As I prepare for the class that I’ll be teaching on Thursday about podcasting in the classroom, a few things have crossed my mind. First, is there a better way to manage podcasting within the classroom?

The first thing that I’ve done is make a large, laminated wall chart where we can write the name of the show that we are currently working on, the segments, people recording and where they are in the recording process, (Writing, editing, recorded…). This has been a big help for the students so they can have a visual reminder as to where we are in the process. For those students not involved in the current recording, get excited as they see the chart being filled in at the various stages. They know a new show is getting closer!

As for the writing of the shows, this is about the easiest part of the show to manage. Instead of making this an extra thing I need to do within my day, I incorporate as much as I can into the curriculum. The students seem to have a good handle on wanting to record what’s currently going on in the class. The writing of each segment usually coincides with writing assignments that are given in class. Therefore, I’m not taking up extra time for this part. The students that are writing segments, will write for their assignments, then they take a portion of what was already written and create their segment from that. They still go through the writng and editing process, usually without groaning and complaining!

Thanks to Tony Vincent and his great website, Learning in Hand, I use planning sheets for students to write out their segments. This helps them organize their thoughts and makes it easier to keep track of who is writing what segment. Tony has got some great ideas that have been thoroughly tested by his students. They do a great job at recording their podcasts. You can listen to them at their website, Radio WillowWeb.

Recording the actual segments become a little more difficult. Finding a quiet place in a school of almost 700 students is NOT easy! Usually, students who are recording segments come to the classroom during their recess. (They actually don’t mind giving up recess for this!) This works well only if the students I’m recording are in fifth or sixth grade, (Their reces coincides with my lunch time.) If it is younger students, I will record them during my planning time, only pulling them out of class for 5 minutes or so. I usually record right in my classroom, but at times have gone to my principal’s office or other available room. My students have made a great sign that warns people not to enter the room because recording is taking place at that time.

Another helpful site is Kidcast. Dan Schmit has a great book out called, Kidcast-Podcasting for the Classroom. 

Well, wish me luck with the class. I hope I can spread the word about this great technology tool that is easily incorporated into the curriculum and puts an exciting twist on learning!