“I hate hearing myself talk!” This is more than likely a common phrase we as teachers regularly say, especially those of us that flip our classrooms. Flipped classroom videos (or vodcasts) are my only experience with recording. These videos are made by me for my students, but I rarely ask my students to complete similar types of tasks. My recent introduction to podcasts has changed my future thoughts of my classroom though into recording tasks that require them to do the recording. Podcasts allow students to communicate in a short and simple manner, but still allow them the creative freedom that simply typing a paper cannot offer. To demonstrate, I decided to create my own podcast to see just how easy it was. Needless to say, I was very pleased and think I can easily implement the creation of podcasts into my curriculum.
podcast_sample.mp3 |
I looked into some podcast examples on iTunes after doing a little background research and came across several great examples. After doing some basic research, I found several podcasts to subscribe to for my science classroom. What I love most about podcasts is that I can listen to them while doing other things, thus my work load is not increased but I am still expanding my content knowledge. I especially loved the Science Friday podcasts! I like the science daily articles but this is even better because I can listen instead of having to read it. My favorite one was a new podcast episode that talked about pandemics. I just wish I had found this two weeks ago when I was discussing this subject in my class, especially because this podcast discusses a new possible AIDS treatment. I also found the TED Talks podcasts to be very informative. I love TED Talks on YouTube, but iTunes is more accessible and once again, I can listen while multitasking with other teacher duties. Another podcast I enjoyed was The League of Nerds podcasts. It was a different approach to scientific information with some humor and sarcasm added in to make the podcasts more entertaining. The Zika virus podcast was especially amusing with some great facts thrown in too. I can definitely see myself using podcasts much more frequently for both professional and personal reasons. I love learning new things, especially about science, so podcasts are a great way to be a more informed citizen of the world with easy access from anywhere through iTunes.
In addition to auditory learning, visual learning can be very beneficial for all types of learners. Vodcasts, or video podcasts, can be so beneficial to students too. I make a form of a vodcast with the video lectures that I have my student watch for homework, but there is so much more to a vodcast than that! I have recently done some exploring and found some great video clips that I can use to quickly demonstrate content to my students. I explored the website science360.gov and found many great videos I can use in my classroom. National Geographic’s video podcasts are also wonderful. Both of these websites have so many great clips and I can think of a plethora of ways to use them. I could show short topic intro videos before starting a unit or a detailed topic for the class period. For example, I played the video screenshot below when we started talking about viruses. The students were especially interested because many of them have been sick lately with the flu. I also think these videos could be great for pre-labs, especially those where we look at dead specimens. A video from National Geographic could pique student interest in the organism before students examine or dissect a specimen. Videos in general give a great introduction for all types of learners. Students with reading difficulties or those that do not speak English as their primary language would greatly benefit from video introductions. Visual representation of material gives students with difficulties a different way of interpreting material and can still allow these students to form connections with the content.
In addition to videos, photographs are also a great way to differentiate the classroom and incorporate web 2.0 tools. Flickr is program I was previously only aware of from a social media perspective. I did a social media assignment earlier this year that required students to make a fake social media profile page for Gregor Mendel and several students asked if they could make a Flickr page for Mendel. These students briefly demonstrated how to use Flickr which piqued my interest for my personal use, but I recently discovered how beneficial this program could be for my classroom. After doing some of my own Flickr exploration, I could not believe the array of images! Next time I teach the ecology unit, I want to use Flickr as we explore the biomes of the world. Flickr will allow all students to connect on a personal level with the world around them. Once again, students with disabilities or those that struggle with the language have the best opportunity for connection, because a visual representation is easier to understand and connect with regardless of mental ability or language.
The introduction of Skype as a common platform in my school will also become beneficial to my classroom. With the recent use of Office 365 in my county, Skype is also included in this package. To be more proactive with Skype, I would like to use this program to allow students to Skype with career experts. Next year, I will be taking on STEM biology and career connections are especially important for these students. I think the potential connections between career experts and my students will benefit all parties and be a great asset to the course. Skype would also allow many students the ability to communicate with people they may not normally get the chance to talk with in the real world. In addition, Skype can bring different cultures or people to the forefront for students. In addition, many careers can be explored which demonstrates to students that there are many pathways for students after high school. Students with disabilities do not always have the same college or career options as other students, so by bringing multiple professions into the classroom, students see that there are options for everyone. These students who previously thought they were at a disadvantage would then know that there are great options for them too or they may even discover a pathway they never even knew existed.
