilous-journey-alyssa-klavans\">Ted-Ed video \u003c/a>based on educator Alyssa Klavans' lesson on bird migration would be a great way to initiate conversations about ecology and habitat. Of the estimated 20 billion birds that migrate south each fall, only about half return to breed in the spring. It's a tough journey!\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">[youtube http://www.youtube.com/watch?v=Q-mMMpl_T80?feature=oembed&w=600&h=450]\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.youtube.com/\" target=\"_blank\">YouTube\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Many birds migrate thousands of miles every year. It's a perilous journey, and an important one for the ecosystem. Of the estimated 20 billion birds that migrate south each fall, only about half return to breed in the spring.","status":"publish","parent":0,"modified":1380230163,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":73},"headData":{"title":"Give Students a Deeper Look at Birds' Perilous Journey | KQED","description":"Many birds migrate thousands of miles every year. It's a perilous journey, and an important one for the ecosystem. Of the estimated 20 billion birds that migrate south each fall, only about half return to breed in the spring.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Give Students a Deeper Look at Birds' Perilous Journey","datePublished":"2013-09-26T21:16:03.000Z","dateModified":"2013-09-26T21:16:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31659 http://blogs.kqed.org/mindshift/?p=31659","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/26/give-students-a-deeper-look-at-birds-perilous-journey/","disqusTitle":"Give Students a Deeper Look at Birds' Perilous Journey","path":"/mindshift/31659/give-students-a-deeper-look-at-birds-perilous-journey","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This slick \u003ca href=\"http://ed.ted.com/lessons/bird-migration-a-perilous-journey-alyssa-klavans\">Ted-Ed video \u003c/a>based on educator Alyssa Klavans' lesson on bird migration would be a great way to initiate conversations about ecology and habitat. Of the estimated 20 billion birds that migrate south each fall, only about half return to breed in the spring. It's a tough journey!\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\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/Q-mMMpl_T80?feature=oembed'\n title='//www.youtube.com/embed/Q-mMMpl_T80?feature=oembed'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.youtube.com/\" target=\"_blank\">YouTube\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\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/31659/give-students-a-deeper-look-at-birds-perilous-journey","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_551","mindshift_875","mindshift_707"],"featImg":"mindshift_31660","label":"mindshift"},"mindshift_28966":{"type":"posts","id":"mindshift_28966","meta":{"index":"posts_1591205157","site":"mindshift","id":"28966","score":null,"sort":[1369762166000]},"guestAuthors":[],"slug":"what-do-we-actually-learn-from-videos","title":"What Do We Actually Learn From Videos?","publishDate":1369762166,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28976\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-28976\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/TED-talks-640x359.png\" alt=\"TED talks\" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Many of us have enjoyed watching\u003ca href=\"http://www.ted.com\"> TED talks\u003c/a>, the online videos of scientists, artists, inventors and others talking about their work. But do we actually learn anything from them? That's the question raised by \u003ca href=\"http://link.springer.com/article/10.3758%2Fs13423-013-0442-z\">a new study\u003c/a> led by professor Shana K. Carpenter of Iowa State University and published this month in Psychonomic Bulletin & Review.\u003c/p>\n\u003cp>Carpenter and her colleagues showed study participants one of two short videos of an instructor explaining a scientific concept (in this case, the genetics of the calico cat). In the \"fluent\" video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the \"disfluent\" video, the instructor slumped, looked away, and spoke haltingly while referring to notes. After watching one of the videos, participants were asked to predict how much of the content they would later be able to recall, and then were tested on the content.\u003c/p>\n\u003cp>Participants who watched the fluent video thought they would remember much more information than participants who watched the disfluent video—but actually both groups remembered about the same amount.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/p>\n\u003cp>TED talkers are nothing if not fluent. Could it be that the effective presentation of the speakers in TED-style videos fools us into thinking we're learning more than we are? As someone who watches TED videos often, and who has given a TED talk herself, I'm biased. But I think there are good reasons to believe that these videos can be vehicles for genuine learning. Here, five ways that well-made videos (including MOOCs and other kinds of digital instruction) can help us learn:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>• They gratify our preference for visual learning.