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I epd using_podcsts_in_the_classroom

  1. 1. USING PODCASTS IN THE CLASSROOMGillian Stewart 1BELB Induction/EPD Team October 2010
  2. 2. "Instead of making kids power down when they enter schools, why don’t we let them use their mobile computer devices and ipods to continue their high powered learning." Ewan McIntosh One of the UK’s foremost experts in Digital Media for Education http://edu.blogs.com/edublogs/ewanmcintosh.html http://www.notosh.com/A podcast is simply an audio programme that isusually distributed on the internet and can bedownloaded from a website or a school server andlistened to on a computer or a portable MP3 player. Itcan also be a recording created by a teacher toenhance the learning and teaching process within andbeyond the classroom or a podcast or radioprogramme created by pupils. Increasingly the term isalso being applied to video (vodcast) as well as audiorecordings. An example of podcasting is St Mark’sPrimary School in Salisbury England athttp://stmarksschool.wordpress.com/category/podcasting/ where the pupils have produced a series ofpodcasts on a wide range of topics such as ‘Water,Rainforests, Rivers of the World’ and ‘ScienceSuperstars.’ Making podcasts available on the web inthis way is not only a good way of disseminating theoutcomes of pupils’ work to a wider and authenticaudience but also of promoting collaboration andcommunication with that audience.1. E-Safety As with any other type of internet use, it is important to safeguard the interests of the target pupils when using educational podcasting by taking the following steps. Ensure that: • all potential podcasts have been vetted for suitable content • the podcast(s) are from a reliable source • podcast channels listed in directories are suitable • web pages which list podcasts include links to appropriate content • the school’s internet use policy covers educational podcasting Teachers may also find it helpful to check out the following websites:Gillian Stewart 2BELB Induction/EPD Team October 2010
  3. 3. ‘Think U Know’ at www.thinkuknow.co.uk/ for information for children of all ages (organised according to age groups) on technologies such as mobiles, social networking, messanger, chatting on the internet, blogs etc. with consideration of what is good, what is not and how to stay safe ‘Be Safe Online’ at www.besafeonline.org/English/ Safer_use_of_services_on_the_internet,htm for information and advice about potential problems of life on the Internet and how to behave. The ‘Teachers/Trainers’ area includes a wide range of resources for download, including videos, posters, lesson plans and leaflets. Posters can also be ordered to support presentations in schools. ‘Safeguarding Learners’ at http://www.nextgenerationlearning.org.uk/safeguarding for e-safety knowledge and skills for keeping children and young people safe online ‘E-Safety – Developing Whole School Policies to Support Effective Practice’ at http://publications.becta.org.uk/display.cfm?resID=25934 &page=1835 This Becta PDF publication provides guidance for schools on developing appropriate policies and procedures to ensure safe use of online technologies by children & young people in their care ‘BBC Webwise’ at http://www.bbc.co.uk/webwise/sharing/index.shtml This guide to online sharing includes advice on how to subscribe to a podcast. ‘Child Exploitation and Online Protection Centre’ at http://www.ceop.gov.uk/ for advice and tips on e-safety for children and adults of all agesGillian Stewart 3BELB Induction/EPD Team October 2010
  4. 4. 2. Getting StartedPodcasting can be achieved at a low cost as hardware is sometimes free and software suchas microphones and headphones can often be picked up cheaply.(i) Tools: It may be useful to have a few additional tools to hand alongside your computer. These might include: • Access to audio software such as ‘Audacity’ which is available to download free from the internet for recording and editing sounds at http://audacity.sourceforge.net/ • a microphone which will help create a more professional podcast with improved quality of clarity and sound quality, an iPod or a personal digital recorder (e.g. one by iAudio). You should check that the option you choose will be able to automatically create MP3 files of the podcast recording • Headphones may also be helpful though not always essential(ii) Planning & Scripting: It may be helpful for your pupils to write a script for their podcast. This does not always have to be word-for-word but a rough outline or draft showing that the pupils have thought out and practised the flow of their podcast. Allowing pupils to carry out practice podcasts not only helps them to hear the quality of their voice but can self-motivate them to improve and increase their confidence.