share clips in class: This goes back to encouraging students to use the podcast.Many of them said they wouldn’t watch it if it was too long. keep it short: My students complained incessantly when the podcast went over seven minutes.write a script: You don’t need to write a script that you plan to follow verbatim but an rough outline will cut down on the “babble” in your podcast.more videos: It take more of your time but the videos were far more valuable to my students that just the audio.always keep the quiz in mind: When making a podcast, always keep your next assessment in mind because it is what many of your students are thinking about as they watch.The podcast allows students to see examples that we just don’t have time for in class. have an out-of-class experience: We always have extra problems and labs to do in physics.encourage students to use it: Just like the textbook, notes or homework, a podcast is a resource that needs promoting.Slideshow above might be blocked ( download original slides)īased on the student feedback, here is what I plan to do differently regarding this year’s podcast: Especially helpful was the feedback they gave me on a survey I gave at the end of the last school year. The students taught me several things too. Don’t let the “your kids already know how to do this” blather fool you. A large majority of my students didn’t even know what a podcast was before I started using them for class. I guess all the hype over the so-called “digital native” made me think that my students would just instantly pick up on the idea of a podcast. It became a learning experience for me.įor starters, I learned that students, like with any other resource, needed to be shown how to use the new medium. However, it evolved into much more than just a review for the students. It started off as a simple recap of the past week and an overview of the week to come. Last year I created a podcast for my physics students.
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