Podcasting/Voicethread in the Classroom:
In this blog I am discussing the ideas of podcasting and using voicethreads in the middle school classroom. Although the technology has changed somewhat, this concept of recording one's voice and comments has been around for quite a while. I remember as a young child making cassette tape recordings for my Grandmother, who lived too far away for us to visit, but she loved to hear our voices. A podcast is really an extension of this in a digital format. I used to listen to a lot of podcasts, and after listening to a few from the Willowdale school, I can see how this could be applied to a class and how incredibly creative kids can be! They are probably much more comfortable with the new technology than their teachers are.
I think part of the reason that I'm finding it a bit difficult thinking about using technology in the classroom is that technology wasn't used much when I was in the public school classroom. We had a few computers at my elementary school, and they were used mainly for typing programs and very basic word processing. I suppose now technology is integrated into the classroom, and students likely have much more access to it now than they used to. So, I suppose it makes sense that we begin to look at using audio in the classroom for English Language Arts. What a great way to get students to speak out in a format that is a bit 'safer' than public speaking!
I can see this being very effective for some students. The opportunity to produce, direct, act, write, edit your own video/audiocast or voicethread uses a variety of skills and could easily be integrated into the PLO's for any grade. For example, students could learn how to do research if they are doing interviews, and learn how to write/act in a play. The obvious positive points are improving oracy, and through a way that perhaps even shy students can 'perform' in front of an audience, without having to have the audience in front of them. They will hear their own voices, and even have the chance to have that voice heard around the world.
If the students are all working on a project together, such as commenting on a voice thread, then the students will work on their teamwork. If every student has to make a comment on a piece of artwork, it can help the teacher see that the students are understanding. Peer-learning is a very effective way to teach as well, and some more advanced students could be helping some of the less advanced ones.
Research/Sites/Links/Ideas: I did some research and looked into how this technology could be used in the classroom and found some interesting sites relating to voicethreads and podcasting in the classroom. I decided to post the links here instead of re-iterating some of the great ideas that are in the below links.
http://audacity.sourceforge.net/ - fairly simple open-source audio editing program
https://mysdlax.lacrosseschools.org/groups/couleekids/ - a good example of how podcasting can be used - by a middle school class
http://khanacademy.org - Although this is not podcasting/videocasting, the idea is definitely there. This could definitely be a place the people go to get more information or ideas, or it is something they could do in the classroom. I believe we're going to be learning more about the Khan Academy in our technology class coming up. The flipped classroom idea is a fascinating idea!
http://millsmurfee.blogspot.com/ - a second grade class using podcasts
http://www.downs.kent.sch.uk/podcast/?pid=10&type=podcast&title=The+Downs+FM+%28Podcast%29 - a good example of a primary school using podcasts
http://chatt.hdsb.ca/~elses/boylit/Podcasting%20in%20Education - This site had some great ideas and direct links to some other useful podcasts, it's a great place to get some ideas about podcasting.
http://poducateme.com/guide/ - This site provided an interesting guide to podcasting and some ideas for it's use in education
http://voicethread4education.wikispaces.com/ - a good site for getting some ideas about using voicethread in the classroom
http://voicethread.com/?#q.b908650.i4836718 - This was a good voicethread on some of the ways you can use these in a classroom.
My first voicethread: I thought I'd try making a quick voicethread just to try out the technology and perhaps some ideas for using voicethreads, etc...in the classroom. Many of the ideas I got from the above links. Upon reflection I had a lot of trouble with the technology, I found the program rather difficult to work with and I would need more practice to make a better voicethread and make it applicable to students.
Here's the link to my voicethread. It's just got a few ideas in it about how it could be used in class but needs some more work to be a complete one,I just wanted to get an idea of the technology.
voicethread.com/share/2332734/
Sunday, October 23, 2011
Thursday, October 6, 2011
IRP - Friend or Foe?
Can the IRP's help you as a teacher? Or are they merely a hindrance?
I have never looked at IRP's before starting this program, and to be honest - they were pretty daunting at first. The IRP's have a tremendous amount of information in them and at first glace seemed pretty overwhelming to me. I believe they provide a great outline for teachers to follow, but there is more than one side to every story. As mentioned in the title of this blog, they can be both friend and foe to the teacher...
