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HOW TO MAKE A PODCAST

Lesson Plan

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Special thanks to:

Universidad Autónoma  de  México  

Centro de  Enseñanza  de  Lenguas  Extranjeras    

Diplomado Actualización  en  LingüísDca  Aplicada  a  Distancia   para  Profesores  de  Lenguas     PodcasDng  4  EFL  Teachers   Ma.  Elena  Delgado   Karen  B.  Lusnia    

Online material reference:

Vincent, T.  (2009,  April).  Podcas'ng  for  Teachers  &  Students.  Retrieved  from   h;p://alad.cele.unam.mx/modulo9s/unidad24/PodcasDng_Booklet2014.pdf     h;ps://magic.piktochart.com/output/1697150-­‐making-­‐a-­‐podcast-­‐guidelines   h;p://www.osceola.k12.fl.us/depts/IMC/podcasDng/WriteYourPodcastScript.asp   h;p://slogan4u.com/   h;p://audacity.sourceforge.net/   h;p://www.flashkit.com/soundfx/   h;p://www.teachertrainingvideos.com/audacity1/index.html   h;p://windows.microsoW.com/en-­‐us/windows-­‐live/movie-­‐maker#t1=import     Photos  sources:     h;p://www.clipartpal.com/_thumbs/pd/educaDon/notebook_01.png   h;p://findicons.com/search/emoDcon   h;p://sumergidas.org/2012/11/04/audacity/   h;p://a1.mzstaDc.com/us/r30/Purple2/v4/d7/cd/d6/d7cdd604-­‐928e-­‐ a4e1-­‐4b41-­‐954ec0a5ee8e/Slideshow_Maker.png   h;p://photofunia.com/   h;p://liquidstudios360.com/   h;p://www-­‐staDc.weddingbee.com/wp-­‐content/uploads/2011/05/05/screen019.png      

 

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Contents

•  •  •  •  •  •  •  • 

Overview 4 Procedure 5 Preproduction 6 Recording 8 Postproduction 10 Publishing 12 Assessing 14 Evaluation Rubric 15 3


Overview

Not only knowing about technology is important, but also using it is an essential skill for life. In this project, students will have the opportunity to explore the four phases in creating a podcast while using a number of different digital tools to support their learning, understanding and creativity. Young students are usually very enthusiastic about it and I'm sure this activity is going to be absolutely rewarding. OVERVIEW: Students will develop their learning autonomy at the time they enhance their listening, reading and speaking skills. MAIN OBJECTIVE: Students will expose a topic they had chosen during the course by creating 3-series podcast for presenting the topic. It will be uploaded to You Tube. Age: Teenagers and young adults Level: B1 – B2 Time: 7 weeks Material needed: PC or laptop with Internet access Microphones Assumptions: Although many of them may be familiar with podcasts, producing them can be a complete different experience for them. It is advisable to allow them time to fully read the background information about podcasting and the technical requirements needed so that they get familiar to them before they start producing materials. Predicted problems and solutions: Students might not focus on the topic and there would be no time for all the activities so the teacher should act as a moderator guiding them. It is important to give them the opportunity to make decisions about their own learning experience. This project aims at giving students the chance to explore other ways of showing what they have learnt and express themselves.To accomplish this goal, students need to have access to Internet and a solid disposition to use technology.

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Procedure ACTIVITY   PROCEDURE     Research  

Students will  enrol  in  different  Coursera  courses,  so  they  work  on  selected   topics  according  to  their  interests.  Therefore  they  will  use  the  knowledge   they  get  from  the  course  and  some  suggested  sites.  

WebQuest

Students will  read  and  use  a  WebQuest  to  get  involved  in  the  world  of   podcasts  and  to  develop  one  of  your  own.  

TIME   4  –  5  weeks  

1 day  

h;p://zunal.com/webquest.php?w=242078 Planning,   scripDng  and   developing   slogans  

It's Dme  to  gather  all  the  informaDon  they  found  on  the  chosen  topic.   Students  will  think  of  a  name  for  their  podcast.  It  is  highly  recommendable   to  have  a  consistent  format  for  each  episode.     Students  will  write  a  script  to  start  recording.   They  will  also  create  a  slogan;  it  will  help  make  the  podcast  memorable.     h;p://slogan4u.com/   h;p://www.osceola.k12.fl.us/depts/IMC/podcasDng/ WriteYourPodcastScript.asp  

1 week

How to  use   audacity  for   your  recording  

Students will  install  Audacity  –  a  free,  easy  to  use  cross-­‐plasorm  –  into  their   computer.  

3 days

How to  edit   audio  and  add   music  and   sound  effects.  

Students will  add  music  and  sound  effects  using  podsafe  audio.     h;p://www.flashkit.com/soundfx/   They  can  also  add  audio  effects  using  Audacity.   h;p://www.teachertrainingvideos.com/audacity1/index.html   Then,  they  will  import  audio  to  a  standard  format,  i.e.  mp3.,  save  and  export   their  project.   Using  Movie  Maker,  they  will  create  a  video  using  pictures  related  to  what   you  say  along  the  voice  recording.     h;p://windows.microsoW.com/en-­‐us/windows-­‐live/movie-­‐ maker#t1=import  

2 days

Uploading your   work.  

Students will  publish  their  movie  on  You  Tube.   AWer  their  video  is  published  they  will  send  the  link  to  it  in  an  email  message   to  the  group,  friends  and  family,  so  they  can  watch  their  work  and   comment.  

1 week

ReporDng to   the  class.  

At the  school  “Mediateca”,  students  and  teacher  will  watch  and  comment   on  their  classmates’  podcasts.  

Then they  will  record  and  edit  their  audio.  h;p://audacity.sourceforge.net/  

1 day  

5


Preproduction

6


Preproduction

https://magic.piktochart.com/output/1697150-making-a-podcast-guidelines

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Recording

8


Recording

http://audacity.sourceforge.net/

Â

9


Postproduction

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Postproduction

http://www.flashkit.com/soundfx/ http://windows.microsoft.com/en-us/windows-live/movie-maker#t1=import

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Publishing

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Watching & Commenting

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Assessing

Once they  have   submi;ed  the  link  to   their  video,  they  will   be  evaluated   according  to  a  rubric.     Note  that  the  "Score"   column  represent  the   weighDng  assigned  to   each  category.  

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Evaluation Rubric

Excellent

Good

Fair

Poor

Score

The purpose of the podcast series is related to your Coursera course. Research is supported by citations. The episodes include factual information and opi nions.

The purpose and topic are clear. The research represents several reliable sources. Opinions are included occasionally.

The purpose is vague, but the topic is somehow related. The research is only based on a source. Opinions are not related to the topic.

The audience may be unsure about the purpose and topic of the episodes. The research is unsupported. Opinions are not included.

3

Content sequence

The content is delivered in a creative way. Episodes are well organized and the transitions are smooth.

The host understands the concepts and how to explain them to others. Episodes are well organized and there are transitions.

Episodes show lack of understanding of the central ideas. Transitions are not smooth.

The sequencing of ideas seems to be random and hard to follow. Episodes are not organized and there are no transitions.

3

Format

Episodes include intro music, an opening phrase, a good transition in the content, final comments and outro music.

Episodes include intro music, good transition in the content and final comments.

Episodes include intro music. The transitions are not smooth and there are not final comments.

Episodes do not include music, transitions are not smooth and there is not opening or final comments.

2

Production Editing and Enhancement

Very high quality audio. Episodes are clear. There are not outside noises to interfere. Sound effects are used effectively to create atmosphere and transitions.

Audio is clear and maintains a strong level. Sound effects are used effectively.

Audio is understandable , but has quality issues that distract at times. Sound effects are used somewhat effectively.

Audio level is low. Edits are sloppy and create confusion. Ambient noise is distracting.

2

Content Purpose, topic Research

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Alejandra Peredo 16

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