Podcasting with Students
How to I track student progress during the Podcast project process?
The old adage, "it's not the destination but the journey that is important!" is true in education.
How does it work in the classroom?
I teach my students the following before they start a podcast:
(1) The important segment, or sections, of a complete single-topic podcast
(2) The stages of the Podcast Project
(3) How to understand the assignment objective (the purpose of the podcast & process), track progress, and work with a timeline. I do this through my taking a "status of the class" each class period/day in which students are working on the Podcast project.
How do I learn how to do this?
You can download the handout and see the step-by-step directions, watch the videos or do both! Listed below are the ‘learning activity’ handouts and video options! The videos are in small chunks and may be replayed as often as needed!
| Podcast Project PROCESS : Creating any project needs planning and structure. Before students 'story board' or focus on the content of the Podcast they must understand the different stages of the process. Attached below is my PDF file of the STAGES of our Podcasting process.
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Podcasting Single-topic & Multi-topic Outlines! These outlines are used as a 'backbone' for the Podcast. We first listen to a variety of Podcasts to identify what works and doesn't work well in a Podcasts. Students quickly recognize that a focused topic, no distracting sounds and other key elements are imperative to creating a quality podcast message.
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Status of the Class PDF | Student Self-Monitoring Form Status of the Class comes from the 'Writer's Workshop" model. I have adapted it to meet the needs of students creating a podcast as a process. As with most learning activities, students will move through the project at different rates of speed. By taking a 'status of the class' each time your students work on the project you can easily track PROGRESS towards the end goal of a completed podcast. HOW IT WORKS: Write the students' names along the far-left column and place page on a clipboard. At the start of class, or time of working on the project, quickly call out each student's name. Each student should be able to quickly tell you on the STAGE level they are working. For example, I call of Sarah Able's name and she states that she is now working on the "recording" stage. Under recording I note the DATE and move on to the next student. Once I have all the info (including students who are absent, in which I write an AB with the date next to it, circled) from the entire class, I start them on the project. I now have data in which to interpret to know with whom I must focus support. My data shows if students have SKIPPED a step, have stalled-out in a step, etc. This allows for immediate feedback to the students, a key to student achievement according to Robert Marzano! NEW: STUDENTS SELF-MONITOR PROGRESS: Students now have their own chart in which to log their own progress! Each day I have them write down the date in the box that reflects what they will be working on during our class time. They also have to write down the objective, set goals and a timeline! |
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