Podcasting...
The book gives a suggestion for science teachers to have their students use podcasting to record their thought processes during a lab or dissection. I do like that idea, because that student could play it back and we could have a discussion on metacognition (thinking about the way we think). Also, it could help those students who are struggling. If they listen to their peers' talking their way through the lab, it may help them develop better thought processes.
I also had an idea of my own. I want to connect what we are doing in the classroom to current events in science. I originally planned on having my students bring in a science newspaper article that interested them and do a presentation on it. But now, I think that the class should get together on a current event in science to do a podcast on. It will help the class to become more invested in what we are doing and to take ownership of what is presented. This would be because they would not only be talking to their class of 30 peers, but to the world. We could present the topic and our opinion on it. I am really excited about this idea, and can't wait to try it out. I think that anything we can do to allow the parents and administrators access into our classroom community, will help them connect to us.
3 comments:
I love both ideas! I too think that it is important to let others into your classroom. In the past, teaching was an isolated experience. But, with the advent of new technologies (like podcasts), we are able to share what we are doing with the world. I also think that it is important to keep parents connected. Many parents work late and can't always meet for parent conferences, but they can listen to podcasts anytime that they have a spare moment and see what their students are doing.
I am glad that the book finally had a suggestion for you to utilize technology in a science classroom! Of course there are simple things like powerpoint and movie maker, but I love it that podcasting would work for you. I plan on using it in a similar manner, by asking students to record their conversations in literature circles, much like we did in Dr. Kadjer's class, then creating book trailers for students in the school who may read the books at a later time. I love it!
I love both ideas too! I think the metacognitive podcasting could work in a language arts classroom as well. Particularly because the Reflective Piece is the final piece required for the portfolio, in which the students are required to reflect on their own literacy development. Podcasting student-led "Think-Alouds" as the students read their own chosen books would be a great way to document their growth. Thanks for the inspiration!
Sarah
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