There
are so many things in the bin for the thoughts that have slipped my mind. Other thoughts stay with me forever. Back when I was a new, green teacher of middle
school life science, I was just learning the difference between monocot plants
and dicot plants. I was terrified I
would mix them up and that their different characteristics would slip my mind.
(Since I know you are wondering...)
(image courtesy of The Amoeba Sisters. https://www.amoebasisters.com/parameciumparlorcomics/monocots-vs-dicots)
I studied pictures. I looked for examples of each in the wild. I figured out the benefits of each type of root in different types of soil. Using all that knowledge, I was able to plan lessons, activities, and labs for my students. That final step was when I really internalized the difference between the two. I had created something new to show my understanding. Well, well… look where I ended up.
In the best possible world, teachers want their students to move up this ladder. That means our assessments should allow students to create new artifacts to demonstrate newfound understanding. I have recently come across a blog written by Richard Byrne called Practical Ed Tech. His background is in teaching (high school social studies for 10 years), and he now works as a consultant and coach, offering courses on integrating technology into the classroom. While he does paid professional development, he also offers help to in-the-trenches teachers on Practical Ed Tech and another blog called Free Technology for Teachers. Both are excellent sources for ideas on how to use technology to enhance (not replace) your teaching. (Click on each to investigate further.)
One post by Mr. Byrne shares an engaging way to get your
students excited about communicating what they have learned: podcasts. And don’t be nervous about trying this new
technology. The title of his blog post
is “How to create a podcast in six minutes or less.” Talk about low stress. He includes a video so all the steps are outlined as he builds a podcast about his dog, Mason. Click on Mason's picture for a link to the blogpost.
Wondering how to apply this new tech? Here is one example from my pre-librarian life. The
seventh grade standards for the human body require students to construct explanations for
how systems in the human body (circulatory, respiratory, digestive, excretory, nervous,
and musculoskeletal systems) work together to support
the essential life functions of the body. As a culminating activity,
have small groups of students work together to create a script (think of the
sound effects for this one!) and record a podcast explaining how two body systems
work together to help sustain life. The food brought in and broken down by the
digestive system goes nowhere without
the circulatory system. Students can
incorporate new vocabulary and create characters to teach listeners new
concepts.
Once your students have worked through the new
information, and coalesced it into a podcast, that information will not be
slipping their minds any time soon.
Resources
Byrne,
R. (n.d.). Free Tech for Teachers. Byrne Instructional Media. LLC. https://www.freetech4teachers.com/
Byrne,
R. (2018, February 25). How to create a podcast in six minutes or less. Byrne
Instructional Media, LLC. https://practicaledtech.com/2018/02/25/how-to-create-a-podcast-in-six-minutes-or-less/
South
Carolina Academic Standards and Performance Indicators for Science. (2014).
South Carolina State Department of Education.
Retrieved on September 14, 2020 from https://ed.sc.gov/scdoe/assets/file/agency/ccr/Standards-Learning/documents/South_Carolina_Academic_Standards_and_Performance_Indicators_for_Science_2014.pdf
I will have to check out the podcast tool! And with your curriculum example, I could see lots and LOTS of interest in the digestive system. My kids spent far, far too long at the Montreal Science Centre (https://www.montrealsciencecentre.com/) a few years back amusing themselves with a display that farted when you pushed a button. Kids just seem to love body noises!
ReplyDeleteThanks for sharing the podcast example. This podcast is simple and easy to use. I think this would be a great nontraditional assessment tool that teachers could use especially with distance learning this year. Students have to synthesize a lot of information and knowledge to create a podcast. I look forward to sharing this with my staff.
ReplyDeleteStacey Templin
Anna,
ReplyDeleteI LOVE podcasts. I want to use more of them with my instruction, especially pushing my cart into classrooms for book checkout. Since I am familiar with the technology, I will be likely to use it and it would help me keep the rest of the class entertained/busy/LEARNING while I pull students one at a time to browse. Last year (in my 2nd grade classroom), I even used the podcast "But Why: A Podcast for Curious Kids" to help them learn about asking and answering questions. They always came up with great ideas. I also played the podcast "What If World" that poses silly what if questions and had the students sketch them as reality. They LOVED it and listening without looking at a screen really helped their listening skills.
If you're interested in the podcasts, I've put the links below.
https://www.vpr.org/programs/why-podcast-curious-kids#stream/0
http://www.whatifworldpodcast.com/
Melissa Bryan
I will have to listen to that podcast. Thank you for sharing. I am completely new to podcasts. I recorded one for 756. It took hours for me to record it and in the end I was still very unhappy with the final product. I think I am comfortable with the technology part of it, but I hate the sound of my own voice. I think this is why I have shied away from creating a podcast or book talks for my media center. I love the idea of having the students create one though. Not only is that moving up Bloom's Taxonomy, but I love the idea of students using their voices. Your example of how to use it in a classroom is a great one. When I was in the classroom, I cannot count how many students were terrified of public speaking. Being able to pre-record their presentations may alleviate from of than anxiety.
ReplyDeleteWhat a great idea! I had never considered using a podcast in the classroom, though I love listening to them in my free time. This would be a great way to integrate technology and teach our students to communicate their ideas at the same time. I noticed Leslie's comment mentioned that having the ability to record their presentations could also potentially reduce their presentation anxiety, which makes a lot of sense.
ReplyDeleteI'm not sure how to enter my name on these comments... This is Kristen Taylor, by the way!
Delete