AUGUST 12, 2021 ONLY- SEE BELOW FOR AUGUST 13, LESSON)
Introduction:
Introduction:
1;55-2:45 Success Academy
- 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: