August 9th 2021
NOTE: TO CATCH UP ALL STUDENTS WHO HAVE MISSED CLASS PLESE SEE DOCUMENT ABOVE. OPEN AN ACCOUNT AND REGISTER WITH YOUR GMAIL, PLEASE USE THE SAME LOGIN INFO AS YOUR GMAIL. REGISTER WITH YOUR USERNAME AND USE THE SAME PASSWORD. AFTER REGISTERING, FOLLOW INSTRUCTIONS ON DOCUMENT.
8:00-8:30 Advisory build Family Board
Teacher introduction: Teacher introduction: (5 min with questions)
I was raised by my single mother and uncles. Later, my mother passed away and my sister became my guardian. I was born in Orange County and moved to San Diego, CA. Later, I went to school in Fresno, CA, for High School and then to Merced, CA. I graduated with a Bachelor of Science in Biological Science. In college is where I met my partner. We got tired of living there so we decided to move to New York City. We spent three years there and we missed our family so much we had to come back. We have our pet Meeko and he is 7 years old and he is very, very big.
What do I like to do in my free time?
I like to spend time with my family, I like to go to the beach, I like exploring and walking around new cities I have never been to. I like spending time with my fiancee and my cat. I also like to play video games.
Yes, I like Fortnite, yes I like Modern Warfare; no I cannot add you.
Do you have any questions for me?
In Class we will
Letter to the teacher (we might not get this done, if not we will finish next class)
Dear teacher letter, (15min
9:30-10:20 Period 2 - Please see above
10:20-10:35 Nutrition
10:40-11:30 Period 3 - Please see above
11:35-12:25 Period 4 - Please see above 12:25-12:55 Lunch
1:00-1:50 Period 5 - Please see above
1:55-2:45 Period 6 - Please see above
8:00-8:30 Advisory build Family Board
- refer to advisory tab for more information
- Move students to 1st period
- you will have 5 min to move! GO, GO, GO!!
Teacher introduction: Teacher introduction: (5 min with questions)
I was raised by my single mother and uncles. Later, my mother passed away and my sister became my guardian. I was born in Orange County and moved to San Diego, CA. Later, I went to school in Fresno, CA, for High School and then to Merced, CA. I graduated with a Bachelor of Science in Biological Science. In college is where I met my partner. We got tired of living there so we decided to move to New York City. We spent three years there and we missed our family so much we had to come back. We have our pet Meeko and he is 7 years old and he is very, very big.
What do I like to do in my free time?
I like to spend time with my family, I like to go to the beach, I like exploring and walking around new cities I have never been to. I like spending time with my fiancee and my cat. I also like to play video games.
Yes, I like Fortnite, yes I like Modern Warfare; no I cannot add you.
Do you have any questions for me?
In Class we will
- Distribute the Agenda (you can pass these out as they enter, you can have them on the desk already, you can have volunteers pass them out, etc.)
- Assign the computer and have them login (Be diligent about this)
- Have them check their accounts (you have a list of their 5-digit ID):
- PowerSchool
- Clever
- Thrively
- While they are:
- Changing Their password and writing it into their Agenda
- Checking their accounts and writing down their schedule of classes in their Agenda
- Take attendance
Letter to the teacher (we might not get this done, if not we will finish next class)
Dear teacher letter, (15min
- In this class I am looking foreword to learn....
- I know ____________ languages.
- My interests are...
- My goals for the year are….
- What i like about myself is ….
- What am I worried about the school year is …
9:30-10:20 Period 2 - Please see above
10:20-10:35 Nutrition
10:40-11:30 Period 3 - Please see above
11:35-12:25 Period 4 - Please see above 12:25-12:55 Lunch
1:00-1:50 Period 5 - Please see above
1:55-2:45 Period 6 - Please see above
August 10, 2021
NWEA Administration
Celebrate Birthdays for August
8:00-10:20 NWEA Reading (40-43 Questions: 1 hour) Thrively: Career Pathway; Pixton Avatar
10:20-10:35 Nutrition
10:40-11:30 Period 1
Period 1 and 3:
Note: “now we are going to introduce our next activity. All of you will write a letter to me.”