Flexibility (Friend) - The IRP's provide a great amount of flexibility for the teacher. The expectations are well laid out, and the sections detailing the PLO's for each grade are clear for the teacher to follow. Although there are a lot of PLO's for each grade level, and they are 'mandated', I believe an experienced teacher would be able to make good use of the IRP's in order to create his or her own version of the curriculum that works for them. This type of flexibility would allow the teacher to use current texts that have some relevancy to the children. I believe a good teacher can change things constantly as they have a new group of students, and the IRP's allow for this type of flexibility.
Flexibility (Foe) - For the beginning teacher, I feel that flexibility can also be a disadvantage. The IRP's do not lay out every day of instruction, and the thought of designing an entire curriculum based on some Prescribed Learning Outcomes seems very daunting to me, as a beginning teacher. What are good appropriate texts, and what are some good writing activities? Although there are some ideas in the PLO's later, the task of creating a years worth of curriculum may be quite daunting to the new teacher. If we are supposed to "go outside the box" when teaching, how do we really know what the "box is?" Some teachers may want to have more structure laid out for them. I'm not certain about having the curriculum completely prescribed (Week 1, Class 1 -teach...., Week 1, Class 2 teach...) but an outline may help beginning teachers.
Previous Instruction (Friend) - Since the IRP's are very well laid out in terms of what is taught in teach grade, it is easy to see what the students were taught last year. This gives the teacher somewhere to start as well as an end goal for this year and next year.
Previous Instruction (Foe) - Since the curriculum is not "laid out" for teachers to follow a written flowchart of what to teach each day, some teachers may not end up teaching to the IRP and therefore the students may not have the understanding they need to go to the next grade level.
What do our students look like in ELA and how do they learn?
ELA today has changed since I took it in school. From all that we are learning in all classes, students need to be engaged by learning material that is relevant for them. That concept is prevalent throughout Nancie Atwell's book, In the Middle. In this book she talks about working with students in helping them create from their own experiences, and write things that mean something to them. Students learn more when they enjoy what they are doing, so it is the job of the teacher to ensure constant student engagement through meaningful activities. (Atwell, 1998) Early in Atwell's book she writes about how she came to the realization that ELA is more than a teacher dictating what needs to be done.
If we follow the Principles of Learning as laid out in the IRP's, then today's students really need to be involved and engaged in their own learning. They need to be an active part of the learning process, and simply assigning a book to read and have the students write an book report on it will very likely not keep them engaged. They need to have the opportunity to choose books and write on things that matter to them, not simply what they last class did the previous year. I think all students have 'something to say' and I at this stage it is our job as teachers to help them creatively express themselves, whether that is through speaking, writing, or reading.
Students all learn very differently and ELA students will have varying abilities in terms of writing, reading, representing, speaking, viewing and listening. We all learn a lot when we are able to teach others, and students are no exception. Spending time using students as coaches for other students will help all the students become more versed in ELA. Introducing group activities as well as individual ones will help students learn more as well.
Our students in middle school will be incredibly
diverse. They will have developed their ability to use language at
different times. They will have different relationships with their
parents, teachers and peers. They will all be at varying stages of
emotional, physical, and cognitive development and will be going through
a constant process of change. They may be from different races. They
may learn information differently. They might have learning challenges,
or they may be a gifted learner. This list could do on for pages, and
pages...Simply put, all of our ELA students look different, and they all learn differently. The wonder and power of diversity in the classroom.
Atwell, N. (1998). In the middle : new understandings about writing, reading, and learning. Portsmouth, NH: Boynton/Cook.
I have never looked at IRP's before starting this program, and to be honest - they were pretty daunting at first. The IRP's have a tremendous amount of information in them and at first glace seemed pretty overwhelming to me. I believe they provide a great outline for teachers to follow, but there is more than one side to every story. As mentioned in the title of this blog, they can be both friend and foe to the teacher...
Flexibility (Friend) - The IRP's provide a great amount of flexibility for the teacher. The expectations are well laid out, and the sections detailing the PLO's for each grade are clear for the teacher to follow. Although there are a lot of PLO's for each grade level, and they are 'mandated', I believe an experienced teacher would be able to make good use of the IRP's in order to create his or her own version of the curriculum that works for them. This type of flexibility would allow the teacher to use current texts that have some relevancy to the children. I believe a good teacher can change things constantly as they have a new group of students, and the IRP's allow for this type of flexibility.
