RESOURCE GUIDEBOOK FOR EDUCATORS
Podcasts
pod•cast
/'päd,kast/
noun
1. a digital audio file made available on the internet for downloading to a computer or mobile device, typically available as a series, new installments of which can be received by subscribers automatically.
verb
2. make (a digital audio file) available as a podcast.
Let's look at the word “podcast” itself. First mentioned by Ben Hammersley in a 2004 Guardian newspaper article in which he rattled off possible names for this booming new medium, the “pod” of podcast is borrowed from Apple's “iPod” digital media player; and the “cast” portion of podcast is taken from Radio's “broadcast” term. As a matter of clarity, just because it's named after Apple's iPod, does not necessarily mean that you have to own or use an iPod — or any portable digital media player for that matter — to enjoy a podcast. Podcasts are “On Demand” and can be listened to on your schedule, not when a Radio Station decides to air it.
Podcasts can be produced by just about anyone wanting to share and communicate with the world. They are not exclusive to Big Name Media.
Because podcast websites usually have ways for listeners to leave comments about each episode, and literally enter into a discussion with other listeners, podcasts are like a community of individuals sharing a common interest.
iPod + Broadcast = Podcast
https://internationalpodcastday.com/what-is-podcast/
The 8 Most Popular Podcast Formats
1 The interview podcast format.
2 The solo/monologue podcast format.
3 Conversational/co-hosted podcast format.
4 The panel podcast format.
5 Non-fictional storytelling podcast format.
6 Podcast theater podcast format.
7 Repurposed content podcast format.
8 Your own podcast format
Podcasts can be used by teachers of virtually any subject as the podcast formats allow any form of content.
Podcasts can be a single episode, a season of consecutive episodes/multi-part series, season of episodes on a single topic or a larger theme
Some examples of genres of podcasts:
Podcasts - Audio Resources for Teaching and Learning.
Pre-Teaching: Key planning notes for teachers:
1 Research podcasts for subject-relevant topics. Listen to prepare
2 Create and offer choices of podcast series or episodes to students
3 Offer a lesson using a selected ‘mentor' podcast
4 Listening activities can be planned for pre-listening, during listening and after listening
5 Identify the format, the genre, the purpose, the host(s) of the podcast or series
6 Understand the purposes of podcasts: Informing and explaining, storytelling, debating, analyzing, and entertaining.
7 Teachers can choose how they will assess: for learning, as learning or of learning
8 Consider what the purposes of the podcast learning activities are for the particular grade, the subject and the subject learning strands. (example)
Pre-Listening Activities
Some ideas:
1 a) In pairs or small groups, have students answer Q and A about podcasts in general with content from international podcast day (link below).
Examples:
i. Where does the term ‘podcast' come from?
ii. What year do you think podcasting began?
iii. List podcasts that you know of or have heard.
iv. What do you think are the top three formats (styles) of podcasts?
v. https://internationalpodcastday.com/what-is-podcast/ and/or
b) The teacher can develop a list of 3-5 questions about the subject or topic related to a podcast you have chosen as a mentor podcast for a lesson and learning activities.
c) take up student answers, as a class.
2 Introduce an excerpt from the transcript (if available) of the podcast - projected visually, through a link or on a handout in person or digitally. Have students read and predict what types of questions will be asked and/or key points that will be covered.
Podcast Transcript as a Teaching and Learning Resource (pre, during and after listening)
Teacher Notes:
If a transcript of the podcast is available, this can allow for differentiation or providing accommodations based on student needs.
The podcast transcript can be made available to students as a whole or in chunked sections. The teacher can offer a portion of the transcript before listening to pre-teach vocabulary, to introduce a topic or concept, to read to make predictions, or other appropriate learning activities.
To differentiate learning opportunities, students can read the transcript for portions of the listening activity in place of listening or for review after listening (or in the event of a missed lesson).
During Listening Activities:
Teachers can determine goals for listening based on the grade, school subject, and content of the podcast. K/U, T/I, Communication, Application and/or subject strands.
Teachers determine the lengths of the listening activities, appropriate for the age, the subject, and the topic of the podcast. (Chunking)
Some listening activity ideas:
Individually, in pairs or in small groups,
Students can capture three key points from the podcast
Graphic organizers can be tailored with specific listening prompts (template included)
Students may represent their understanding in different ways
in point form,
in sentences
in images or line drawings
in a combination of words and/or images
Listening Guide Template (MLA Format):
After Listening Activities:
Consistent with the goals created for the listening activity, appropriate follow-up activities suitable for the age, subject, and content of the podcast can be offered.
Some after-listening activity ideas:
Individually, in pairs, or in small groups (same or different groups from the listening activity)
Students can:
Share their key points captured from the listening activity
Make connections with the content of the podcast: text-self, text-text, text-world
Sample graphic organizer is included
Ideas for after-listening extension activities:
Students can choose different episodes from the same series used in the lesson (alone or in pairs) to complete the above listening activities, presenting key points and connections to class.