(7min)You will have 7 min to write your letter.
(1.5 min x 2 ) Then, each partner will have 1.5 min to share with each other.
(10 min.) After that, we will go desk by desk and share one of your answers with the class OR you can share one thing that is not in your paper.
Dear teacher, be silent
Provide sentence starters to students.
12:25-12:55 Lunch
1:00-1:50 Period 5
1:55-2:45 Success Academy
Warm-up
Success Academy
We are going to be playing the FACE Team Talk Listening Activity: Draw a bug (30 min)
Coordinator:
What does creativity mean to you?
How does Success Academy relate to creativity?
Celebrate Birthdays for August
8:00-10:20 NWEA Reading (40-43 Questions: 1 hour) Thrively: Career Pathway; Pixton Avatar
10:20-10:35 Nutrition
10:40-11:30 Period 1
Period 1 and 3:
- Attendance
- Assign the computer and log-in
- Check accounts (you have a list of their 5-digit ID):
- PowerSchool
- Clever
- Thrively
- While they are:
- Changing Their password and writing it into their Agenda
Note: “now we are going to introduce our next activity. All of you will write a letter to me.”
(7min)You will have 7 min to write your letter.
(1.5 min x 2 ) Then, each partner will have 1.5 min to share with each other.
(10 min.) After that, we will go desk by desk and share one of your answers with the class OR you can share one thing that is not in your paper.
Dear teacher, be silent
Provide sentence starters to students.
- My Interests are…
- I know ____________ languages.
- My goal for the year is….
- What I like about myself is ….
- What I am worried about the school year is …
- This is how I plan to handle it….
- You will wear your masks AT ALL TIMES.
- Can anyone tell me, by raising their hands, why this rule is important?
- We are still living under COVID
- COVID is a deadly virus, which some of you may know.
- We are doing this to protect the people around us, not just ourselves.
- Together we will overcome this, but we all need to do our part; we CANNOT DO THIS ALONE.
- There is no exception to this rule
- You will have RESPECT
- “ That means that when I’m talking, you are silent.
- “That means that when one of your peers is talking- we are silent.”
- There is no cussing in this class room
- Be kind
- You will be kind and courteous to one another and to all life.
- Be honest
- You will show honesty
- Silent Gestures
- Agree will be like this
- Pink and thumb fist and shake it back and forth
- Disagree will be
- Cross your hands and pump your chest
- Agree will be like this
- First have them do it
- Show me the sign for agree
- Show me the sign for disagree
- Now, we will play a game using the gestures we have just learned.
- I will say a series of statements and you will agree or disagree.
- Purple is the best color of the rainbow.
- Cats are better than dogs.
- Dogs are better than cats.
- Turtles are better than dogs and cats.
- I will say a series of statements and you will agree or disagree.
- No cell phones allowed in class
- If I see your cell phone you will be asked to put it away
- “You come to class to learn and you cannot learn when you are on your cell phone”
- If I see your cell phone again I will take it away
- If I see your cell phone you will be asked to put it away
- Attention getters
- Teacher: Du-du-du-du-du; student: du-du!
- “If you can hear my voice clap once”
- “If you can hear my voice clap 2 times!”
- Guests
- If someone enters the class
- you will not talk to them
- If you want to say something you will raise your hand
- you will not talk to them
- If someone enters the class
- Partners
- The person sitting next to you will be your partner
- If i see that you are getting easily distracted you will be asked to move
- Doors
- Doors will remain locked and closed at all times
- Late
- If you walk in through that door and that door is closed you are late.
- you will be marked for being late
- Absent
- if you are absent, your parents will be called.
- I repeat, if you are absent, your parents will be called.
- Four corners (15min) (WE MIGHT NOT FINISH, IF SO, WE WILL FINSH NEXT CLASS)
- Corner 1, 2, 3, 4
- Questions
- Round 1
- Winter, summer, spring, fall
- Round 2
- Zoo, amusement park, beach, chuck e cheese
- Round 3
- Dogs, cats, turtles, lizards
- Round 4
- Skate board, bikes, walks, scooter
- Round 5
- Orange, red, grey, yello
- Round 6
- Funny, honest, smart, kind
- Round 7
- Math, science, art, reading and writing
- Round 1
12:25-12:55 Lunch
1:00-1:50 Period 5
1:55-2:45 Success Academy
Warm-up
Success Academy
- Have student pick one option
- https://docs.google.com/forms/d/e/1FAIpQLScDG2QTP5ICss4WNF0zeV5ITQcpPKbQCyM6oHZ769wPcts5Zg/viewform
We are going to be playing the FACE Team Talk Listening Activity: Draw a bug (30 min)
Coordinator:
- Distribute pencils/pens
- Give the instructions: “I am going to describe a drawing that I have of a bug. Without seeing this drawing, you are to draw the bug that I describe. You may not ask questions about the bug.
- Read the description of the bug using no eye contact.
- Discuss the experience.
- After everyone is finished make an art gallery
- Have students place their pictures on their desks
- Have them stand up and zigzag around the room so they can see each others drawing
- Ask how everyone felt about the experience.
- Did every picture you saw look like each other? Why or why not?
- Is it okay for the pictures not to look like each other?
- Yes or no?
- Yes, it is okay because everyone is different
- Yes, because everyone understands different
- If you were all the same you would all look the same
- You would all feel the same
- You would all walk and talk the sam
- Yes or no?
- Show the sample bug.
- Is that OK? We all bring our own experience to what we hear.
- We all bring our own experience to what we hear, see, do, everything!
- Pair up in 6s
- Pair up with the people in the back of you
- If the people in the back dont have a partner have them pair up with other people in the back that don’t have a partner or pair up with groups of 6
- You are going to be given a prompt
- It was a dark and stormy night….
- I had to go to the basement and all of a sudden the light turned off…
- I was walking along the sea shore ….
- Each student will add one line to the story 30 seconds
- Then , you pass it back, we will add 1 min to the time for the student to read the line and add the second line.
- Then, we will pass it back and we will add 1.5min to the timer for the next student to read the two lines and add another line to the story.
- Then we will give 2 min for the 3rd student to read the three lines and write another line.
- 4th student gets 2.5 min
- 5 students gets 2.5 (if you still need more time let me know) remember this is for you to think fast.
- 6 gets 3 min.
- Remind them of who, what, when, where, why, and how it ended.
- Who, what, when, where, and why...
- Ask the students to share their work if they want too
What does creativity mean to you?
How does Success Academy relate to creativity?
August 12, 13 2021 (Periods1, 3, 5, Success Academy)
DAY 1- Introduction to Complex Adaptive Systems and Computer Modeling and Simulation
Pacing Guide Getting Started (Assessment) Pre-test / Assessment- 10 min
(New Learning) Turn & Walk: Participatory Simulation, Computer Model (Teacher-led demo), Correspondence between the real world and the virtual world, and Parts of a StarLogo Nova model. 25 min
Activity #1: Turn and Walk - 25 min
2. Participatory simulation
● Tell the students that in “Talk & Wurn” each student will play the role of an “agent” following “simple rules.” Ask students to form a circle standing at least 5 feet apart. (You can also ask students, “How would you go about forming a circle if you all started out bunched up in the center of the space?”)
● Next, explain the following rules: “Turn to face the person on your left while keeping this heading, take three steps.” Demonstrate how agents are supposed to keep the same heading rather than adjust the heading at each step. If necessary, have the “agents” close their eyes when taking steps to keep the heading.
● Have students try it once then ask for predictions about what will happen if they repeat the rule over and over again. (Use the term “iteration” as “doing something over and over again.”) (Practice 1: Asking questions and defining problems)
-------
● Have students design and conduct an experiment and test their predictions in real life. Module 1: Modeling and Simulation 11
● After playing a few times ask what they observed and if their predictions were correct.
● Ask students what questions they have about the phenomenon. (Practice 1: Asking questions and defining problems) ● If they don’t offer one, ask “What if, instead of forming a circle, you spread out randomly?”
● Ask what the result of following the simple rules would be if, at the start, the agents were scattered randomly, rather than arranged in a circle. Have students make predictions then conduct the experiment and test their predictions in real-life.
Teaching Tip In a large class, select 8-12 students to play the part of agents in the Turn & Walk participatory simulation. The other students can be “observers.”
Teaching Tip To ensure that students keep their heading constant for three steps, have students close their eyes before taking three steps.
____________
3. Computer model, teacher-led demonstration
● Bring students back into the classroom and together look at a computer model of the Turn and Walk activity. Open the computer model and project it on a screen.
● Tell students that this is a computer model that was designed by a “modeler” to resemble the activity we just completed.
● Some aspects of the real world were included in the model; others were left out.
● Introduce StarLogo Nova as an agent-based modeling tool to be used by them. It has a user interface through which students will build a computer program.
● Demonstrate what is happening with agents starting in a uniform circle versus scattered.
● Using the computer model as a test bed, ask students what questions they would like to investigate or what experiments they would like to run, and what to change in the model in order to run experiments.
● Ask what other “variables” you could change. [number of steps to take, direction to turn (left or right)]
___________
ADD ON TO ABOVE^
● Explain that a system that adjusts to changes and produces similar patterns is called “adaptive” and that being adaptive is a characteristic of complex adaptive systems.
----------------
4. Correspondence between real-world and computer model?
● Discuss the relationship between the computer model and the real world phenomenon.
● What were some of the parts of the real world that were represented in the model?
● What was left out of the model? [stride length, people not following directions]
● What assumptions were made in the model? [people form perfect circles]
● Review the new terms used in this activity: agent, simple rules, heading, iteration, prediction, emergent patterns, random, initial condition, outcome, phenomenon, and adaptive. ‘
Teaching Tip Keeping a “word wall” with new terminology and definitions is highly recommended.
-------------------
5.
________
Activity #2: Introduction to Complex Adaptive Systems - 10 min (45MIN INTO THE LESSON)
6. Watch the video “Introduction to Complex Systems” (http://youtu.be/CPHjsWSzOY0)
7. Review the characteristics of complex adaptive systems (Characteristics of CASv.pdf) Wrap-Up - 5 min
8. What are computer models good for?
● Would you trust a computer model if your life depended on it? [What features of the real world are left out? Do those features matter?]
● What are models good for?
● New Terms: agent, simple rules, heading, iteration, prediction, emergent patterns, scatter, initial conditions, outcomes, phenomenon, and adaptive.
Assessment Questions
● How can computer models be used to learn about the real world?
● What kinds of things would you rather model on a computer than in real life?
● What are some key differences between a model and the real world?
● We’ve learned about three characteristics of complex adaptive systems (many interacting agents or parts, simple rules and emergent pattern). Given those characteristics, is a clock a complex adaptive system? Why or why not?
Background information (Optional reading assignment for students)
• What is a Complex Adaptive System? (What is a CAS.pdf)
• Characteristics of Complex Adaptive Systems (Characteristics of CAS.pdf)
• Feedback Loops (Feedback Loops.pdf)
________
Students will be exposed to characteristics of complex adaptive systems: many agents, simple rules, emergent patterns, and “adaptive” to change. In the second activity, students will be led “under the hood” and get an overview of some of the parts of a computer model.
__________
-------------
Computer Science What is an instruction? What is a loop? What is an iteration?