(iii) Recording: Aim to have your pupils carry out their podcasts under the best possible conditions, ideally in a room with no or low echo that is as quiet as possible. If recording in a new space, then it is recommended that you or your pupils try out the conditions first to establish the best position for the microphone or recorder to capture the best sound.(iv) Editing. The BELB Induction/EPD Team has produced audio/visual tutorials on how to use ‘Audacity’. These are available to you on a CD disc on request. You may also search Google or You Tube for further step-by-step instructions. Editing a podcast is not always essential, but it can be practical and useful for a range of reasons, e.g.: • adding an introduction and a conclusion • adding sound effects • deleting unwanted sounds (e.g. coughs) and pauses • embellishing by adding a music soundtrack – remember to observe copyright laws and to avoid simply adding music from a soundtrack that you may have on your computer or on a CD. There are a number of sources of copyright free material which are safe to use in podcasts, notably ‘Garageband’ and ‘Podsafe Audio’ www.garageband.com/podcast www.podcastaudio.comGillian Stewart 4BELB Induction/EPD Team October 2010
  5. 5. (v) Finally, once you and your pupils are happy with your podcasts, you can export them, burn them on to a CD, play them for the class or post them online. Teachers may also find it helpful to check out the following webpages: ‘Podcasts for Educators, Schools and Colleges’ at http://recap.ltd.uk/podcasting/professional/educationalpodcasts.php The series of short captioned movies on this web page aim to guide educators on how to get started with podcasting. They cover all of the key areas including recording, editing, compressing and uploading podcasts to the internet. Each movie is supplemented with transcripts ‘Apple i-tunes’ site at http://www.apple.com/itunes/podcasts for helpful tips on creating and subscribing to podcasts ‘Teachers’ Podcast’ website at http://teacherspodcast.org/ This website contains lots of information, advice and resources including audio tutorials and help files on a range of podcasting software including Audacity ‘BBC Webwise’ at http://www.bbc.co.uk/webwise/askbr uce/articles/video/podcast_1.shtml for good definitions of Vodcasting and Podcasting and tips and advice on softwareGillian Stewart 5BELB Induction/EPD Team October 2010
  6. 6. 3. Providing Alternative Teaching and Learning ApproachesPodcasting has the potential to support and promote a wide range of alternative teaching andlearning approaches across all stages of the curriculum in a wide range of contexts and indifferent locations both within and away from school.Teachers might use podcasting to: • ensure that curriculum activities take cognisance of this emerging and increasingly utilised pupil friendly technology • promote personalised and independent learning which are important features of the revised Northern Ireland Curriculum. The National College for School Leadership publication, ‘Leading Personalised Learning in Schools’ (2005) provides a useful summary: "Personalised learning offers a means of transforming the learning experience of every child. It will create an education system tailored to the needs, interests and aptitudes of every single pupil. As such, it is a challenge for schools, but it is also a real opportunity to make a positive impact on young peoples learning and future." • create audio material for learning ‘on demand’, anytime/anywhere, e.g. lessons and instructions for homework and exam revision which pupils and their parents can access in their own time • engage and motivate pupils e.g. challenge pupils to progress beyond written work and PowerPoint to present and submit podcasts which do not entail the same complexity as digital video • promote creativity in the classroom, e.g. invite pupils to create a podcast to meet a real need such as an element of coursework or a survey • supplement existing text resources and audio methodologies such as CDs to support the development of oral and aural literacy skills across the curriculum, e.g. getting pupils to listen to podcasts to help them develop their critical faculties • provide additional tailored content linked directly to class activities within the context of the different curriculum areas, e.g. audio explanations by the teacher of key scientific concepts to complement text book material and support pupils’ comprehension • create differentiated materials that can be matched to the abilities, needs and motivation of different pupils, e.g. audio extension activities for Gifted and Talented pupils audio support materials for SEN pupils, including sight impaired students, e.g. an instructional activity for a science experiment recorded by the teacher or classroom assistant to help break down the learning into more ‘manageable chunks’Gillian Stewart 6BELB Induction/EPD Team October 2010
