I was a last-minute fill in for a small conference section on using podcasts in the classroom this past Saturday. The conference organizers contacted me about a week before and asked if I was available to teach something and, of course, I said yes. I’d actually taught podcasting to other educators before… back in 2011. A lot has changed since then!
I had a great time using a little bit of my old information, plus a lot of my old podcasts that I had created, or my students had created, that were all still saved in my Google Drive.
I used podcasts as a method of content delivery for students. As part of a unit on Walden I realized there was information I wanted students to know and apply, but didn’t want to use class time for short lectures. Instead I chose to record short podcasts to encourage note-taking/active listening and be able to reach students even if they are absent during the week. This was my first foray into a flipped classroom and podcasts are still a great alternative to screencasting for flipped and blended learning.
Here’s the site I created to house information for my attendees: http://podcasted.us
And here’s my presentation:
Speaking and listening support for students is essential – the skills support all of the other work kids need to do when they are reading and writing. But most people have a fear of public speaking, including teachers, so we can forget to scaffold the skills with smaller tasks.
A great way to use to give students practice speaking in class is to let them read aloud a short selection of their reading for class. If the expectation while they read is to mark the text, then marking something they loved – a turn of phrase, a descriptive detail, imagery, etc. – can easily be shared. As a teacher, you are then assessing reading while assessing speaking.
Once the passage is chosen, have students whisper read to themselves, or read with a partner. Practice reading out loud in different ways helps avoid embarrassing mispronunciations or other issues that would reinforce public speaking as a scary experience. Practicing also helps student read more fluently over time, demonstrating to them the need to practice in order to improve.
I often have students record themselves since I had a BYOD policy in effect. That way they can troubleshoot their own voice performance through an audio recording, or record with video in order to critique themselves or critique with a partner.
Finally, have students read their passage to the class! You can create a specific list so they know when their turn is or you can have them “popcorn” read so they can jump in. More than one student can have the same favorite passage and passages can be read in any order.
This activity is great because it’s informal but gives students exposure to reading and public speaking. There are lots of ways to extend it as well: FlipGrid readings, writing a rationale for the selection, found poems from the passage, pastiche, etc.
Twice in the last few weeks I’ve needed to write about my leadership experiences – I always list Every 15 Minutes as the one I am most proud of. As leaders (and all teachers are leaders) we lead our students by example.
In August of 2013 two high school students, Brooke McPheters and Jordyn Durr, were struck and killed by a drunk driver while walking home on a sidewalk from the mall. I didn’t know either of them, though I knew kids who did and teachers who knew them well in classes at South and Service. Too often as teachers we are used to tragedy but there was something about them, these two girls, that made me want to do something more.
They were killed right by where I used to work when I first moved to Anchorage. They were killed on a sidewalk I biked or walked on several times a day for months as I commuted to my job teaching preschool. I felt at some level like I could relate to them – I found out that many kids I knew well did relate to Brooke and Jordyn, either through friendship or experience.
So, I recruited students to co-lead the program with me and we were able to pull off an event that was effective and true to the origins of the national program while showcasing the talents of South’s new video production class. I am so proud of the work Shelby, Amanda, Jordan, and John did as student leaders and how our student body received that work. I’m thrilled with how we coordinated with police and fire (it’s hard!) and the video class. I’m relieved still that my colleagues and administration supported our efforts and guided us when necessary. But mostly I am proud that we stepped up and actually did some small thing to try to prevent an accident like that from occurring again.
When I read the comments adults make on the work and efforts of protestors, teenagers who are not too different from the kids I’ve always taught, I feel sick. These teenagers have the ability to change the world, as generations before them have had. I hope that all of us educators who have helped lead small changes recognize that how and why we have taught and led students has made the world a better place and has helped show our students how to do the same.
For the last few years in Digital Composition, a senior English elective, we have been making satire videos. The course covers rhetorical modes of composition in alternative ways, integrating technology in creative and thoughtful ways as compared to traditional English classes.
Students work on the films over the course of a semester and are asked to satirize some aspect of our high school community. By this point in their education there is much for them to poke fun at about the school. Embedded below are some of my favorites from the last few years. Because this is an English class, we have never had a budget for technology – students film on their iPhones or other personal devices and edit their videos using whatever software they have available to them.
The assignment is intended as more of a storytelling exercise than an assessment of technological or video prowess. Students do have access to a publication from the Director’s Guild of America, Making Movies: A Guide for Young Filmmakers.
A screencast is a video made of the activity on your computer screen for the purpose of demonstration or communication.
How can you use screencasts in your classroom?
- How to videos
- Show a process or series of actions and are often easier to follow than written instructions.
- Show students your own thought processes as your read and mark-up a text
- Show how to determine if a website or article is a quality source
- Student feedback
- You can use a screencast as a way of commenting on an electronically submitted student paper, highlighting and adding notations on your screen at the same time. (saving paper too!)
Are there more possibilities?
There are a lot of creative ways to use screencasting software to teach and engage students and parents. I especially like the Get Inspired! web page on Tech Smith’s website.
Jing (free, small download) http://www.techsmith.com/jing/
SnagIt (record your screen and yourself!) http://www.techsmith.com/snagit-customer-stories.html
Camtasia (can be expensive, but is very detailed) http://www.techsmith.com/camtasia/
Screencast-o-matic (free, no download) http://www.screencast-o-matic.com/
Adobe Captivate (high cost, very detailed) http://www.adobe.com/products/captivate.html
Screenr (free! really easy to use as an online tool) http://www.screenr.com/
SO MANY MORE…
Videos I have made
Jing – a video I made for my master’s portfolio http://screencast.com/t/A4x9sjQ8dLZ3
A few great presentations