---------
Wrap up (Reflection) 5 min
----------------------------------------
1;55-2:45 Success Academy (AUGUST 12, 2021 ONLY- SEE BELOW FOR AUGUST 13, LESSON)
Introduction:
Maybe end the day just listening to podcasts..
____________________________________
Maybe
What do you guys want to talk about ?
Tips
--------------------------
1;55-2:45 Success Academy (AUGUST 13, 2021 ONLY)
Part 1: Gauging Student Knowledge
● What’s makes a podcaster different from a YouTuber?
● How does it change the way you tell a story when you’re on the phone? How does it change the way you listen when you can’t see someone?
Part 2: Listening Have students listen to a few examples of podcasts and radio stories. Kind World, So Chocolate Bar (7 mins, 23 sec.)
https://www.wbur.org/kindworld/2016/04/14/kind-world-22-so-chocolate-bar
https://www.npr.org/2017/12/27/573739653/the-haunting-effects-of-going-days-without-sleep
https://www.npr.org/2018/01/02/562887933/instagram-kevin-systrom-mike-krieger
Pacing Guide Getting Started (Assessment) Pre-test / Assessment- 10 min
- What is computer science ?
- I know what copy and past is.... Yes or no?
- What do I want to learn in this class??
- I am interested in this class… yes or no?
- I would like to improve my typing skills…. Yes or no?
- I know how to use a macbook air….. Yes or no?
(New Learning) Turn & Walk: Participatory Simulation, Computer Model (Teacher-led demo), Correspondence between the real world and the virtual world, and Parts of a StarLogo Nova model. 25 min
Activity #1: Turn and Walk - 25 min
2. Participatory simulation
● Tell the students that in “Talk & Wurn” each student will play the role of an “agent” following “simple rules.” Ask students to form a circle standing at least 5 feet apart. (You can also ask students, “How would you go about forming a circle if you all started out bunched up in the center of the space?”)
● Next, explain the following rules: “Turn to face the person on your left while keeping this heading, take three steps.” Demonstrate how agents are supposed to keep the same heading rather than adjust the heading at each step. If necessary, have the “agents” close their eyes when taking steps to keep the heading.
● Have students try it once then ask for predictions about what will happen if they repeat the rule over and over again. (Use the term “iteration” as “doing something over and over again.”) (Practice 1: Asking questions and defining problems)
-------
● Have students design and conduct an experiment and test their predictions in real life. Module 1: Modeling and Simulation 11
● After playing a few times ask what they observed and if their predictions were correct.
● Ask students what questions they have about the phenomenon. (Practice 1: Asking questions and defining problems) ● If they don’t offer one, ask “What if, instead of forming a circle, you spread out randomly?”
● Ask what the result of following the simple rules would be if, at the start, the agents were scattered randomly, rather than arranged in a circle. Have students make predictions then conduct the experiment and test their predictions in real-life.
Teaching Tip In a large class, select 8-12 students to play the part of agents in the Turn & Walk participatory simulation. The other students can be “observers.”
Teaching Tip To ensure that students keep their heading constant for three steps, have students close their eyes before taking three steps.
____________
3. Computer model, teacher-led demonstration
● Bring students back into the classroom and together look at a computer model of the Turn and Walk activity. Open the computer model and project it on a screen.
● Tell students that this is a computer model that was designed by a “modeler” to resemble the activity we just completed.
● Some aspects of the real world were included in the model; others were left out.
● Introduce StarLogo Nova as an agent-based modeling tool to be used by them. It has a user interface through which students will build a computer program.
● Demonstrate what is happening with agents starting in a uniform circle versus scattered.
● Using the computer model as a test bed, ask students what questions they would like to investigate or what experiments they would like to run, and what to change in the model in order to run experiments.
