Podcasts about stanford history education group

Send us a textIn this special episode, Alex sits down with Adam Franklin, our very first guest on EdTech Insiders, who returns three years later with an exciting new venture. Adam is a former high school history teacher turned edtech entrepreneur. He previously taught at YES Prep Brays Oaks HS in Houston, TX and coached the varsity soccer team. Adam earned a masters degree in Learning, Design, and Technology from Stanford GSE in 2016 where he also served as a researcher and writer for the Stanford History Education Group. In 2017, he joined Nearpod, then a Series A startup, to help lead the content arm of the business where he stayed through their $650M acquisition by Renaissance in 2021. In early 2024, Adam left Nearpod to join the Teaching Lab Studio as a fellow to build out innovative products at the intersection of AI and Education, with StudyBuds, a teachable agent practice platform, being his primary focus. 

The Cognitive Crucible is a forum that presents different perspectives and emerging thought leadership related to the information environment. The opinions expressed by guests are their own, and do not necessarily reflect the views of or endorsement by the Information Professionals Association. During this episode, Michelle Ciulla Lipkin, Executive Director of the National Association for Media Literacy Education, discusses the importance of media literacy in today's world, emphasizing its role in developing critical thinking, effective communication, and active citizenship. Michelle highlights the challenges of navigating the vast and complex information landscape, the need for community involvement in addressing media literacy issues, and the importance of supporting foundational work in this space. Learn about the complexities of the current media ecosystem, the shift from a consumer-centric to a participatory culture, and the challenges this presents for understanding and processing information. Recording Date: 5 Dec 2024 Resources: Cognitive Crucible Podcast Episodes Mentioned #107 Vanessa Otero on News Ecosystem Health National Association for Media Literacy Education Join NAMLE here Assessment: IREX Learn to Discern Journal of Media Literacy Education News Literacy Project Sam Wineburg's group, formerly Stanford History Education Group, now Digital Inquiry Group Invisible Rulers by Renee DiResta Growing Up Public by Devorah Heitner  News Literacy Now, How to Read the News by Bobbie Eisenstock Link to full show notes and resources Guest Bio: Michelle Ciulla Lipkin has served as Executive Director of the National Association for Media Literacy Education since 2012. Michelle has helped NAMLE grow to be the preeminent media literacy education association in the U.S. She launched Media Literacy Week in the U.S. now in its 10th year, developed strategic partnerships with companies such as Thomson Reuters, Meta, YouTube, and Nickelodeon, and restructured both the governance and membership of NAMLE. She has overseen seven national conferences, created the National Media Literacy Alliance for teacher membership organizations, and done countless appearances at conferences and in the media regarding the importance of media literacy education. Michelle was the recipient of the 2020 Global Media and Information Literacy Award given by UNESCO.  Michelle is an alumni of the U.S. Dept. of State's International Visitors Program (Australia/2018). She regularly serves as Adjunct Lecturer at Brooklyn College where she teaches Media Literacy. She sits on the Advisory Council for the ML3: Librarians as Leaders for Media Literacy initiative led by Project Look Sharp.  Michelle began her career in children's television production, in various roles on both corporate and production teams. She earned both her undergraduate and graduate degrees from New York University. Michelle focused her grad work on children and television where she caught the “media literacy bug”. After graduate school, Michelle worked as a facilitator for The LAMP (Learning about Multimedia Project) teaching media literacy and production classes for Pre-Kindergarten to 5th grade students. Her passion for media literacy education stems from a very personal place. Learn more about Michelle's story here. When not thinking about media literacy, Michelle is either sitting at home in Brooklyn with her dog and husband, most likely reading, or at one of her kids' music gigs somewhere around the country. About: The Information Professionals Association (IPA) is a non-profit organization dedicated to exploring the role of information activities, such as influence and cognitive security, within the national security sector and helping to bridge the divide between operations and research. Its goal is to increase interdisciplinary collaboration between scholars and practitioners and policymakers with an interest in this domain. For more information, please contact us at communications@information-professionals.org. Or, connect directly with The Cognitive Crucible podcast host, John Bicknell, on LinkedIn. Disclosure: As an Amazon Associate, 1) IPA earns from qualifying purchases, 2) IPA gets commissions for purchases made through links in this post.