  7. 7. • Share: Experiences of teaching their subject with other teachers News or media stories related to their area of learning with pupils and colleaguesPupils might use podcasting to plan, prepare, recordand broadcast their work to a wider audience both withinand beyond school. By producing a podcast for publicconsumption, they will often be inspired and motivated tonot only be their most creative but also to use and developa wide range of skills including: • Thought showering • Team work • Story boarding • Script writing • Rehearsing • Time keeping • Drafting and editing • Accuracy and presentation • Uploading podcasts to the school intranet/website/internet • Receiving and responding to feedback from others to their podcasts Check out the following for further information and suggestions on the use of Podcasts to enhance the learning and teaching process: ‘Listening to Themselves: Podcasting Takes Lessons Beyond the Classroom’ at: www.edutopia.org/podcasting-student-broadcasts An interesting article on the ‘Edutopia’ website which describes podcasting in a primary classroom ‘Podcasting –‘ A Teacher’s Perspective at: http://www.teachingideas.co.uk/ict/podcasting.htm ‘Tips for a Successful School Podcast’ - Ideas on what works and what doesn’t work from the City of Wolverhampton Local Education Authority at www.wolverhamptonclc.co.uk/2007/03/02/tips-for-a-successful-school-podcast/ This web page also contains links to audio snippets at learning2goblog.org to illustrate some of the ideas in practice across several curriculum areas including English and Science Podcasting at www.ltscotland.org.uk/sharingpractice/p/podcasting/introduction.asp This section of the Learning and Teaching Scotland website uses podcast broadcasts to provide information on technical issues such as equipment, setting up and uploading podcasts to the internet as well as reasons and ideas for using them across the curriculum and in specific areas of learning such as Modern Languages. Remember: Your greatest podcast resources may well be those created by yourself and your pupils!Gillian Stewart 7BELB Induction/EPD Team October 2010
  8. 8. 4. Cross-Curricular PodcastingCross curricular use of podcasting may originate from an ICT curriculumactivity or it could be incorporated into different areas of the curriculumas a genuine Connected Learning project. Working across severalareas of learning, pupils could be invited to emulate real life situationssuch as the following to create: • Podcast Guides not dissimilar to that launched by many cities and tourist attractions to promote tourism. Once the podcast is transferred onto an MP3 player, all that the tourist needs to do is to get hold of a map of the city/attraction, get to the starting point and press the ‘play’ button for commentary. Pupils could create variations on this theme such as: A Podcast Guide to their school/local area for new pupils, parents and visitors A Podcast Guide for a Geography/History field trip A Podcast Guide for a Science/World Around Us theme e.g. Mini Beasts/Habitats A Podcast Treasure Hunt for school fundraising purposes An Audio Book on a story of their own composition, along the lines of those available for purchase in bookshops, for use with a younger or peer school audience and during school journeys A Variety Radio Show, similar to Podcast radio shows, drawing on input and ideas from different areas of the curriculum and different classes Check out the following for further ideas: ‘Podcasts for Educators, Schools and Colleges’ at: http://recap.ltd.uk/podcasting/schools/index.php This UK directory contains links to over 300 carefully selected podcasts for learning and teaching use. The podcasts are from schools across the world including the United Kingdom and are published in the following channels: Home podcasts from the age of 5 School podcasts from the age of 5 School podcasts from the age of 11 ‘Podcasts in Curriculum Areas, Categorised by Subject’ at: http://recap.ltd.uk/podcasting/subjects.php Subjects covered include English and Drama, Maths and Science, ICT and Technology, Business Education, Modern and Traditional Languages, History, Geography, Music, PE, RE, PSHE and Citizenship ‘Learn Out Loud’ at http://www.learnoutloud.com/Home for a wide range of podcasts for History, Languages, Literature, Politics, Religion & Science etc ‘American Education Podcast Network’ at: http://epnweb.org/index.php?openpod=16#16 This site contains a categorised directory of hundreds of school-produced and educationally relevant podcasts on areas including Computer Technology Skills, Dance Education, English, Healthy Living, Languages, Mathematics, Theatre and Visual Arts ‘USA Mills Murfee Podcasts’ at: http://feeds.feedburner.com/MillsMurfeePodcasts This American site contains examples of classroom podcasts which have received a large amount of national and international feedbackGillian Stewart 8BELB Induction/EPD Team October 2010