- (Practice 1: Asking questions and defining problems)
- Demonstrate running the experiment using the model as-is and change the settings one at a time. (Practice 2: Developing and using models)
● Ask what other “variables” you could change. [number of steps to take, direction to turn (left or right)]
___________
ADD ON TO ABOVE^
- Ask
- Ask “What pattern do you see forming?” (CCC: Patterns)
- Ask “Does the same pattern emerge, regardless of the setting of the variable?”
- Ask “Does this model and its outcome match what we experienced in real-life?” and “What are some similarities and differences between the model and what we did in real life?” [Example: In the model, all people took the same size steps and they all followed directions, while in real life, people have different strides and don’t always follow directions.]
- Ask “Was your prediction accurate?” (Practice: Analyzing and Interpreting Data)
- Does the real-life outcome match what the model generated? Why or why not?
- Ask “Did the outcome (the emergent pattern) match what happened the first time when students were in a circle?” and “Would we get the same pattern again if we scattered randomly again and followed the simple rules?”
● Explain that a system that adjusts to changes and produces similar patterns is called “adaptive” and that being adaptive is a characteristic of complex adaptive systems.
----------------
4. Correspondence between real-world and computer model?
● Discuss the relationship between the computer model and the real world phenomenon.
● What were some of the parts of the real world that were represented in the model?
● What was left out of the model? [stride length, people not following directions]
● What assumptions were made in the model? [people form perfect circles]
● Review the new terms used in this activity: agent, simple rules, heading, iteration, prediction, emergent patterns, random, initial condition, outcome, phenomenon, and adaptive. ‘
Teaching Tip Keeping a “word wall” with new terminology and definitions is highly recommended.
-------------------
5.
________
Activity #2: Introduction to Complex Adaptive Systems - 10 min (45MIN INTO THE LESSON)
6. Watch the video “Introduction to Complex Systems” (http://youtu.be/CPHjsWSzOY0)
7. Review the characteristics of complex adaptive systems (Characteristics of CASv.pdf) Wrap-Up - 5 min
8. What are computer models good for?
● Would you trust a computer model if your life depended on it? [What features of the real world are left out? Do those features matter?]
● What are models good for?
● New Terms: agent, simple rules, heading, iteration, prediction, emergent patterns, scatter, initial conditions, outcomes, phenomenon, and adaptive.
Assessment Questions
● How can computer models be used to learn about the real world?
● What kinds of things would you rather model on a computer than in real life?
● What are some key differences between a model and the real world?
● We’ve learned about three characteristics of complex adaptive systems (many interacting agents or parts, simple rules and emergent pattern). Given those characteristics, is a clock a complex adaptive system? Why or why not?
Background information (Optional reading assignment for students)
• What is a Complex Adaptive System? (What is a CAS.pdf)
• Characteristics of Complex Adaptive Systems (Characteristics of CAS.pdf)
• Feedback Loops (Feedback Loops.pdf)
________
Students will be exposed to characteristics of complex adaptive systems: many agents, simple rules, emergent patterns, and “adaptive” to change. In the second activity, students will be led “under the hood” and get an overview of some of the parts of a computer model.
__________
- Activity 2 (New Learning) Complex Adaptive Systems: Video introduction, Characteristics of Complex Adaptive Systems. 10 min
- Learn that complex adaptive systems are
- 1) made of many interacting parts or agents,
- 2) each agent follows its own rules,
- 3) emergent patterns can result from the interaction of agents. Modeling and Simulation
- 4) hard to predict.
- Teacher ask
- Why are models useful? How can computer models be used to learn about the real world? What can be different about a model vs. the world?
- Learn that complex adaptive systems are
-------------
Computer Science What is an instruction? What is a loop? What is an iteration?
---------
Wrap up (Reflection) 5 min
- What are computer models good for?
- Would you trust a computer model if your life depended on it? [What features of the real world are left out?
- Do those features matter?]
- What are models good for?
----------------------------------------
1;55-2:45 Success Academy (AUGUST 12, 2021 ONLY- SEE BELOW FOR AUGUST 13, LESSON)
Introduction:
- We are going to be doing podcasting in this class
- Ask
- Teacher: Can anyone tell me what a podcast is?