\u003c/strong> Effective presentations treat our visual sense as being integral to learning. This elevation of the image—and the eschewal of text-heavy Power Point presentations—comports well with cognitive scientists’ findings that we understand and remember pictures much better than mere words.\u003c/p>\n\u003cp>\u003cstrong>• They engage the power of social learning.\u003c/strong> The robust conversation that videos can inspire, both online and off, recognizes a central principle of adult education: We learn best from other people. In the discussions, debates, and occasional arguments about the content of the talks they see, video-watchers are deepening their own knowledge and understanding.\u003c/p>\n\u003cp>\u003cstrong>• They put practitioners in the role of teachers.\u003c/strong> We take in knowledge most readily, not when it’s presented in the abstract, but when it’s embedded in a rich context of stories and experiences. TED’s speakers are effective teachers because most of the time, they don’t teach; they do.\u003c/p>\n\u003cp>\u003cstrong>• They enable self-directed, “just-in-time” learning.\u003c/strong> Because video viewers choose which talks to watch and when to watch them, they’re able to tailor their education to their own needs. Knowledge is easiest to absorb at the moment when we’re ready to apply it.\u003c/p>\n\u003cp>\u003cstrong>• They encourage viewers to build on what they already know.\u003c/strong> Adults are not blank slates: They bring to learning a lifetime of previously acquired information and experience. Effective video instruction build on top of this knowledge, adding and elaborating without dumbing down.\u003c/p>\n\u003cp>It's become fashionable to mock the distinctive style of TED videos; their success makes them a tempting target. But in a world in which we want—and need—to be learning all the time, they're excellent arrows to have in our quiver.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more \u003ca href=\"http://www.anniemurphypaul.com\">here\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"TED talkers are nothing if not fluent. Could it be that the effective presentation of the speakers in TED-style videos fools us into thinking we're learning more than we are? Here, five ways that well-made videos (including MOOCs and other kinds of digital instruction) can help us learn.","status":"publish","parent":0,"modified":1370968941,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":583},"headData":{"title":"What Do We Actually Learn From Videos? | KQED","description":"TED talkers are nothing if not fluent. Could it be that the effective presentation of the speakers in TED-style videos fools us into thinking we're learning more than we are? Here, five ways that well-made videos (including MOOCs and other kinds of digital instruction) can help us learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do We Actually Learn From Videos?","datePublished":"2013-05-28T17:29:26.000Z","dateModified":"2013-06-11T16:42:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28966 http://blogs.kqed.org/mindshift/?p=28966","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/28/what-do-we-actually-learn-from-videos/","disqusTitle":"What Do We Actually Learn From Videos?","path":"/mindshift/28966/what-do-we-actually-learn-from-videos","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28976\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-28976\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/TED-talks-640x359.png\" alt=\"TED talks\" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Many of us have enjoyed watching\u003ca href=\"http://www.ted.com\"> TED talks\u003c/a>, the online videos of scientists, artists, inventors and others talking about their work. But do we actually learn anything from them? That's the question raised by \u003ca href=\"http://link.springer.com/article/10.3758%2Fs13423-013-0442-z\">a new study\u003c/a> led by professor Shana K. Carpenter of Iowa State University and published this month in Psychonomic Bulletin & Review.\u003c/p>\n\u003cp>Carpenter and her colleagues showed study participants one of two short videos of an instructor explaining a scientific concept (in this case, the genetics of the calico cat). In the \"fluent\" video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the \"disfluent\" video, the instructor slumped, looked away, and spoke haltingly while referring to notes. After watching one of the videos, participants were asked to predict how much of the content they would later be able to recall, and then were tested on the content.\u003c/p>\n\u003cp>Participants who watched the fluent video thought they would remember much more information than participants who watched the disfluent video—but actually both groups remembered about the same amount.