As a listen to a student As students listen, they should pay attention to created podcast available online. what they and didn’t like about the podcast in the Teacher moderates the categories of form and content. discussion of the students’ initial After listening, students share their initial ideas Explain reactions. about the podcast. Listen to a professionally As students listen, they should again pay & Model made podcast available online. attention to the characteristics of the podcast. Ask students to write down 2 Students 2 things that appealed to them and things that appealed to them in the 2 things that did not. podcasts and 2 things that did not. Students share their ideas, going around the Ask the students to share their room so everyone shares at least one thing. ideas and create a list on the board. Students should be directed to their Students listen to 2-3 podcasts of their choice using own computers and headphone their own computer and headphones. sets. Students answer the listening guide questions for Students can now choose several each podcast they listen to: different podcasts to listen to on Listening guide for Students their own from the provided list of Explore 1. What is the title and length of the podcast? both professional and student made 2. Determine what you thought worked well and did & Apply podcasts published online. As they not work well in the podcast. (at least 2 of each) listen, students should keep track of 3. What was your overall rating of the podcast? specific qualities they thought were Explain why you think that. effective or ineffective using the 4. What are three qualities of a podcast that you want listening guide. to include in your own work? Every student share one positive or All students share one comment about their listening negative aspect of their listening experience with the class. experience that they think it is All students complete an exit ticket. important for everyone in the class Evaluate to be aware of as they work on creating their own podcasts. & Close Exit ticket: Ask students how the characteristics of a good podcast can also work in written text. Do some of these same qualities apply when you are writing an essay? How? This document was developed as part of the English Capstone Collaborative Pilot Program, a VDOE grant, supporting a partnership between James Madison University and SURN at The College of William and Mary to pilot and develop materials for the English Senior Seminar. Virginia educators have permission to use and adapt this document for educational purposes.
Explain & Model As a listen to a student created podcast available online. Teacher moderates the discussion of the students’ initial reactions. Listen to a professionally made podcast available online. Ask students to write down 2 things that appealed to them in the podcasts and 2 things that did not. Ask the students to share their ideas and create a list on the board. As students listen, they should pay attention to what they and didn’t like about the podcast in the categories of form and content. After listening, students share their initial ideas about the podcast. As students listen, they should again pay attention to the characteristics of the podcast. Students 2 things that appealed to them and 2 things that did not. Students share their ideas, going around the room so everyone shares at least one thing. Explore & Apply Students should be directed to their own computers and headphone sets. Students can now choose several different podcasts to listen to on their own from the provided list of both professional and student made podcasts published online. As they listen, students should keep track of specific qualities they thought were effective or ineffective using the listening guide. Students listen to 2-3 podcasts of their choice using their own computer and headphones. Students answer the listening guide questions for each podcast they listen to: Listening guide for Students 1. What is the title and length of the podcast? 2. Determine what you thought worked well and did not work well in the podcast. (at least 2 of each) 3. What was your overall rating of the podcast? Explain why you think that. 4. What are three qualities of a podcast that you want to include in your own work? Evaluate & Close Every student share one positive or negative aspect of their listening experience that they think it is important for everyone in the class to be aware of as they work on creating their own podcasts. Exit ticket: Ask students how the characteristics of a good podcast can also work in written text. Do some of these same qualities apply when you are writing an essay? How? All students share one comment about their listening experience with the class. All students complete an exit ticket. This document was developed as part of the English Capstone Collaborative Pilot Program, a VDOE grant, supporting a partnership between James Madison University and SURN at The College of William and Mary to pilot and develop materials for the English Senior Seminar. Virginia educators have permission to use and adapt this document for educational purposes.
toolbox_replicating_pd_to_support_senior_eng_seminar_elec.docx