Podcasting

1239 Words5 Pages
Podcasting will be implemented as a method of reviewing content and providing a platform for online discussion in 11th grade Honors European History class. This plan will be put into action for the unit on “The Rise of Europe”, the first unit of the course. Due to the nature of this action plan, it can easily be adapted and applied to each unit of the course as deemed appropriate. This plan will provided students with valuable review of the very extensive content covered in the course. Traditionally in Honors European History, little time can be spent on review, as time limits are very strict. By allowing review to take place outside of the classroom via podcast, more time can be spent in class for qualitative educational practices. Additionally, students will retain the opportunity to comment or ask questions regarding the podcast review sessions, making the review session truly interactive. Therefore, this action plan will make use of technology to free up one-on-one class time with students for higher quality teaching and learning, while providing students with an additional outlet of communication with the teacher as well as with each other. Since this action plan can easily be applied to all content areas, it effectively applies to Pennsylvania State Academic Standards 8.4.12 A – D. These are all of the standards for World History. The podcasting action plan is not a content-specific plan, and therefore can be applied to all content areas within the study of World History. The action plan directly adheres to the National Educational Technology Standards for Students (NETS-S) with particular emphasis on four sub-standards. Standard 2.b is implemented quite obviously. Since podcasting is an additional method of c... ... middle of paper ... ...ch resource is the Learning in Hand blog, which offers episodes all about teachers using podcasting in the classroom. In order to evaluate the success of the plan, three separate plans can be used to acquire data and then make informed decisions. Student surveys would work to bring direct feedback to the teacher. Such surveys would ask students to report how they used the podcast and how often they listened to it. To back up such data, web statistics from the site on which the podcast is published would show definitively just how many visitors are tuning in. Finally, the most undeniable data would come from test scores themselves. If there is a rise in student scores, then the addition of a classroom podcast for content review would be the probable cause. By bringing in all of this data, a proper evaluation of the success of the action plan can be possible.
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