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/p>\n\u003cp>TED talkers are nothing if not fluent. Could it be that the effective presentation of the speakers in TED-style videos fools us into thinking we're learning more than we are? As someone who watches TED videos often, and who has given a TED talk herself, I'm biased. But I think there are good reasons to believe that these videos can be vehicles for genuine learning. Here, five ways that well-made videos (including MOOCs and other kinds of digital instruction) can help us learn:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>• They gratify our preference for visual learning.\u003c/strong> Effective presentations treat our visual sense as being integral to learning. This elevation of the image—and the eschewal of text-heavy Power Point presentations—comports well with cognitive scientists’ findings that we understand and remember pictures much better than mere words.\u003c/p>\n\u003cp>\u003cstrong>• They engage the power of social learning.\u003c/strong> The robust conversation that videos can inspire, both online and off, recognizes a central principle of adult education: We learn best from other people. In the discussions, debates, and occasional arguments about the content of the talks they see, video-watchers are deepening their own knowledge and understanding.\u003c/p>\n\u003cp>\u003cstrong>• They put practitioners in the role of teachers.\u003c/strong> We take in knowledge most readily, not when it’s presented in the abstract, but when it’s embedded in a rich context of stories and experiences. TED’s speakers are effective teachers because most of the time, they don’t teach; they do.\u003c/p>\n\u003cp>\u003cstrong>• They enable self-directed, “just-in-time” learning.\u003c/strong> Because video viewers choose which talks to watch and when to watch them, they’re able to tailor their education to their own needs. Knowledge is easiest to absorb at the moment when we’re ready to apply it.\u003c/p>\n\u003cp>\u003cstrong>• They encourage viewers to build on what they already know.\u003c/strong> Adults are not blank slates: They bring to learning a lifetime of previously acquired information and experience. Effective video instruction build on top of this knowledge, adding and elaborating without dumbing down.\u003c/p>\n\u003cp>It's become fashionable to mock the distinctive style of TED videos; their success makes them a tempting target. But in a world in which we want—and need—to be learning all the time, they're excellent arrows to have in our quiver.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more \u003ca href=\"http://www.anniemurphypaul.com\">here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28966/what-do-we-actually-learn-from-videos","authors":["4355"],"categories":["mindshift_195"],"tags":["mindshift_135","mindshift_707"],"featImg":"mindshift_28983","label":"mindshift"},"mindshift_28757":{"type":"posts","id":"mindshift_28757","meta":{"index":"posts_1591205157","site":"mindshift","id":"28757","score":null,"sort":[1368565248000]},"guestAuthors":[],"slug":"google-glass-vision-for-future-of-learning","title":"Google Glass: Vision for Future of Learning?","publishDate":1368565248,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>This is a shamelessly promotional video for \u003ca href=\"http://www.google.com/glass/start/\">Google Glass\u003c/a>, but it shows the possibilities this tool opens up for learners. Andrew Vanden Heuvel teaches advanced physics online to high school students whose schools don't offer the course. He explores \u003ca href=\"http://home.web.cern.ch/\">CERN\u003c/a>, the famous particle physics laboratory in Geneva, Switzerland, bringing it back into the classroom in real time with Google glasses.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/yRrdeFh5-io\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Andrew Vanden Heuvel, teaches advanced physics online to high school students, shows the possibilities Google Glass opens up for learners. ","status":"publish","parent":0,"modified":1369353483,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["http://www.youtube.com/embed/yRrdeFh5-io"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":63},"headData":{"title":"Google Glass: Vision for Future of Learning? | KQED","description":"Andrew Vanden Heuvel, teaches advanced physics online to high school students, shows the possibilities Google Glass opens up for learners. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Google Glass: Vision for Future of Learning?","datePublished":"2013-05-14T21:00:48.000Z","dateModified":"2013-05-23T23:58:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28757 http://blogs.kqed.org/mindshift/?p=28757","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/14/google-glass-vision-for-future-of-learning/","disqusTitle":"Google Glass: Vision for Future of Learning?","path":"/mindshift/28757/google-glass-vision-for-future-of-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This is a shamelessly promotional video for \u003ca href=\"http://www.google.com/glass/start/\">Google Glass\u003c/a>, but it shows the possibilities this tool opens up for learners. Andrew Vanden Heuvel teaches advanced physics online to high school students whose schools don't offer the course. He explores \u003ca href=\"http://home.web.cern.ch/\">CERN\u003c/a>, the famous particle physics laboratory in Geneva, Switzerland, bringing it back into the classroom in real time with Google glasses.