  9. 9. 5. Podcasting Ideas for Subject/sAreas of Learning English Pupils might use podcasting to: • engage in digital story telling • practise reading with expression • record their favourite excerpt(s) from a book or their favourite poem for the use of other pupils in literacy lessons • create podcast book reviews for comment and play back to the class - this may encourage quieter pupils who don’t normally like to talk in class • review a book they’ve been reading in an informal group discussion • read a play out loud with sound effects (e.g. door closing, footsteps, thunder and lightning, rain etc) • conduct interviews, e.g. a television reporter interviewing a famous person, or do news reports with breaking news • do a daily/weekly commentary on school activities or news • give speeches on topics • engage in debates Check out the following: Just Vocabulary Podcast at http://www.justvocabulary.com/podcast/. This daily (Monday-Friday) 2-3 minute podcast introduces new and interesting words to anyone who wishes to improve their English Vocabulary Podcast on Shakespeare’s Tempest by Year 9 pupils at Parkfield High School in England at www.learning2goblog.org/2007/02/01/ks3-english-sat-2007-the- tempest-key-scene-revision-podcast-parkfield-high/ The podcast gives an outline and details of the plot, characters and themes of the play and a detailed analysis of Act 1, Scene 2, lines 189 - 321. Podkids Australia at http://podkids.com.au Episode 24: Listen to how a group of primary school pupils from Perth interview characters from the novel ‘Charlie and the Chocolate Factory’ by Roald Dahl. English Language, Arts and Technology Podcasting Project at www.teachersnetwork.org/grantWinners/PowerToLearn_LisaParisiChristineSouth ard.htm Find out how a class of primary pupils have been motivated to work in reading groups to produce a podcast and web page to showcase the outcomes of their work on assigned novels Breakfast Show Podcast at http://www.tes.co.uk/article.aspx?storycode=6036837 This unit has all the lesson plans and resources which students need to produce a Breakfast Show Podcast. It is geared towards the AQA GCSE Media Studies Section B Practical Production, but can be adapted and used for a Key Stage 3 English podcasting project. Old Time Radio Broadcast at http://tinyurl.com/daz6mu Find out how another teacher exploited podcasting to teach imagery, mood and expression by getting pupils to use narration, self-made sound effects and music to create mood in their broadcastGillian Stewart 9BELB Induction/EPD Team October 2010
  10. 10. Drama Pupils might collaborate to create podcasts of: • a classroom skit • role-plays • existing scripts with each pupil performing the role of a different character and adjusting the quality of their voice to capture the emotion of the characters • adaptations of a script from a play or a book they have read. When adapting the script, pupils should be guided to make adjustments so that all of the action can be conveyed through the audio performance e.g. they could add a narrator and sound effects that convey the setting Check out the following: ‘Teaching Heart’ website at http://www.teachingheart.net/readerstheater.htm for a wide collection of theatre scripts, including script adaptations of some well known fairy tales and children’s stories such as ‘The Very Hungry Caterpillar’, ‘Goldilocks and the Three Bears’, ‘he Three Little Pigs’ ‘The Podcast’s the Thing to Revive Radio Drama’ at www.guardian.co.uk/stage/theatreblog/2007/apr/24/thepodcaststhethingtorevi This interesting article highlights how the Department for Education and Skills has provided free downloads of Shakespeare podcasts for schools with the aim of helping those without easy access to professional productions to engage with performance.’ The article adds that the podcasts are not intended to be a ‘substitute for live shows, but will be a welcome complement to slogging through the texts.’ ‘Enjoying Shakespeare’ : Listen to podcasts of Romeo and Juliet recorded at the Globe Theatre on the DfES website at http://nationalstrategies.standards.dcsf.gov.uk/node/173793?uc = force_uj Geography • Use audio podcasts on cities such as those on the Guardian website at: www.guardian.co.uk/travel/audio Invite pupils to listen to the audio recordings and: give their impressions of the city e.g. by jotting down ideas as they listen and comparing their notes in pairs or groups; compare and contrast the target city with their own city/area; compare any personal experiences of the city with that of the presenter. • Invite pupils individually, in pairs or in groups to create a short 3-5 minute podcast about their own city/town/area/school using their mobile phones to take photographs or video footage and a tool such as ‘Audacity’ to record the voiceover/conduct interviews and edit the podcast. (Photos/video footage can be transferred to a PC from most mobile phones using a USB cable connection). Window ‘Move Maker’ could also be used to add photos and titles to the podcast. • Use mobile phones (i-phones etc) or a portable recorder to note observations during field trips • Submit a podcast to the worldwide geography quiz show ‘Where in the World’ at http://www.intelligenic.com/where/.Gillian Stewart 10BELB Induction/EPD Team October 2010
