Podcasting+Ideas

__**Directions**__
 * 1) Please post **__two specific examples__**on how you would effectively use Podcasting in a K-12 and professional development environment.
 * 2) Please include your last name next to your post. You may also color code your post!
 * 3) Please read the other posts before you add your example so we can reduce redundancy. Thanks!

By the end of the week, we should have a comprehensive list of ways in which Podcasting can be used in both K-12 and professional development environments!

=__**Podcasting in the K-12 Environment Examples**__=

__//Word of the Day! (iTunes) (Mizza D.)//__ On iTunes, children studying foreign languages can produce daily 2-minute audio podcasts containing segments like “Did You Know this Word?” and “Vocabulary Theater” packed with grade-perfect learning. With this activity, kids can develop their reading skills while expanding their vocabulary in the target language.

__//Collaborative StoryTelling with Unknown End (iTunes) (Mizza D.)//__ Kids can engage in intoned readings in the target language of a favorite story for a daily or weekly podcast. The teacher should start the story, and assign to different groups of kids the preparation of next paragraph that will be recorded in class, till the end of the story. With this activity, kids have the opportunity develop their creative skills, as well as improve their writing and reading.

__Weekly Updates__ - Students and/or teachers can produce a short podcast that recaps important learning objectives or lessons presented over the course of the week. This can also be used for letting parents/students know of upcoming events such as fundraisers, long term assignment due dates, or report card distribution. For certain families, this may be a more motivating way to keep in touch with what is happening, especially if their child is a "guest" reader. (Jason S.)

//__Poetry Readings__// - Have students write a poem or song lyrics about a concept they are studying in math and record their recitations in a podcast. (Michelle K)

//__Mnemonic Devices__// - Have students record a mnemonic device to help them remember a list of steps needed to solve a math problem. For example, one of the most widely used mnemonic devices in middle school math is "Please excuse my dear Aunt Sally" (PEMDAS), which stands for "Parentheses, Exponents, Multiplication, Division, Addition, Subtraction" and is meant to help students remember the order of operations when simplifying expressions. Students could make up their own mnemonic devices and share them in a class podcast. (Michelle K)

//__Can You See It?__// - At the beginning of my Geometry course, I ask for two volunteers. They come up to the front of the class. I give one student an index card on which I've drawn a complex geometric figure. That student must describe the figure to the other student, who must attempt to draw the figure without seeing it. The point of the activity is to emphasize the importance of math vocabulary (Geometry is very vocab heavy) in communicating specific meaning and also to practice spacial reasoning, which is a major focus of Geometry. As an alternate activity, I could have students record podcasts describing the figure on their index card, and we could play them back and have everyone in the class try to draw them. (Michelle K)

__Document a Field Trip__ – Students can create a podcast of specific aspects of a place they visited on a field trip. They can then use these podcasts to support an assignment and post on a class page or wiki for others to view. (Melissa H.)

__Interviews__ - At the beginning of the school year, students can use podcasts to interview each other and post on a class wiki or site for a "Getting to Know You" activity. (Melissa H.)

__Communication Activities__: When introducing group work activities in the beginning of the school year, I implement a variety of communication activities where students have to try and give each other directions to draw something without looking at each other. When they compare results we discuss where the communication breakdown was and analyze interpersonal skills and how that might have affected the product. Students creating podcasts would be a great way to have them practice giving better directions and following them as well. (Erin R)

__Reflections__: Students can have the opportunity to create a Podcast reflecting on class activities rather than always have to put it in writing. This is especially helpful for students with writing deficits. Oftentimes teachers can't read their work so it gives them the opportunity to share their ideas with more confidence and independence. (Erin R)

__Calculator Reminders__: Teachers and students can create short audio clips on how to perform new math caluclations using a graphing calculator. Students can then refer to the podcasts when completing homework. (Cynite)

__Science Notebooks__: Students can document their use of the scienctic method to complete science research and projects by recording audio clips to capture their thinking and observations. (Cynite)

__ Tone & Style Exercise __ : Students each read a given passage with a certain tone, inflection, and/or style. It could be self-selected or assigned, but the activity would definitely involve playing the podcasts and having students in the class use analysis techniques to best categorize the tone, inflection, and/or style they are hearing as well as some notes about how it changes the meaning of the words or phrases. (John B.)

