Math Podcasts

Based on an inquiry from a colleague of mine, here's how I have structured my daily math podcasts that I post to my wikispace:

1. One student per day chooses a word from the math section of their vocabulary notebook (student self-selected words are less anxiety-provoking). Most students choose a word that has been defined via a Frayer Model during earlier class discussions.

2. The student creates a script that they will read out loud for their selected word. Script guidelines include a salutation, accurate spelling of word, student definition of word, non-examples of how word/concept is used, and how the word/cpncept is used in "real life." A short closing wraps up the script.

3. Student practices reading their script to themselves and revises for clarity/meaning.

4. Student then performs their script live for a "trained" peer who listens for accuracy in meaning, then offers just-in-time feedback for their oral performance (pacing, enunciation, etc.) .

5. Trained peer then assists student with the recording process. Both students review the recording for accuracy and can be completely redone if anything needs to be changed.

6. Recording is then reviewed by the class (peer audience = motivation) at the end of the math period for accuracy. Feedback can be either private via stickynote or by wikimail.

7. Successful podcasters then earn a leveled certificate from me that recognizes their effort for each time they are recorded.

Telephone Podcasts

Our classroom is now experimenting with podcasting over the telephone.

Each day I select a new child to choose a math term that they "own" (in other words they can spell the term correctly, can draw an image/provide an accurate example of the word, define it in grade level appropriate language and also provide non-examples of the word) from their Vocabulary Notebook. The student then explores/reviews their entries for just the right word to use.

The student then plans out what they will say. Most students create a script of what they are going to repeat into the telephone, but some simply describe the three column notes or Frayer Model that they created in their Vocabulary Notebook.

Practicing the podcast comes next. I expect the student to say what they will present to our audience out-loud to themselves, then to a specially-trained peer (called a Trainer) that can give feedback. The students will actually stretch their thumb and pinky-finger out to make a pretend cell phone to speak into when they are practicing.

The Trainer (who has already podcasted their own term and has been recommended/nominated secretly by another peer) then helps the student through the simple process of making the phone call and recording what they have practiced. I'm lucky becuase the two Trainers that I have right now also naturally encourage the new podcaster with smiles and a polite "Good job!" at the end of the recording.

The podcast is usually ready in about two minutes, and I have posted a widget on our wiki so that the podcast automatically plays when anyone travels to our home page. We then connect to the wiki at the end of our 90 minute math period to listen to the podcast together as a class and applaud the podcaster! The podcaster then recieves a certificate for their work to take home.

Podcasting seems to be working in multiple ways:

• Parents can listen/subscribe any time they would like
  
• Not time-consuming or labor-intensive
  
• Each child gets to be aknowledged for being sophisticated/taking a risk
  
• Natural audience is created
• No cost for materials
  
• Students have control over what is being said

In the future I plan on asking the students to podcast their daily learning goal and explain what they did to attain the goal. My teammate also asked if he could have a podcast account to use during our Literacy time to give the students another opportunity to share book recommendations and visualizations from mentor texts.