  11. 11. Check out the following: ‘Enhancing Learning and Teaching of Geography with ICT’ at http://www.slideshare.net/RCha/enhancing-teaching-and-learning-in-geography- using-ict. This excellent PowerPoint contains a wealth of information and ideas on how to use new technologies such as podcasting, VLEs, Blogs and Wikis, to enhance the teaching of Geography ‘igeog’ at http://igeog.wordpress.com/ for an extensive directory of weblinks, resources, information and downloads on online technologies History Invite pupils to: • Create a series of audio walks around local historic locations linked to their key stage history studies, e.g. Carrickfergus Castle, Dunluce Castle, the Somme Heritage Centre, Slemish Mountain etc • Create their own podcasts of key moments/days in history e.g. 9 September 2001: Al Queda air attacks on the Twin Towers in New York ‘9 November 1989: ‘The Fall of the Berlin Wall’ 22 November 1963: the Assassination of President JFK ‘9 August 1945: ‘Detonation of the first Atomic Bomb on Hiroshima’ ‘8 May 1945: The End of World War 11’ 3 September 1939: Outbreak of WW2’ ’26 January 1926: First Demonstration by Loggie Baird of Television’ ’15 April 1912: Sinking of the Titanic’ 12 December 1901; Marconi’s first successful transatlantic radio telegraph message from Ireland to Newfoundland ‘15 November 1985: Signing of the Anglo-Irish Agreement’ ‘1066: The Battle of Hastings - the Last Invasion of Britain’ Check out the following: ‘History Podcast Page’ at http://sites.google.com/site/historicalpodcasts/home for A-Z links to a wide range of History Podcasts on the internet, most of which are available in Mp3 format and are available to download free on to an ipod or computer. Topics covered include British History, American History, the German War Machine, Adolf Hitler, Napoleon and Great Moments in History such as the Battle of Hastings and the Defeat of the Spanish Armada. A great site for pupils and teachers who are looking to learn while being entertained. ‘BBC History Magazine’s Podcasts’ at www.bbchistorymagazine.com/podcast-page The magazine has a new podcast every month, featuring interviews with notable historians on themes ranging from the Crusades to the D-Day landings. The podcasts are free to listen to and all previous podcasts, going back to June 2007, are still available online for teachers to download. Great Speeches in History at http://www.learnoutloud.com/Catalog/History/Speeches/Great-Speeches-in- History-Podcast/21306 This site presents a new speech in audio format each week devoted to the great thinkers, statesman and other public orators who that have graced us throughout history with their words. Some of the speeches are original and some are narrated renditions. Selective use of this podcast could really enhance a history course.Gillian Stewart 11BELB Induction/EPD Team October 2010
  12. 12. Mathematics Teachers of Mathematics might: • Post a monthly puzzler or a brain teaser as an audio recording and invite pupils to listen carefully to the words and vocabulary used to figure it out • Broadcast monthly updates to parents, pupils and subject colleagues on the types of Maths lessons and activities they will be focusing on • Broadcast homework and major assignment reminders • Find, listen to and share Mats podcasts with pupils Pupils of Mathematics might be encouraged to: • Share their own Maths stories and problems • Create and share their own Maths riddles • Create a podcast with fellow students on Maths related subjects. They could act as researchers and reporters who broadcast the stories. Pupils who do not have video or multimedia capability could create their Maths puzzles, problems, and diagrams in PowerPoint then provide audio narration to go with it in the podcast Check out the following for further ideas: ‘The Maths Podcast’ at http://www.podbean.com/podcast-detail?pid=18637 This presents a weekly Maths puzzle for conversation Maths Train at www.mathtrain.tv/ This site contains Maths podcasts created by lower secondary level pupils in America Modern Languages Teachers of Modern Languages might: • create their own podcasts to: record a template for the pronunciation of vocabulary provide feedback to their pupils • use podcasts downloaded from the Internet as a stimulus for lesson planning, e.g. a podcast about the Spanish diet, tapas and siestas might be a good introduction to teaching vocabulary related to the topics of ‘Eating Out in Spain’ or ‘Going to the Supermarket’ in Spain Pupils of Modern Languages might: • listen to podcast audio diaries from peers in another