Every teacher also faces the issue of diversity in his or her classroom! Many people think of diversity only from a racial standpoint, but diversity is so much more. Teachers not only have all races of students in their classrooms, but they also have students with learning disabilities, students with physical disabilities, and students with language disabilities and barriers. WIth the widespread use of internet in the classroom, teachers now have more tools at their fingertips than ever before to help all of their students achieve more. Differentiation is the best method of helping all students reach success in the classroom. According to Hobgood and Ormsby (2011), teachers also reduce the need for remedial instruction but providing audio, visual, or concept-map supports for students with disabilities.
Technology is the best way to bridge this gap for students while also reducing the workload of teachers. In the beginning of the year teachers can do surveys using Google forms to ask students about their favorite tech tools and what has worked for them in the past. Then, teachers can get a better idea of the diversity of their students and how to go about creating meaningful learning experiences in the classroom. Video lectures can also be great for ADHD students and with the closed caption function, ESOL students can also have assistance with understanding the video content. I also think concept maps are a great tool for reinforcing relationships between content for the students. For students with learning disabilities, concept maps can be especially important for helping students form a connection to the content and to help them grasp concepts in a more visual way. Tools like Bubbl.us or Google drawings allow teachers to quickly and easily create concept maps to share with students to foster these content connections. Hobgood and Ormsby (2011) also list ideas like UDL Book Builder where students could create individual digital books, additional survey sites like SurveyMonkey for gauging student interest, and using screen-reading software for students with language disabilities or barriers.
Students also need to be aware of the world around them and technology has allowed teachers to increase the global awareness of their students. Now, more than ever, students need to form real-world connections with the classroom content. Programs like Skype mentioned above, allow students to visually interact with people in related professions or even students in other countries. Students can communicate with students via blogs, which could be especially useful when we spend time studying biomes. My students could contact other students living in different biomes and discuss similarities and differences. Podcasts are also great ways of reaching a larger audience and students could listen to people from all over the world or even their own backyard. The use of the internet has broken down the barriers that once existed for our students and as a result we can create students that are much more globally aware and grow up to become good citizens of the world.
Technology is the best way to bridge this gap for students while also reducing the workload of teachers. In the beginning of the year teachers can do surveys using Google forms to ask students about their favorite tech tools and what has worked for them in the past. Then, teachers can get a better idea of the diversity of their students and how to go about creating meaningful learning experiences in the classroom. Video lectures can also be great for ADHD students and with the closed caption function, ESOL students can also have assistance with understanding the video content. I also think concept maps are a great tool for reinforcing relationships between content for the students. For students with learning disabilities, concept maps can be especially important for helping students form a connection to the content and to help them grasp concepts in a more visual way. Tools like Bubbl.us or Google drawings allow teachers to quickly and easily create concept maps to share with students to foster these content connections. Hobgood and Ormsby (2011) also list ideas like UDL Book Builder where students could create individual digital books, additional survey sites like SurveyMonkey for gauging student interest, and using screen-reading software for students with language disabilities or barriers.
Students also need to be aware of the world around them and technology has allowed teachers to increase the global awareness of their students. Now, more than ever, students need to form real-world connections with the classroom content. Programs like Skype mentioned above, allow students to visually interact with people in related professions or even students in other countries. Students can communicate with students via blogs, which could be especially useful when we spend time studying biomes. My students could contact other students living in different biomes and discuss similarities and differences. Podcasts are also great ways of reaching a larger audience and students could listen to people from all over the world or even their own backyard. The use of the internet has broken down the barriers that once existed for our students and as a result we can create students that are much more globally aware and grow up to become good citizens of the world.
References
Hobgood, B. & Ormsby, L. (2011). Inclusion in the 21st century classroom: Differentiating with technology. Learn NC. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6776
Hobgood, B. & Ormsby, L. (2011). Inclusion in the 21st century classroom: Differentiating with technology. Learn NC. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6776