Show notes: What is History? How andWhy Should I Teach It by Susan Wise Bauer Why Learn History When it's Already on Your Phone? By Sam Wineburg Sam Wineburg for CBS Research on middle schoolers ability to interpret information on the internetA helpful introduction to teaching historical thinking skillsResources for Teaching History: The Big History Project (skills taught: contextualization, sourcing, causation, comparison, continuity & change over time, close reading) Digital Inquiry Group (formerly Stanford History Education Group or SHEG). This organization offers free lesson plans and assessment ideas that emphasize historical thinking skills, perfect for logic stage students. The “Lunchroom I” and “Lunchroom II” lesson plans are a fun introduction to historical thinking skills. A great introduction to history for rhetoric stage students: Telling the Truth About History Reading Lists for Hard History American Indians in Children's Literature Web Page by Debbie Reese Heritage Mom Recommendations for Black HistoryAnnotated Reading list for Grammar Stage: Picture Books About Slavery and Freedom via Heritage MomAnnotated Reading list for Logic Stage: Age-Appropriate Books about the Holocaust via School Library Journal (you know your student, some of these may be too heavy for younger logic stage students). Another reading list with both grammar stage and logic stage titles on enslavement: Children's Books about Slavery and Enslavement via Pragmatic Mom (00:00) - Intro (00:25) - History as a battleground (05:21) - A Drag Queen example (08:31) - History as a story and historical "accuraacy" (16:49) - 4 historical approaches (16:57) - Biographical history (19:06) - Progressive history (29:35) - Positivist history (33:55) - Social history (37:33) - How do we teach this? (40:10) - History in the grammar stage (47:52) - History in the logic stage (55:21) - History in the rhetoric stage (58:37) - Wrapping up (59:22) - Outro

Dr. Joel Breakstone directs the Stanford History Education Group (SHEG). He leads the group's efforts to research, develop, and disseminate free curriculum and assessments. His award-winning research has been covered by outlets ranging from the Washington Post to NPR. Breakstone has conducted professional development workshops for school districts and professional organizations across the country. He received a Ph.D. from the Stanford Graduate School of Education. He previously taught high school history in Vermont.Links from the episode:Stanford History Education Group: https://sheg.stanford.edu/Students' Civic Online Reasoning: A National Portrait, Breakstone et. al: https://journals.sagepub.com/stoken/default+domain/WNGEUNNHYYWWPAVKS37M/full#abstract or https://purl.stanford.edu/cz440cm8408Civix, Control - F: https://ctrl-f.ca/Teaching Systems Lab, MIT: https://tsl.mit.edu/ See acast.com/privacy for privacy and opt-out information.

Eric Beckman and Matt Moore sit down to share tips for new history teachers. Resources shared in this episode: Stanford History Education Group's Reading Like a Historian Curriculum AP U.S. History Short Answer Questions (SAQs) Asia for Educators Wold History Commons

Now more than ever, it is crucial to have the ability to spot disinformation on the internet. How skillful are our kids at spotting disinformation? In this episode, we meet the director of the Stanford History Education Group, Joel Breakstone, PhD, who has researched this topic — and it is not pretty. His team has analyzed how college students, historians, and fact-checkers evaluate websites in order to create effective strategies for spotting disinformation. We learn why the C.R.A.P. Test is outdated, and we hear from teens about how they decide not to reshare a post on social media.

In this episode we investigate the working conditions in British textile factories during the Industrial Revolution. We base our investigation on four primary sources as a way to introduce our listeners to important history skills. We've based this discussion on Stanford History Education Group's historical thinking chart. We introduce the skills of sourcing, contextualization, corroboration and close reading. We've also provided some background knowledge on the start of cotton factories in Britain. Here we've drawn on the work of the historian Patrick Allitt. He teachers a very informative course on @TheGreatCourses.Support the show (https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=Q8KGSAT37YCPA&source=url)

In this episode, we are going to explore the historical question, ‘Were the dark ages really “dark?”' through primary and secondary sources. Resources have been provided by the Stanford History Education Group. Contact: Ihatedhistoryclass@gmail.com --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Before digital literacy can become the fourth pillar of education – alongside reading, writing and 'rithmetic – educators must first agree on what being digitally literate actually looks like and where the gaps in understanding lie. And what about digital media platforms themselves – should they be involved in this instruction?    Sara Custer speaks with Jo Coldwell-Neilson, associate dean of teaching and learning at Deakin University, who argues that nobody is actually a digital native, and Joel Breakstone, director of the Stanford History Education Group, who says that the approach to teaching digital literacy needs to be updated, but there are reasons to be optimistic. 

Think you can spot fake news? Hear from Mike Caulfield about his techniques for teaching students to ditch their biases and determine whether a news story is valid. Mike discusses our tendency to believe news stories that support our views and dismiss stories that are contrary to them. Learn some easy methods to reduce cognitive overload and quickly assess whether you can trust the news stories you find online. Plus, listen in for the debut of newest co-host, Marisol Morales. Related resources: Mike Caulfield’s blog post, “Stop Reacting and Start Doing the Process”: https://hapgood.us/2018/09/07/stop-reacting-and-start-doing-the-process/ Four Moves fact-checking techniques: https://fourmoves.blog/ Stanford History Education Group: https://sheg.stanford.edu/ Online verification skills video series: https://www.youtube.com/playlist?list=PLsSbsdukQ8VYy88IiSJhz4NyBxxtLzsNr Mike Caulfield’s book: https://webliteracy.pressbooks.com/ CIVIL journalism ecosystem: https://civil.co/ Music credits: Hip Hop Christmas by Twin Musicom is licensed under a Creative Commons Attribution license (creativecommons.org/licenses/by/4.0/) Artist: www.twinmusicom.org/

Socratic Seminars are a big part of my class. The students circle-up and then dissect complex topics. These are highly engaging, collaborative, and provocative sessions. We do them a lot. However, even if you thoroughly enjoy something, like the taste of a Reese Cup (the relevance of which I'll explain in the episode), if you do it too much...the magic is lost. I'm always looking for ways to improve engagement in class discussion. My kids are totally down with Philosophical Chairs, which I consider a highly successful experiment. A few months ago I ventured down a new a path, the Silent Socratic Seminar. Even as I read the last sentence, it seems absurd. How can you have a class discussion if no one says anything? This episode will demonstrate how you can do just that.