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/yRrdeFh5-io\" frameborder=\"0\" width=\"560\" height=\"315\">\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/28757/google-glass-vision-for-future-of-learning","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_105","mindshift_707"],"featImg":"mindshift_28758","label":"mindshift"},"mindshift_28013":{"type":"posts","id":"mindshift_28013","meta":{"index":"posts_1591205157","site":"mindshift","id":"28013","score":null,"sort":[1366059381000]},"guestAuthors":[],"slug":"6-videos-that-help-students-understand-world-war-ii","title":"6 Videos That Help Students Understand World War II","publishDate":1366059381,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/Q78COTwT7nE\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>For history teachers, videos can be a powerful tool to contextualize events that seem intangible, or too far distant in the past. When it comes to World War II, specifically, this collection of videos put together by \u003ca href=\"http://www.youtube.com/edu\">YouTube Education's\u003c/a> Angela Lin, bring a variety of perspectives for students to consider. In the mix, the topics cover the geopolitical significance of the war, as well as personal lives affected in the U.S., Europe, and Japan.\u003c/p>\n\u003cp>For more tips on ideas for using videos, check out the MindShift \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teacher's Guide to Using Videos\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=Q78COTwT7nE\">\u003cstrong>WORLD WAR II: CRASH COURSE WORLD HISTORY #38\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This video is one of the many fabulous educational creations John Green creates about all things history. Here, Green explains why World War has made such a lasting impact on the world and what lessons can be learned from its tragedy. It's the war sped up and is about as funny as war can be.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=OiP5Zj0z9A4\">\u003cstrong>YES, THAT'S MY FATHER\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Created by the U.S.Holocaust Memorial Museum, this video is the touching story of Sol Finkelstein, a Polish Jew separated from his father at a concentration camp just days before liberation. Not knowing what became of his father and guilt for not protecting him have plagued Finkelstein until his son and the museum helped find some answers.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=VvzDSnQCh6c&list=SPD7F1A06CE1780AD5&index=1\">\u003cstrong>REMEMBERING THE TRAGIC AFTERMATH OF HIROSHIMA\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This BBC Worldwide video remembers the horror that the atom bomb caused when it was dropped on Hiroshima and Nagasaki. Often the battles fought in the Pacific during World War II are overshadowed by the horrific stories of Nazi concentration camps. This video brings the people who became collatoral damage to the forefront.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=04VNBM1PqR8\">\u003cstrong>ROSIE THE RIVETER: REAL WOMEN WORKERS IN WORLD WAR II\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>The Library of Congress' video on how the war changed U.S. labor relations is an important part of the World War II narrative. The video takes a look at the iconic Rosie the Riveter image that's become synonomous with women's war work, breaking down the myth. What's left behind is the beginning of a real change in the country's women who were no longer content to be housewives.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=gFEh2cHxyjI\">\u003cstrong>CHURCHILL - THEIR FINEST HOUR (AUDIO SLIDESHOW)\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Allen Packwood, the Director of the Churchill Archives at the University of Cambridge dissect's the famous speech Churchill gave in 1940 to prepare the British people of the long, hard days of war to come. The audio and photos reveal how much care Churchill took with this speech and its power to move people.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=6XFz5WHvwCE\">\u003cstrong>WAR TIME NUTRITION\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>A piece of war time propaganda, this War Stories video reminds Americans why they must ration their food and how important American farming is to the war effort. It features an appearance by the Surgeon General of the United States Public Health Service who pleads with Americans to eat properly to maintain health, but also be willing to sacrifice. An interesting artifact and great teaching tool for analyzing government messages to citizens during war.