__Voices from History__: Students write or find quotes or longer passages from important people in a particular unit of history and record themselves speaking the passages. Students in the classroom take turns guessing which important person the podcast represents. This could be used to gauge overall student enthusiasm in the class for more specific or differentiated topics/assignments. (John B.)

School Announcements: Administrators could record the daily announcements and podcast them so parents can hear the important news of the day that might not make it home via their children. (Kerensa E.)

__ Technology Walkthroughs: __ For computer or technology classes, teachers could create short walkthroughs on how to use new software or programs rather than creating walkthroughs on paper. (Rao)

=__**Podcasting for Professional Development Examples**__=

__//"Integrating Meaningful Technology in the Classroom"Podcasting Series (Mizza D.)//__ This podcasting project includes a series of comprehensive resourses needed by educators who wish to improve their teaching or learn how to teach through technology. The order in which the audio files are presented to educators could be based on the difficulty involved in the technology mentioned (for example the audio collection could start with the steps on how to prepare an effective PPT presentation). All audio files could be accompanied with print resourses that include useful links to video support material. Teachers could then submit their comments on the different podcast episods.

__Book/Training Reflections__ - Staff members who are currently reading professional development books or who have recently attended a training can podcast a brief 2 minute commentary on a skill or technique they plan to add to their teaching repertoire. It could be something as simple as a classroom management technique or a more complex paradigm shift in how we view learners. The podcasts can then be archived and kept as a resource for future staff meetings and/or trainings. (Jason S.)

__// Tips for Teachers //__ - Staff members could create a podcast highlighting teaching tips for new teachers in their department (for example, classroom management strategies). (Michelle K)

__// Kudos //__ - Principals/Administrators could create a podcast highlighting monthly examples of best practices and post them on the school website. (Michelle K)

__Updates from Administrators__ - Our Head of School sends out a monthly email to faculty and staff providing updates on some of the projects we are working on and could easily send this as a podcast. (Melissa H.)

__Meeting Minutes__ - Teachers working in committees/subcommittees could create and share a podcast rather than written minutes of their meetings. Other members of the group could then comment or add to the file as well. (Melissa H.)

__Walkthroughs:__ Directions for teachers on accessing technology within the school. This can be technology used in the classroom or managerial things like setting up e-mail using web-based grade books. (Erin R)

__Feedback:__ Evaluators can provide teachers with feedback from informal "drop-ins" about their lessons through a podcast. Oftentimes people come into our classroom and we don't get a chance to talk about the informal observations. (Erin R)

__ Student Behavior/Academic Notes __ : Assuming it's possible to maintain the privacy of students involved, I think the idea of having teachers record vocal notes via podcasts and storing them in a student file cloud is a promising one. That way, when Johnny throws his pencil at Ms. M. I'll here Ms. M's tone and composure as she comments on the situation and her observations of the behavior instead of just a written synopsis. I would, of course, advise teachers to wait a bit after the incident to record a podcast. (John B.)

__Follow-Up/Parking Lot Questions__: Podcasts could be used to address questions that could not be answered immediately during a F2F session. (Kerensa E.)

__Social Skills Training:__ For your students with Autism. Record Social Skills task analysis and student can replay in the actual setting where the skill would typically take place. (Oren)

__Directions for Independent Work:__ My students with Autism need lots of "to do" reminders when they are learning a new task. Often when we are changing their schedule for something new they are less than thrilled with me. I could provide them with audio recordings instead of teacher directions, likely reducing the language, emotional charge and calming the entire situation by allowing it to be student driven. (Oren)

__ Guest Lectures: __ Podcasts could be created by harnessing guest lecturers for professional development from other schools, universities or experts in the field and then easily shared with faculty through audio format. (Rao)