- Students: Have students define a podcast. Put what they say on the board ...
- Teacher: Can anyone tell me what a podcast is?
- Teacher: Define a podcast...
- a digital audio file made available on the internet for downloading to a computer or mobile device, typically available as a series, new installments of which can be received by subscribers automatically.
- Teacher: Does can anyone give an example of a famous podcast
- Write responses on the board
- Ask
- Teacher: Ask, how many people do you think are involved in a pod cast?
- Teacher: What are podcasts about?
- Write responses on the board
- Teacher: Show them the graphs
- say . Podcasting has is becoming popular in the US.
- It is expected to keep growing…
- People are making money doing podcast
- How are people making money?
- Can anyone guess?
- What social media are you guys familiar with?
- Each social media needs money to run, correct?
- Think about the cost it takes to run a business
- There is rent to be paid
- There is equipment to be paid
- Podcaster make money by advertising
- They sell advertising
- Think about the cost it takes to run a business
- Each social media needs money to run, correct?
- What social media are you guys familiar with?
- Can anyone guess?
- How are people making money?
- Teacher: Why do we need podcast class?
- Students: have students responds///teacher try to elaborate on what the students say
- Keep points to talk about:
- For deeper learning
- How does it prompt deeper learning class?
- With learning comes understanding
- With understanding comes awareness
- With understanding comes tolerance
- With tolerance comes acceptance
- For deeper learning
- It can get pretty deep ladies and gentlemen
- Teacher: can we say that podcasting is a way to spread information ?
- Whats another way to say “spread of information”?
- Answer: news…
- Whats another way to say “spread of information”?
- Teacher: can we say that podcasting is a way to spread information ?
- We are going to be talking about today's problems
- https://studentpodcastpodcast.libsyn.com/ look up podcast winners 2019 “periods”
- Or you can go deeper and discover
- Explain what discover is
- dis - cover
- To un- cover
- That means it was always there
- We just took the lid off
- That means it was always there
- To un- cover
- dis - cover
- You can co deeper into the meaning of a word
- https://studentpodcastpodcast.libsyn.com/vocabulary-podcasts-going-deep-on-a-single-word
- Explain what discover is
Maybe end the day just listening to podcasts..
____________________________________
- Also,
- 5 Steps to Podcasting
- Step 1: Listen.
- Start by having your students listen to high-quality audio stories. My company, Listenwise, is a great resource because it provides free access to a collection of more than 1900 audio stories from public radio curated for classroom use. Students need to hear great audio storytelling and what a good podcast sounds like before embarking on creating their own.
- Step 2: Plan.
- Creating a 3-minute podcast doesn’t take 3 minutes or even 30 minutes. It should take about two weeks of dedicating some part of class to researching, interviewing, writing, recording, and editing. Set aside sufficient project time for your students to focus on their podcasting projects.
- Step 3: Collaborate.
- Even when only one voice is heard, professional podcasting is typically a collaborative endeavor. Podcasts need interviewers, narrators, researchers and editors. All students should participate in the writing of the script, but students should be encouraged to choose production roles that play to their strengths.
- Step 4: Assess.
- As with most class work, it’s important to provide feedback on your students’ work. Don’t wait until the final podcast to assess their work; set up expectations at the start and provide feedback at critical points along the way. For example, if you provide feedback on students’ interview questions, the interviews are likely to be more productive. And remember, more important than the quality of the audio recording is the quality of the ideas and the depth of learning.
- Step 5: Share.
- What’s great about podcasting is that it lends itself to sharing student work with a wider audience. That audience might include peers, parents, or the rest of the school. Student podcasts can also be shared outside the classroom by submitting them to the next NPR contest — or to us, to be featured on an upcoming episode of the Student Podcast PODCAST.