Flexibility (Foe) - For the beginning teacher, I feel that flexibility can also be a disadvantage. The IRP's do not lay out every day of instruction, and the thought of designing an entire curriculum based on some Prescribed Learning Outcomes seems very daunting to me, as a beginning teacher. What are good appropriate texts, and what are some good writing activities? Although there are some ideas in the PLO's later, the task of creating a years worth of curriculum may be quite daunting to the new teacher. If we are supposed to "go outside the box" when teaching, how do we really know what the "box is?" Some teachers may want to have more structure laid out for them. I'm not certain about having the curriculum completely prescribed (Week 1, Class 1 -teach...., Week 1, Class 2 teach...) but an outline may help beginning teachers.
Previous Instruction (Friend) - Since the IRP's are very well laid out in terms of what is taught in teach grade, it is easy to see what the students were taught last year. This gives the teacher somewhere to start as well as an end goal for this year and next year.
Previous Instruction (Foe) - Since the curriculum is not "laid out" for teachers to follow a written flowchart of what to teach each day, some teachers may not end up teaching to the IRP and therefore the students may not have the understanding they need to go to the next grade level.
What do our students look like in ELA and how do they learn?
Principles of Learning
Learning requires the active participation of the student.
People learn in a variety of different ways and at different rates.
Learning is both an individual and a group process.
ELA today has changed since I took it in school. From all that we are learning in all classes, students need to be engaged by learning material that is relevant for them. That concept is prevalent throughout Nancie Atwell's book, In the Middle. In this book she talks about working with students in helping them create from their own experiences, and write things that mean something to them. Students learn more when they enjoy what they are doing, so it is the job of the teacher to ensure constant student engagement through meaningful activities. (Atwell, 1998) Early in Atwell's book she writes about how she came to the realization that ELA is more than a teacher dictating what needs to be done.
"I liked being creative, setting topic and pace and mode and orchestrating THE process, taking charge...If responsibility for their writing shifted to my students, what would I do?"
When I went to school, I remember being dictated too constantly, especially in ELA. I remember being told to read this particular book, and write a report on it. Next we read this particular play by William Shakespeare, and then act it out in class. Then, we would do reading comprehension. Then debates. I don't remember much creativity by the students, in fact I don't remember much of it at all, but I do remember my music classes vividly, where we had the creative outlet to pick our own music and perform some of our own concerts, etc...I think in many ways it is easier to be the dictator, and have curriculum established long before the students even arrive in class, but is this good teaching? I think good teaching needs to be dynamic and flexible - changing according to the needs of your students you have at that moment.
If we follow the Principles of Learning as laid out in the IRP's, then today's students really need to be involved and engaged in their own learning. They need to be an active part of the learning process, and simply assigning a book to read and have the students write an book report on it will very likely not keep them engaged. They need to have the opportunity to choose books and write on things that matter to them, not simply what they last class did the previous year. I think all students have 'something to say' and I at this stage it is our job as teachers to help them creatively express themselves, whether that is through speaking, writing, or reading.
Students all learn very differently and ELA students will have varying abilities in terms of writing, reading, representing, speaking, viewing and listening. We all learn a lot when we are able to teach others, and students are no exception. Spending time using students as coaches for other students will help all the students become more versed in ELA. Introducing group activities as well as individual ones will help students learn more as well.
Education can function either to create passive, risk-free citizens or to create a politicized citizenry..At issue here is whether schools of education are to serve and reproduce the existing society or adopt the more critical role of challenging the social order so as to develop ad advance its democratic imperatives. (Henry Giroux and Peter McLaren)
English Language Arts K to 7: Integrated Resource Package. (2006). British Columbia, Canada: Ministry of Education. http://www.bced.gov.bc.ca/irp/pdfs/english_language_arts/2006ela_k7.pdf
Woolfolk, A. & Winne, P. & Perry, N. (2012) Educational Psychology (5th Ed.) Toronto, Canada: Pearson
Diversity photo from Creative Commons. Development Works Photos.
Books photo from Creative Commons. By Jenn Calder
Woolfolk, A. & Winne, P. & Perry, N. (2012) Educational Psychology (5th Ed.) Toronto, Canada: Pearson
Diversity photo from Creative Commons. Development Works Photos.
Books photo from Creative Commons. By Jenn Calder
Subscribe to:
Posts (Atom)