Archive for the 'Podcast' Category

Students’ Web 2 school projects: Redoing to be Web 2.0

Much of  students’ Web 2.0 use is for   “drop and run” projects.  Where is read-write? Building on Others?  Collaboration?  Global?  Higher Level Thinking?

Many 2.0 tools

Some example of how to transform some to be more 2.0 and less 1.0.

Podcast/Voki/Audacity:   George Washington Example

Glogster / QR poster:  English writing

Images (Flickr, …):  Whale example

Videoconferencing/Skype:   Books

Video:   Shakespeare

Facebook/Twitter:  Paper Use

Others?

Tuttle’s formative assessment books:   http://is.gd/tbook

Digital Age Assessment: Learning in Web 2.0 (NECC 09)

How do we assess  students’ learning in these in Web  2.0 environments? We want to go beyond assessing the mere mechanics of using these tools; unfortunately, most current rubrics for Web 2.0 learning devote only a minuscule amount (usually 16% or less) to actual student academic learning. We want to refocus our assessments to reflect the students in-depth and comprehensive standards-based learning and the 21st Century Skills.

Change Web 2.0 assessments to assess standards-based learning and 21st Century learning!

With minor changes, the following assessments can be modified for any Web 2.0 tool.

Pre-assess your students’ Web 2.0 projects to raise the academic learning and 21st century skills.

The following are  “rubrics” that assess  standards-based learning and 21st century skills.

Wiki/Blog

Images/Photo/Flickr

Video/YouTube

Podcast

Social Bookmarking

Twitter

Videoconferencing

General Assessment: Prensky’s 21st century skills

General Assessment: enGauge’s 21st century skills

General Assessment: Partnership for 21st century skills

I welcome your reaction to these assessments as we try to help students improve in their academic content and develop 21st century skills.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Giving Students’ learning Choices Through Technology

I like to rent Redbox movies, those red kiosco in grocery stores and McDonalds. I can preview the available titles from the comfort of my home; I can take my time to decide which movie I want. I can even rent the movie online so that it is ready for me when I get to the store. I can return it to any Redbox.

I wonder what school would be like if we could have more options and choices available to students. Sure all students have to learn the same basic standards. How much choice do we give the students in how they go about doing it? Do we provide lectures, demonstrations, guided instructions, interactive activities, group activities, and self-tests in various digital formats for them? By using technology we can have many different forms of learning the standard available to the students. What, if instead of lock stepping the class in terms of the students’ learning, we freed up the class to make their own choices? They can select in what order or format to see/hear/experience the learning.

We can start small with podcasts, emovies, and interactive Power Points as we build up our library. Imagine if a department (all English teachers in 9th grade) worked together to create these resources. Then we as teachers could really be guides on the side instead of the sage on the stage. We can spend time in providing formative feedback to students in one-on-one and small groups instead of being infront of the room “teaching”. When students experience a learning gap, we can refer them to a specific technology application that focuses on that learning gap. We can give more help to those who need one-on-one feedback.

Let’s use technology to help us better guide students in their learning.

Textbook PowerPoint or Student Technologies

Textbook PowerPoints or Student Technologies

I heard about a young lady who has the graduate assistant job of creating PowerPoints for the chapters of a textbook that her prof is writing. Although I am sure that she is very good at creating PowerPoints that cover the main points in the chapter, I’m not sure that PowerPoints may be the best way to communicate the information in the textbook. Are there some YouTube videos that can demonstrate the concepts better? Would a class wiki about each chapter’s information allow the class to add other related information to the topic so that they build a class community of knowledge about the topic? Would a series of short podcasts allow the students to select which topic they needed more information about? Would a series of images from Flickr displayed on a whiteboard allow the class to interact more with the material?

These textbook PowerPoints are “teacher” created so information is being given to the students. Why not have the students generate their own information, debate issues within the topic, challenge each other’s views, and come to a greater understanding of the topic.

Is your class one with you as the teach deliver PowerPoints or one in which students create their own information through various technologies?

© Harry Grover Tuttle, 2007

Podcasts: Science education or technology focus?

planet

Do you believe that technology is to support education?

Do you really believe it?

Listen to a student

“I created a planet podcast. It took four days (1 for content, 1 for planning the podcast and 2 days in the lab). Each of us created a podcast about the planets or other parts of the galaxy. We created and posted them. I did not listen to any other students’ podcasts.”

I listened to his podcast. It contain the same facts found in any science book or encyclopedia.

Was this a lesson in Science standards or in technology? 25% of the time was on the content and 75% was on the technology.

Did the teacher focus on academics or on technology? What do you focus on?

© Harry Grover Tuttle, 2007

Drowning or Nurturing Technology-Infused Learning

Atlanta is hot! How do people keep their flowers so beautiful? They water them.

I’m wondering how we water our students? Does what we give them provide them with enough to grow on? Do we drown them in non-critical aspects? Will they wilt once they leave the unit since we have not water them down to their roots?

Do we nurture them by creating 1-3 minute podcasts or imovies that pose difficult problems to solve such as reducing cafeteria pollution or selecting playground equipment and figuring out how to position them in an small elementary school playground?

Do we nurture them by having them compare their results with students in a distant location via videoconferencing? Or with a playground architect?

Do we nurture them by embedding short PowerPoint state-assessment practice tutorials and practice into each unit? Do we put these tutorials on the web so the students can review them at any time.

Do our PowerPoints drown them with screen after screen of text?

Do we drown them by having them go web surfing do WebQuests without asking them in-depth or comprehensive questions about their new learning?

Do the students drown in a week long technology-infused activity that is based on the subject area material that they learned the first day?

Does your technology use nurture or drown the students?

 

© Harry Grover Tuttle, 2007

 

 

Music Learning To a Higher Beat Through Technology

music notes

Music teachers have many wonderful technology resources that can help their students. Here are a few.

Podcast
Student interviews another student about her music -Kingswood #3
http://www.podcast.net/show/62943
Your students can explain their musical compositions before they play them.

YouTube
David Honeyboy Edwards Youtube music blues in a shoebox http://www.youtube.com/watch?v=i441yw-ns9I

Thelonius Monk in Berlin 4:12
http://www.youtube.com/watch?v=8EywdPsnJxQ

Tons of student made music videos to critic

Have your explain how to do something in music through an emovie (you can post it to YouTube for the world to see)

Has your class been Youtubed (blog entry) Search to see choir, instrumental, etc. http://etobiasblog.musiced.net/2007/01/03/has-your-music-classroom-been-youtubed/

Flickr
Have students sing or write a song based on a picture from Flickr. Or give the class the same general topic (family) and have them pick a picture from within that topic for their music.

Have students select pictures to illustrate a song or instrumental piece. They compare their pictures and explain their understanding of the piece.

Graphic Organizers/Inspiration
Students show the historical connections, cultural connections, famous artists, famous examples, time period, and characteristics for a style of music.

Videoconferencing
Have your choir learn how to sing a song in French from a French choir, sing it for them, and sing it with them.

Your students can watch up close as a famous instrumentalist plays. The students can play and the expert can give them constructive feedback.

Software/Online resources
Free Finale Notepad to create music http://www.finalemusic.com/

Elementary Music Bulletin Boards http://www.musicbulletinboards.net/

Music resources http://www.edu-cyberpg.com/Music/home_music.html

So how do music teachers involve students in their music learning through technology in your district? How do they use interactive technology to improve the quality of music learning?

 

© Harry Grover Tuttle, 2007

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Art Beautifully Drawn by Terrific Technology

Art and technology

Art teachers have many valuable technology resources that they can use to improve their students’ learning.

Blogs
Walter’s Art Museum Director’s Blog
http://www.thewalters.org/blog/

Museum of Glass blog African-American quilting entry
http://museumofglass.org/blogs/art/2006/06/african-american-quilting/

PDF of Art Museum Blogs by Ideum
http://www.ideum.com/blog/wp-content/uploads/2006/03/museumblogs3-6-06.pdf

 

Podcast
Moma Museum Blog Jackson Pollock’s Echo Number 25
http://www.podcast.net/show/16821

 

YouTube
Cubism Explanation and Watch student drawing 2:00 minutes
http://www.youtube.com/watch?v=wQl_JLt7UJg

Videoconferencing
Virtual visit with a museum or an artist -great source is CILC

Flickr
Students analyze a story told in four pictures and create their own visual story.

So how else do your art teachers use technology n their classrooms?

 

© Harry Grover Tuttle, 2007

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Podcast: Students Add Worthwhile Learning Content

Local and National History

So why is it worth listening to your students’ podcasts? Does their podcast add new knowledge? Does it give others a new and deeper perspective on the topic?

Here’s some suggestions for a Social Social class podcast:

1- Compare how a local historical event fits in with the bigger one. For example, where does your town’s underground railroad station fit in the bigger underground railroad route? How did the actual location of the slaves’ hiding places compare to where the hiding places in other stations? Was the station near a river? How did the slaves “sneak” in?

2-Evaluate a local system such as the monetary system of “Ithaca Dollars” against the monetary system of the USA. How are they same? How are they different? What are the advantages and disadvantages of each? Contrast local government to state or federal government.

3-Create a graph of the growth (or decline) of your town since it was incorporated. Explain the growth (or decline). How does it compare to other towns in your geographical area?

4- Analyze the values of your community as expressed through bumper stickers. What does a random sampling of cars at the various grocery stores show you about what people value? How does the result of that study compare to the way your community voted in the last elections?

How have your students produced new worthwhile learning content for others? Share your stories.

© Harry Grover Tuttle, 2007

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Podcast Questions: Content not “Appearance”

Ugly Podcast graphic

Podcasting, at present, reminds me of the early days of desktop publishing and web pages. People would put up stuff just to have it published or be seen on the web. In desktop and web pages publishing, many people would overuse different fonts and sizes; they focused on the appearance of what they had to say. They did not focus on content. Students put up webpages that were direct copies of encyclopedia entries or slightly reworded versions but they had bold colors and many dancing bears.

Podcast is a technology and that technology should enhance student learning. It should not be its own purpose.

Your students’ podcasts

How much time do your students spend in preparing a podcast? Is the time proportional to the amount that they learn about the standard?

How in-depth about the standard is their podcast ?

How comprehensive about the standard is their podcast ?

At what level of thinking (analysis, synthesis, evaluation) about the standard is it ?

How do you assess their standards-based learning (not the podcast)?


Listening to Others’ Podcasts

Have you determined which of your students are auditory learners and which are not?

Do you have your students listen to educational podcasts produced by other students or educators?

What do they learn about the standard? Does that learning go beyond “textbook” factual learning?

How do you assess them on the standard?

© Harry Grover Tuttle, 2007

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Podcast Rubric for Standards- Based Student Learning

In a previous post, I complained that most podcast rubrics were did not focus primarily on standards. Here’s one I created

Podcast Rubric By Harry Grover Tuttle

 

Demonstrate the standard by starting with an essential question, or starting with “How does”and a statement from the standard

Do an in-depth analysis by using several words such as the causes of, because of, the consequences of, the impact on, and the present day implications.

Provide a comprehensive analysis by connecting to other essential standard vocabulary within the key component such as latitude, longitude, map scale for the Geography Standard.

Connect the key component to other key components in the standard such as connecting the key component of chronological thinking with historical comprehension, historical analysis and interpretation, historical research capabilities, and historical issues-analysis and decision-making from the National History Standards.

Connect the key component to another standard such as connecting the history standard of “changes in transportation over time” to the geographical standard and the economics standard.

Do you have a podcast rubric that focuses on standards-based learning that you would like to share? How can using this type of rubric help your students to create more robust standards-based learning?

 

© Harry Grover Tuttle, 2007

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Podcasts: Let Students Question and Let Listeners Learn

Podcast Questions

Most podcasts do not invite the listener to think about the topic. The listener is passive. The podcast seems more like a lecture than a dialogue.

The students can start off the podcast with an essential question about the topic or a critical problem such as “What impact is global warming having on you?”and then pause for about five seconds for the listener to think about the topic.

Your students can use a Question and Answer format about this higher level thinking topic. “Were you hotter than usual last summer?” “Was it due to a weather pattern or global warming?” Then they can give some possibilities about why it might be global warming. They can ask another question and offer some possible answers. They can frame their answers in the form of questions such as “Could it be….?” or “What does this image show you about the effects of global warming?”

You will have to model this format for the students and have them practice it. A good starting point is for them to identify what questions they have the topic and its impact on their lives.

Let’s change podcasts from boring mini-lectures to engaging thought provoking learning.This way not only do the students producing it learn the content to a high level of thinking but the listener also does. Share some examples of how your students cause others to think and question.

© Harry Grover Tuttle, 2007

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Student Podcasts to Support the Standards

Podcast Categories

Here is a beginning list of some different educational uses of podcasting in P12 settings that have a direct focus on academic standards:

Demonstrations such as students’ drawing and explaining the differences in geometric shapes
Sharing students’ misconceptions/errors
Stories/Book Reports that analyze a book instead of just tell what happen
Poetry Reading/ Slams about a certain topic or theme
Interpreting Historical Documents such as Federalist Papers
Debates to show two perspectives on a topic
Role Playing the conflict between two sides
How Tos such as how to write a persuasive paragraph or to build a housing using math formulas
Biographies such as the lives of Kansas people
Music/songs that teach different aspects of a topic
State National Test prep
School events such as a local Shakespeare play
Lecture/Telling factual information about a topic
Language lessons (such as learn Spanish) or learn English vocabulary
Reading tests to students with IEPs

What other examples of podcasts have your students produced that directly support an academic standard?

© Harry Grover Tuttle, 2007

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Student Produced Educational Podcasts: Label the Standard

Podcast Thinking Level

In getting ready to help a teacher develop Social Studies podcasts, I’ve listened to many student podcasts.

I’ve heard factual reports (the history of ….), role playing/dramatic reenactments such as the tax act, etc.

In none of them did I hear the education reason for the podcast. Students jump right into the topic. It seems that facts are the most important thing in students’ podcasts. However, state benchmarks require higher level thinking about the standards. They require compare and contrast, inference level thinking.

So how can we transform podcasts from reporting of facts to be higher level? Let’s use Social Studies with the topic of the US American Revolution:

Instead of focusing just on the American Revolution, students can focus on the general causes for a revolution and then give world wide examples of revolutions. (NYS Standard 2: examine the broad sweep of history from a variety of perspectives)

They explain the critical vocabulary used to describe revolutions and give examples of these words or phrases from multiple revolutions.

Students compare the various “wars” that have taken place on USA soil as to the purpose of each side, how the wars were fought, and how each war reshaped the USA.

Those podcasts directly focus on a standard and involve higher level thinking. Please share the podcasts that your students have done that are standards-based and higher level thinking based.

© Harry Grover Tuttle, 2007

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Refocus Podcast Rubrics to Assess Academic Standards

Podcast Rubric

I am helping a teacher do some podcasts so I decided to look at some existing podcasting rubrics.

http://www.beaut.org.au/podcastrubric3.pdf

http://sblogs.writingproject.org/filer/yvpBawpManilaWebsite/ejmaterials/schoolInTheCouleePodcastRubric.pdf

http://ed-cast.org/rubric.aspx

http://school.discovery.com/schrockguide/evalpodcast.html

http://www.thecrossroadsschool.org/glickman/podcast/Rubric_podcast.pdf

I believe that a rubric should assess student growth on a critical component of an academic standard. I believe that technology is a tool that supports student learning and is not the purpose of student learning.

I found that in ALL of these rubrics the value of standards-based learning was considered equal to voice quality, art work, introduction, etc. Student learning of a critical component of a standard counted for 1/6 or less of the rubric grade.

Let’s refocus the rubrics so that student learning of an academic standard is weighted the most, like 70%, and all other podcast rubric items support that standard. We can re-work it so that all items focus on the standard such as Does the art work help convey the standard? Does the student voice quality help to emphasize key vocabulary in the standard? If we do not refocus the rubric, then we cannot use it to evaluate student standards-based learning. A non-weighted, non-refocused podcast grade means little, if nothing.

Do you use a podcast rubric that focuses on an academic standard? Please share it.

 

© Harry Grover Tuttle, 2007

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