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1366059381,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["http://www.youtube.com/embed/Q78COTwT7nE"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":506},"headData":{"title":"6 Videos That Help Students Understand World War II | KQED","description":"For history teachers, videos can be a powerful tool to contextualize events that seem intangible, or too far distant in the past. When it comes to World War II, specifically, this collection of videos put together by YouTube Education's Angela Lin, bring a variety of perspectives for students to consider. In the mix, the topics","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"6 Videos That Help Students Understand World War II","datePublished":"2013-04-15T20:56:21.000Z","dateModified":"2013-04-15T20:56:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28013 http://blogs.kqed.org/mindshift/?p=28013","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/15/6-videos-that-help-students-understand-world-war-ii/","disqusTitle":"6 Videos That Help Students Understand World War II","path":"/mindshift/28013/6-videos-that-help-students-understand-world-war-ii","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/Q78COTwT7nE\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>For history teachers, videos can be a powerful tool to contextualize events that seem intangible, or too far distant in the past. When it comes to World War II, specifically, this collection of videos put together by \u003ca href=\"http://www.youtube.com/edu\">YouTube Education's\u003c/a> Angela Lin, bring a variety of perspectives for students to consider. In the mix, the topics cover the geopolitical significance of the war, as well as personal lives affected in the U.S., Europe, and Japan.\u003c/p>\n\u003cp>For more tips on ideas for using videos, check out the MindShift \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teacher's Guide to Using Videos\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=Q78COTwT7nE\">\u003cstrong>WORLD WAR II: CRASH COURSE WORLD HISTORY #38\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This video is one of the many fabulous educational creations John Green creates about all things history. Here, Green explains why World War has made such a lasting impact on the world and what lessons can be learned from its tragedy. It's the war sped up and is about as funny as war can be.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=OiP5Zj0z9A4\">\u003cstrong>YES, THAT'S MY FATHER\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Created by the U.S.Holocaust Memorial Museum, this video is the touching story of Sol Finkelstein, a Polish Jew separated from his father at a concentration camp just days before liberation. Not knowing what became of his father and guilt for not protecting him have plagued Finkelstein until his son and the museum helped find some answers.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=VvzDSnQCh6c&list=SPD7F1A06CE1780AD5&index=1\">\u003cstrong>REMEMBERING THE TRAGIC AFTERMATH OF HIROSHIMA\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This BBC Worldwide video remembers the horror that the atom bomb caused when it was dropped on Hiroshima and Nagasaki. Often the battles fought in the Pacific during World War II are overshadowed by the horrific stories of Nazi concentration camps. This video brings the people who became collatoral damage to the forefront.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=04VNBM1PqR8\">\u003cstrong>ROSIE THE RIVETER: REAL WOMEN WORKERS IN WORLD WAR II\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>The Library of Congress' video on how the war changed U.S. labor relations is an important part of the World War II narrative. The video takes a look at the iconic Rosie the Riveter image that's become synonomous with women's war work, breaking down the myth. What's left behind is the beginning of a real change in the country's women who were no longer content to be housewives.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=gFEh2cHxyjI\">\u003cstrong>CHURCHILL - THEIR FINEST HOUR (AUDIO SLIDESHOW)\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Allen Packwood, the Director of the Churchill Archives at the University of Cambridge dissect's the famous speech Churchill gave in 1940 to prepare the British people of the long, hard days of war to come. The audio and photos reveal how much care Churchill took with this speech and its power to move people.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=6XFz5WHvwCE\">\u003cstrong>WAR TIME NUTRITION\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>A piece of war time propaganda, this War Stories video reminds Americans why they must ration their food and how important American farming is to the war effort. It features an appearance by the Surgeon General of the United States Public Health Service who pleads with Americans to eat properly to maintain health, but also be willing to sacrifice. An interesting artifact and great teaching tool for analyzing government messages to citizens during war.\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/28013/6-videos-that-help-students-understand-world-war-ii","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1013","mindshift_707","mindshift_56","mindshift_736"],"featImg":"mindshift_28184","label":"mindshift"},"mindshift_27993":{"type":"posts","id":"mindshift_27993","meta":{"index":"posts_1591205157","site":"mindshift","id":"27993","score":null,"sort":[1364310056000]},"guestAuthors":[],"slug":"teachers-ultimate-guide-to-using-videos","title":"Teachers' Ultimate Guide to Using Videos","publishDate":1364310056,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">\u003cimg class=\"alignleft size-medium wp-image-27998\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Teachers-Guide-to-Videos-300x398.png\" alt=\"MindShift Teachers Guide to Videos\" width=\"300\" height=\"398\">\u003c/a>With one \u003cem>billion\u003c/em> monthly users (and growing), \u003ca href=\"http://www.youtube.com\">YouTube's\u003c/a> popularity is a pretty clear indication that video is a powerful medium. And kids' unrelenting fascination with videos is motivating many educators to find ways to leverage them for all kinds of purposes.\u003c/p>\n\u003cp>But the best ways of using videos are not always obvious. Teachers want to know: Among all the millions of videos out there, how do you find the great ones? How do you evaluate the quality of a video? Who are the great content creators, and what are the best curation sites? Which kinds of videos work as fun supplements, and which are best for actual instruction? How do you get students engaged in discussion after watching videos? How do you blend videos into your curriculum?\u003c/p>\n\u003cp>In collaboration with educator \u003ca href=\"http://www.catlintucker.com\">Catlin Tucker, \u003c/a>MindShift presents \u003cem>\u003cstrong>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">Teachers' Guide to Videos\u003c/a> \u003c/strong>[PDF]\u003c/em>, to answer these questions and more. You'll find a slew of valuable resources, including video links for all kinds of subjects -- history, math, science, language arts, and more -- and ideas on how to inspire students to use videos as a conduit to dig in, ask questions, and learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1366245872,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":193},"headData":{"title":"Teachers' Ultimate Guide to Using Videos | KQED","description":"With one billion monthly users (and growing), YouTube's popularity is a pretty clear indication that video is a powerful medium. And kids' unrelenting fascination with videos is motivating many educators to find ways to leverage them for all kinds of purposes. But the best ways of using videos are not always obvious. Teachers want to know:","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teachers' Ultimate Guide to Using Videos","datePublished":"2013-03-26T15:00:56.000Z","dateModified":"2013-04-18T00:44:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"27993 http://blogs.kqed.org/mindshift/?p=27993","disqusUrl":"https://ww2.kqed.org/mindshift/2013/03/26/teachers-ultimate-guide-to-using-videos/","disqusTitle":"Teachers' Ultimate Guide to Using Videos","path":"/mindshift/27993/teachers-ultimate-guide-to-using-videos","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">\u003cimg class=\"alignleft size-medium wp-image-27998\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Teachers-Guide-to-Videos-300x398.png\" alt=\"MindShift Teachers Guide to Videos\" width=\"300\" height=\"398\">\u003c/a>With one \u003cem>billion\u003c/em> monthly users (and growing), \u003ca href=\"http://www.youtube.com\">YouTube's\u003c/a> popularity is a pretty clear indication that video is a powerful medium. And kids' unrelenting fascination with videos is motivating many educators to find ways to leverage them for all kinds of purposes.\u003c/p>\n\u003cp>But the best ways of using videos are not always obvious. Teachers want to know: Among all the millions of videos out there, how do you find the great ones? How do you evaluate the quality of a video? Who are the great content creators, and what are the best curation sites? Which kinds of videos work as fun supplements, and which are best for actual instruction? How do you get students engaged in discussion after watching videos? How do you blend videos into your curriculum?\u003c/p>\n\u003cp>In collaboration with educator \u003ca href=\"http://www.catlintucker.com\">Catlin Tucker, \u003c/a>MindShift presents \u003cem>\u003cstrong>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">Teachers' Guide to Videos\u003c/a> \u003c/strong>[PDF]\u003c/em>, to answer these questions and more. You'll find a slew of valuable resources, including video links for all kinds of subjects -- history, math, science, language arts, and more -- and ideas on how to inspire students to use videos as a conduit to dig in, ask questions, and learn.\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/27993/teachers-ultimate-guide-to-using-videos","authors":["180"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_1019","mindshift_707","mindshift_56"],"featImg":"mindshift_27998","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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