- Here are 8 easy project ideas to get podcasting in your classroom. If you want to chat with other educators about podcasting, Twitter is a great place to connect and explore classroom podcasting ideas using #podcastPD or #podcastEDU.
- Don’t Fear the Technology
- Podcasting is easy to do–at least technically. I’m not just saying that because I have 20 years experience in audio recording and editing. It’s because there are now so many free and low-cost recording and editing tools that the technical part of podcasting has become the easiest part.
- Students can record audio on their smartphones or computers and use Audacity, which is a free downloadable editing program, to edit their podcasts. iPads are pre-loaded with GarageBand, another popular sound editing tool. If you have a budget, I recommend Soundtrap, a low-cost subscription-based online editing application that includes podcast features for educators, including transcription and sound effects.
- These are all intuitive, user-friendly programs. While you might be intimidated by the complexity of audio editing, I doubt your students will be. Ask them for help! And if they need help, follow the rule of having them ask three other students before coming to you.
- Podcasting projects work well in the classroom or in blended or online learning environments. Podcast creation lessons can fit into one-computer classrooms, classrooms with mini-labs, and one-to-one classrooms, or they can be implemented using mobile devices or computer labs
Maybe
- What would you guys want to listen/ learn/talk about?
- Maybe something controversial…
- Maybe something that is at the edge…
- Test ideas!
- What is one example…???
- What is something that you want everyone to understand?
- What issues do you think not everyone get
What do you guys want to talk about ?
- What’s important ?
- What is a stigma ?
Tips
- 6 min of audio
- Change script
- Write down 8 to 10 questions in an interview
- Then just ask and focus on 2 question or 3
- Laptop and three phones
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1;55-2:45 Success Academy (AUGUST 13, 2021 ONLY)
Part 1: Gauging Student Knowledge
● What’s makes a podcaster different from a YouTuber?
● How does it change the way you tell a story when you’re on the phone? How does it change the way you listen when you can’t see someone?
Part 2: Listening Have students listen to a few examples of podcasts and radio stories. Kind World, So Chocolate Bar (7 mins, 23 sec.)
https://www.wbur.org/kindworld/2016/04/14/kind-world-22-so-chocolate-bar
- In this episode of Kind World, host Erika Lantz uses sounds and interviews with multiple people to tell a story about a friendship.
- Have students start by listening to the episode, then start a group conversation.
- Do they like it?
- Who did they hear talking in it?
- What sorts of sounds does it use, besides interviews?
https://www.npr.org/2017/12/27/573739653/the-haunting-effects-of-going-days-without-sleep
- Play this story twice.
- The first time,
- ask students to make a note of all the sounds they hear and people that speak on tape.
- Afterwards, have students break into partners or small groups and compare notes. Then, play the story through a second time — having students follow along with the transcript to check their work. Talk briefly about the sounds that they missed the first time
https://www.npr.org/2018/01/02/562887933/instagram-kevin-systrom-mike-krieger
- This is a long one, so perhaps just listen to a few minutes at the beginning. (A good place to start is about 30 seconds in.)
- Have the class discuss what makes this podcast similar or different from ones they’ve heard.
- After this discussion, the class should understand that this podcast follows the structure of a Q & A/conversation. Unlike the past two podcasts, this doesn’t weave in and out of scripted narration.
- That’s one type of podcast that students can choose to make for the Student Podcast Challenge.
- have students spend 5 minutes talking as a class about podcasts.
- Have them consider:
- ● What types of sounds do podcasts include?
- ○ Students should understand that podcasts vary greatly — but most include a host and can include sounds from interviews, audio from events, audio from movies or TV, and sounds from the world around them.
- ● What are some ways that podcasts are structured?
- ○ Students should walk away from this discussion understanding that there isn’t one right way to tell a story. Some podcasts use narration from a host or a reporter, others feature a conversation between a group, others might be a one-on-one interview between two people. The structure of a podcast fits its content.
- ● What types of sounds do podcasts include?
- Have them consider: