This teaching unit has been designed for eighth graders at the gymnasium who learn English as a first foreign language. The unit contains six lessons of 45 minutes each. The general aim is to learn what podcasting is about, how to listen and subscribe to specific podcasts, and the most important point: How to create ones own podcasts and how to share them with students from a twinned school. After the six lessons the teaching unit won’t be finished. What follows is a steady setting-up of a correspondence between two twinned schools that is to say the German school, and a school from the USA.
In this term paper we will discuss what podcasting is in general and which learning possibilities we will have for the students when working with podcasts in the 8th class of a Hessian Gymnasium. In the next chapter we will contrast the New Media with traditional teaching methods and point out some advantages concerning the teaching project. Afterwards the requirements for the students and the learning objectives will shortly be illustrated. In chapter six we will investigate the curricular connections of the given teaching unit and finally chapter seven gives a detailed description of the teaching unit.
In the appendix one will find the six session plans.
Table of Contents
1 Introduction
2 What is podcasting?
3 Learning Possibilities for Students
4 New Media vs. traditional teaching methods
5 Requirements and objectives
5.1 Requirements for students
5.2 Learning objectives for the students
6 The Curriculum
6.1 Curriculum References in general
6.2 Curriculum References in detail
7 Comments on the individual lessons
Objectives and Topics
This teaching unit explores the integration of podcasting into English language instruction for eighth-grade students at a German Gymnasium. The primary objective is to move beyond traditional pen-friend correspondence by enabling students to create, share, and subscribe to authentic audio content, thereby fostering cross-cultural communication with a twinned school in the USA while enhancing media literacy and language skills.
- Application of podcasting as a project-based learning tool.
- Development of media literacy, research skills, and collaborative teamwork.
- Comparison of New Media against traditional classroom teaching methodologies.
- Implementation of curricular standards for foreign language and technology education.
- Practical workflow for creating, recording, and editing audio content using Audacity and iTunes.
Excerpt from the Book
3 Learning Possibilities for Students
As podcasting has obviously something to do with listening and speaking and therefore is a recorded word product, it is obvious that it can be embedded in school lessons with language instruction easily. Podcasting is not only helpful for English Language Arts but also for English as a Second Language (ESL) Programs. Students who are concerned with learning a second language have “a natural need to consume content that is rich in listening to spoken language and instructional programs designed for them require constant acquisition of new content to satisfy that need.” (King/Gura 2007:147) This need can be satisfied by listening to the authentic audio material that will be offered by the students of the twinned school or by classmates. On exchange the students create their own podcasts and thus different literacy skills like reading, writing, listening, and speaking are gained, as well as a variety of media literacy skills.
But podcasting has many educational benefits. Creating a product and sharing it with a potentially worldwide audience is an enormous possibility to express one’s inner thoughts and feelings about different things and opinions. This forms the character and self-awareness. Hearing one’s own voice and playing with it is always an interesting challenge to get the best out of oneself. And students will for sure try to get the best out of themselves because they always keep in mind that there is a real-world audience, so they probably want to create something spectacular. “The process of putting together an audio recording is extremely valuable and is certainly a cross-curricular experience.” ([INT 1] Vincent, T.)
Summary of Chapters
1 Introduction: This chapter outlines the design of a six-lesson teaching unit for eighth graders, aiming to introduce students to podcasting and the establishment of long-term correspondence with a partner school in the USA.
2 What is podcasting?: The author defines podcasting by its origins in "iPod" and "broadcasting," explaining how RSS feeds and portable audio distribution allow for a diverse range of listener-subscribed content.
3 Learning Possibilities for Students: This section details the pedagogical benefits, emphasizing that podcasting enhances motivation, media literacy, collaborative skills, and authentic language practice.
4 New Media vs. traditional teaching methods: The chapter contrasts digital media with traditional letter writing, arguing that podcasting increases student engagement by providing a real-world audience and rapid feedback loops.
5 Requirements and objectives: This chapter categorizes the necessary technical skills for students, such as browser navigation and audio software proficiency, while listing specific educational learning goals.
6 The Curriculum: The author connects the podcasting project to general educational standards and the specific Hessian curriculum requirements for eighth-grade English instruction.
7 Comments on the individual lessons: This chapter provides a step-by-step description of the six-lesson plan, covering everything from group formation and research to technical editing and final podcast publication.
Keywords
Podcasting, Foreign Language Education, Media Literacy, Project-Based Learning, Twinned School, English as a Foreign Language, Curriculum, Educational Technology, Student Motivation, Collaborative Learning, Audacity, Digital Media, Authentic Communication, Research Skills, Hessian Gymnasium
Frequently Asked Questions
What is the core focus of this teaching paper?
The paper focuses on implementing a six-lesson teaching unit that introduces eighth-grade students to podcasting as a method to connect with peers in a twinned school in the USA.
What are the primary themes addressed in the work?
The core themes include media literacy, collaborative learning, the integration of new technologies into traditional classrooms, and enhancing student motivation through authentic, real-world tasks.
What is the ultimate goal of the teaching unit?
The goal is to teach students how to create, listen to, and subscribe to podcasts, ultimately fostering a sustainable international correspondence and improving their English language skills.
Which scientific or teaching methodology does the author emphasize?
The author emphasizes project-based learning, which encourages student autonomy, collaboration in teams, and the application of research skills within a real-world context.
What is covered in the main body of the paper?
The main body examines the definitions of podcasting, pedagogical benefits for ESL learners, comparisons to traditional methods, alignment with state curriculum standards, and a detailed guide for each of the six lessons.
Which keywords characterize this work best?
Key terms include podcasting, project-based learning, media literacy, foreign language instruction, and collaborative education.
How does the paper handle the technical requirements for students?
The paper outlines specific required skills, including internet navigation, basic audio software usage (specifically Audacity), and the management of digital media files.
Why does the author prefer podcasting over traditional pen-pal letters?
The author argues that traditional letter writing is often considered "out-of-date" by students, whereas podcasting provides an interactive, authentic audience that responds faster and increases motivation.
How is the "sound factor" handled in the classroom?
The author suggests that a perfectly silent environment is not necessary, as ambient noise can often add authenticity and character to the students' recordings.
- Quote paper
- Sandra Thillmann (Author), 2009, Creating Podcasts With a Twinned School in English lessons, Munich, GRIN Verlag, https://www.grin.com/document/144635