Google Photos and Adobe Spark for slideshows and videos, Stanford History Education Group site for primary source, reading like a historian, civics, and digital literacy/citizenship lesson (SHEG), Searching Google from a different region for different results and perspectives, and Zencastr recording. --- Support this podcast: https://anchor.fm/its-edtechnical/support

We discuss historical thinking. Skills students use in history include sourcing, contextualizing, corroborating and close reading. History isn’t just memorization of facts, but developing critical thinking skills specific to the discipline. More info: Read more about historical thinking at the Stanford History Education Group. We referenced Elise Fillpot’s article (2012). Historical Thinking in the Third … Continue reading "Episode 2: Historical Thinking"

I'll wager you'd like to dramatically improve your class discussions! You yearn for discussions where all students participate. You dream about student conversations that tackle compelling topics with DEEP analysis, inquiry, and speculation. I'll also predict you'd love your students to enthusiastically plunge into primary sources evaluating the perspective of the author, contextualizing what they wrote, and then corroborating the source with other primary documents.Last week, my students did exactly this with Lin Zexu's letter to Queen Elizabeth imploring her to end the opium trade in China. It was an epic performance by my students! The instructional template is Philosophical Chairs. What inspired this wonderful class was the Stanford History Education Group. Today, Joel Breakstone, from SHEG, will discuss:-The Stanford History Education Group-Philosophical Chairs-Empowering students to devour primary sources-Inspiring kids to dramatically up their class conversation game

Many people believe that because young people are digital natives, they are also digital-savvy. But a new report from researchers at Stanford University’s Graduate School of Education has found that young people do experience difficulties when it comes to evaluating information they find online. In fact, this research, which tested middle school, high school and college level students, found that 80 per cent of participants thought that sponsored articles were actual articles, and had a hard time distinguishing where this information actually came from. One of the co-authors of the report, Sarah McGrew from the Stanford History Education Group, joined me on the line from California to discuss her team’s findings.

Today I'm talking with Dr. Joel Breakstone, director of the Stanford History Education Group. He was co-director of a recent study that looked at thousands of students, from middle school through college, and tested their ability to discern fake news from real news. The results are worrying, and may give us some insight into why this is such a problem in America today. Then I take a few minutes to talk to Bruce Gleason, Director of LogiCal LA about their upcoming conference.  Find the Executive Summary of the Stanford University research study here And an article discussing the study here Learn more about LogiCal LA and get tickets to the upcoming event here Support us on Patreon at:  patreon.com/seriouspod Follow us on Twitter: @seriouspod Facebook:  https://www.facebook.com/seriouspod For comments, email thomas@seriouspod.com Questions, Suggestions, Episode ideas? Contact us: haeley@seriouspod.com Direct Download

BYU's John Barrick discusses online sales tax. NASA's Stephen Hoffman on the Journey to Mars Mission. Stanford History Education Group's Teresa Ortega talks real and fake news. Marc Tucker, National Center on Education and the Economy, on accountability in the education system. Colorado Department of Corrections' Rick Raemich discusses the issues of solitary confinement. World's Awaiting with Rachel Wadam on children's Christmas books.

In episode 25, Michael and Dan discuss historical thinking skills with Joel Breakstone from the Stanford History Education Group

Oct. 27, 2015. During this interactive session, participants learned how to use free online assessments designed by the Stanford History Education Group that incorporate documents from the Library of Congress's archives. Participants examined assessments, rubrics and sample student responses. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7206

Oct. 27, 2015. This interactive session explored the Stanford History Education Group's "Reading Like a Historian" curriculum and the research behind this free online resource. Participants examined a sample lesson plan and consider how to implement these materials in their classrooms. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7212

Sam Wineburg delivers the keynote address as the 2015 Annual Meeting in Louisville, Kentucky. Wineburg is the Margaret Jacks Professor of Education and a professor of history, by courtesy, at Stanford University, where he directs the doctoral program in history education as part of the Stanford History Education Group. His Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (2001) won the Association of American Colleges and Universities’ Frederic W. Ness Book Award for the work that “best illuminates the goals and practices of a contemporary liberal education.” He has also received, with his collaborators, the James Harvey Robinson Prize and the William Gilbert Award from the American Historical Association. Download at: http://resource.aaslh.org/view/sam-wineburg-keynote-address-2015-annual-meeting/

Listen to this week's podcast where Dr. Bravo speaks with Dr. Breakstone about the work the Stanford History Education Group is doing with schools in ESC South. Opening and closing music, da Bob Groove, composed by Martijn de Boer (NiGiD), featuring Admiral Bob.