What exactly is podcasting? How is podcasting relevant to the ELA classroom? Testing, Testing, 1-2-3.

     Podcasting is a method of visual or auditory technological communication.  A podcast usually has some sort of theme and a host.  Podcasts are convenient because you can download or subscribe, and listen to them at your leisure (and they are free).

     Keeping in mind the relevancy of podcasting to the middle school English Language Arts classroom, I created a list of potential benefits.  Podcasting promotes authenticity and collaboration amongst peers and possibly across a school community.  Because it is authentic, and is published by the students it is meaningful, and therefore engaging.  Podcasting promotes media literate citizens.  The message or content of the podcast is sent out globally, and thus can be very powerful.  Because people have the ability to provide feedback to podcasts, social relationships can be formed.  Audio podcasts have pure communicative value.  They encourage speaking effectively and eloquently.  Podcasts motivate good writing, provide a creative outlet to share ideas, and support shy students in the development oracy skills.

     There are many different themes or contexts for creating podcasts.  Here are a few that I have come up with:  newsletters home to parents, a school radio program, radio plays, musical recordings, panel debates between historical figures, reading books to the blind, to the elderly, or to sick children, and recording performances.  I am sure that there are many more ideas floating around out there.

     I put myself to the test in creating a podcast.  It took me a little bit of time but I managed to find a host at www.podbean.com.  I have also discovered how to link this podcast to my blog.  The inspiration of this podcast came from friends who have recently had a grandson diagnosed with cancer.  His name is Henry Down, and he is almost two years old.  He is undergoing chemotherapy at Children’s Hospital in Vancouver.  I thought it would be a great experience for my nieces to be able to read stories to Henry.  I also approached some of Henry’s extended family and they were thrilled to become involved.  

     Creating the first episode with my niece, Darien, was everything you would hope for as a teacher.  She was thoroughly engaged, and begged to write her own note to Henry which she read (by the way she is only in grade 1).  She was very aware how she sounded on the recording, and only stopped striving to sound more polished because it was bedtime.  When we played episode one back to her parents, she was beaming with pride.  

     Creating this podcast was not a simple task, but it certainly was a valuable education lesson in technology.  This experience has enabled me to observe first hand the effect podcasting has on engaging learners.  If this endeavor is any indication of how podcasts are received by students in general, I think that podcasting will be a very useful tool in the classroom.

Darien's Debut

Darien's Debut

IRPs and the Middle School Student

Today’s middle school English Language Arts (ELA) students are a diverse group of learners.  At an age range of 11-14, middle school students are undergoing various emotional and physical developmental changes (read turmoil).  They struggle as they strive for independence yet, know at times they still need the direction and guidance of adults.  Consumed by social interactions and raging hormones, they are preoccupied with their peer groups. Despite these distractions, middle school students do learn.  How do they learn?  According to the text In the Middle by Nancie Atwell, they learn when autonomy is part of their learning.  When given this autonomy they will choose ideas or topics that are relevant to them.  She states that social relationships are at the forefront of the middle school students’ being, and thus they demand a social context for learning.  I agree.  I also agree that they benefit from working cooperatively within heterogeneous class mixtures, where higher students can act as a scaffold for lower students, and lower students can help higher students to solidify their subject knowledge.  I believe that when we respect the needs, and identify with the middle school learner we set the stage for a successful learning experience. 

The B.C. Ministry of Education oversees the learning of students through the implementation of the English Language Arts Integrated Resource Package (IRP).  As a new teacher, the IRP will be my guide to teaching the middle school learner.  To have a suggested timeline, assessment ideas, and prescribed learning outcomes (PLOs) laid out will help me immensely in planning the year, and staying on course. I admire that the IRP is not overly prescriptive, and will allow for the development of creative, and autonomous thought by students.  As long as the speaking, listening, reading, viewing, writing, and representing requirements are satisfied, the students are free to choose their inspiration from a variety of media that are relevant to them both individually, and to the course.  I view the PLOs as flexible, not in content but in delivery, thus allowing autonomy for myself as well.  They clearly state that the curriculum organizers “are not intended to suggest a sequence of instruction or a linear approach to course delivery”.  Importantly they direct me to address the varying needs of students, and the diversity within the classroom.  This inclusive structure will allow me to adapt the PLOs so that all students will have a positive learning experience.

I believe that the English Language Arts IRP supports the needs of middle school students and the teacher.  The IRP acknowledges middle school students’ dynamic reality and will allow for me, the teacher, to facilitate their learning in a relevant and therefore meaningful way.