Students can choose episodes from other series approved by the teachers to complete listening and making connections learning activities.
Students can determine a topic, a purpose, and a format to produce their own podcast, creating a sound file using voice memos or other apps, to produce a podcast. Timing guidelines can be determined accordingly (generally 30 minutes maximum)
- Note: if students do not have ready access to technology, they can perform their prepared work as a live presentation.
- Students can create a solo, monologue format with research and write a monologue script to present.
- To create a podcast with a partner, students can use an interview format or conversational/ dialogue format (or other formats such as performance). Conduct research, create open-ended questions, and informed responses. Students can switch roles for host and interviewee.
-For a panel (or theatre) format, group members conduct research, collaborate write a script and deliver content or perform a role. Clear, balanced roles and timing should be defined.
A Sample Podcast Lesson with Activities for Islamic Heritage Month
Geared for high school English, IAPS, world issues, philosophy, human geography courses.
This Being Human Podcast
Session #1 (70 min) Materials: teacher computer and speakers, wifi connection, sticky notes, whiteboard markers, digital or paper copies of listening activity (transcript excerpt) handout.
Pre-listening:
Learning Activity One: (minds on) (20 minutes)
Large group, small group, partner, or individual responses on paper handout or digital document: (One side of handout page is for pre listening responses, the other side is for listening activities). Pre-listening:
- Why do you think the podcast title, This Being Human, is worded this way?
- Write 2-3 ideas about topics which could be covered in the podcast series.
- Students write topics, predictions on post it notes, (or digital jam board)
- Group similar topics together with class members.
- Discuss the findings in the predictions, patterns, top predictions
Learning Activity Two - Pre-Listening: (10 minutes)
Students read the excerpt of transcript one featuring the poem, “The Guest House” by Jalaluddin Rumi.
Following is an excerpt of the transcript for episode zero, “Welcome to This Being Human Podcast” (the podcast trailer), featuring Rumi's poem, “The Guest House.”
“And perhaps nobody has captured that experience - of being alive - than the revered 13th-century Per sian poet and Sufi mystic Jalaluddin Rumi. He captured it so beautifully, in his poem, “The Guest House.”
FEMALE VOICE:
This being human is a guest house. Every morning a new arrival.
A joy, a depression, a meanness, some momentary awareness comes as an unexpected visitor. Welcome and entertain them all! Even if they are a crowd of sorrows, who violently sweep your house empty of its furniture, still, treat each guest honorably. He may be clearing you out for some new delight. The dark thought, the shame, the malice. meet them at the door laughing and invite them in. Be grateful for whatever comes because each has been sent as a guide from beyond.”
Learning Activity Three - Pre-Listening: (15 minutes)
Individually, in pairs or in small groups, students answer the following:
What key metaphor is presented in this poem by Persian poet and Sufi mystic Jalaluddin Rumi? (What two things are being equated or compared?)
Rephrase the meaning of this poem in your understanding. (For thought: how is this metaphor extended as an analogy throughout the poem)
Reflect back to the earlier question about why the podcast is titled, “This Being Human.”
Transcript of episode zero, “Welcome to This Being Human,” trailer: https://agakhanmuseum.org/programs/thisbeinghuman/pdf/0/Transcript-Ep.0-This_Being_Human.pdf
During Listening Activities: (graphic organizer for listening notes) (10 minutes)
Access the podcast at the following web link: https://agakhanmuseum.org/programs/thisbeinghuman/
Listen to “Welcome to This Being Human” (episode zero - the trailer) (9:38 min)
Use the ‘during listening' graphic organizer to note three key points (individually)
After Listening: (15 minutes)
Compare notes with partners or in small groups
Re-visit the predictions about the topics that could be covered in the series.
End of lesson (70 minutes)
Extension Activities:
Recommend students listen to media interview with host Abdul-Rehman Malik on Metro Morning, January 28, 2021. (8:13 minutes) to familiarize themselves with other interviewees and topics.
Recommend listening to the interview with Ginella Massa, host of “Canada Tonight with Ginella Massa” on CBC national TV as a class activity using the listening guides and the after listening connections- accessed through the podcast website: https://agakhanmuseum.org/programs/thisbeing human/
Transcript for an interview with Ginella Massa on This Being Human Podcast: https://agakhanmuseum.org/programs/thisbeinghuman/pdf/4/Transcript-E.4-This_Being_Human-Ginel la-Massa.pdf
Students may listen to other interviews from the “This Being Human” podcast series as class activities for the courses listed above.
Podcast listening and connections can be shared as class activities for assessment.
See podcast production suggestions (earlier)
RESOURCES:
This Being Human Podcast
https://agakhanmuseum.org/programs/thisbeinghuman/
Podcasts with content related to Islamic Heritage:
Media Literacy
Government of Canada - media literacy.
Podcast creation tips:
https://www.thepodcasthost.com/planning/using-anchor-to-make-a-podcast/