country to get an insight into their daily lifestyle and culture • prepare bilingual podcasts for sending to pupils in partner schools on a range of themes e.g. personalia, an introduction to the school and its town/area • practise and develop their oral and aural skills in the second language, e.g. Audacity includes functionality to slow down the recording which some pupils may find helpful when listening to speech and dialogue in the second language • prepare for their oral examinations • record role plays • record scenarios/mini plays/debates in the target language • record songs on particular themes in the second language for use with other classes to support the acquisition of core vocabularyGillian Stewart 12BELB Induction/EPD Team October 2010
  13. 13. Check out: Amanda Salt’s Languages and Learning Blogspot at http://amandasalt.blogspot.com/ Amanda is head of Spanish at Grosvenor Grammar School in Belfast and uses her blog to share ideas and resources, including vodcasts of her pupils, on the creative use of technology in the teaching of Modern Languages. Have a look too at the wiki she has created for her pupils at http://spanishingrosvenor.wikispaces.com which also contains audio files, loads of pupil work and a list of useful websites El Blog de Espanol de Aquinas Have a look at how Seana Maguire, teacher of Modern Languages at Aquinas Grammar School in Belfast, has incorporated podocasts into the Spanish blog she has created for her pupils French Podcasts on Scotland’s Learning and Teaching website at http://www.ltscotland.org.uk/mfle/resources/frenchlisteningexercises/index.asp The ten listening exercises can be used in Key Stage 3/4 French and are accompanied by transcripts and activities Modern Foreign Language Podcasts for French, German, Italian, Spanish and Chinese at http://www.ltscotland.org.uk/nq/resources/mfl.asp Languages ICT: ipods and podcasting Helpful information at www.languages- ict.org.uk/news/ict_news_archive/nov06/ipod.htm Integrating ICT into the MFL Classroom at http://joedale.typepad.com/integrating_ict_into_the_/2006/05/tes_ict_blog_no_6.html Practical tips and advice on podcasting from Joe Dale, who hosts the TES MFL forum, works with CILT, Links into Languages, the British Council and the BBC Tobermory High School’s French Language Podcasts at http://lynnehorn.edublogs.org/2008/02/06/s1-sing-about-hobbies-new-podcast- episode/ and http://tobermoryhighschool.podomatic.com/ to hear audio activities for and by pupils on a range of themes including regular verbs and ‘le cinema.’ Learn out Loud at http://www.learnoutloud.com/Catalog/Languages for dozens of vodcasts and podcasts for French, German, Italian, Spanish and many other languages Absolutely Intercultural at http://www.absolutely-intercultural.com/, which releases a new podcast every second Friday evening on a wide range of intercultural issues such as students on foreign work placements and teachers using intercultural podcasts and simulations in their classrooms. Music Use podcasting to: • teach pupils about sound and vibrations by asking them to record the noises that different objects make, strumming a guitar, tapping on desks • record multiple tracks for a video. Pupils could begin by using the online mixer at www.blobprod.com to mix their sounds, using the soundbank provided. They could record this in Audacity, then record their own voices reading a story they’ve written. Using the editing tools in Audacity, pupils could then put the two parts together • create a montage of music from a particular period or of a particular composer, or on a particular theme drawing on music from a range of composers or artists. This could also be done by using Audacity to clip the desired excerpts and splicing them togetherGillian Stewart 13BELB Induction/EPD Team October 2010
  14. 14. • rip audio without breaking copyright. You can use Audacity to clip songs, vocal/instrumental solos and band/orchestral selections by up to 10% or 30 seconds and share them with your classes. This is achievable as the software allows you to record an excerpt in real time, clip it and export it as an.mp3 file. • create instrumental assessments. Pupils can create their own assessments in Audacity by recording themselves, converting the recording to mp3 and sending it to their music tutor! • blot out unwanted sound or vocabulary from a ripped CD that a pupil may wish to share by inserting a ‘bleep’ of silence at exactly the right spot! Check out: Internet Research and Podcasting at Teachers’ TV http://www.teachers.tv/videos/3207 In this episode, a music teacher demonstrates how he uses podcasting to create a revision resource that his pupils can access at home. This programme also features an indispensable range of teachers’ top ICT tips. Teaching Music Theory through Podcasts at http://www.podbean.com/podcast-detail?pid=24011 Tips on teaching Music Theory to students using the Theory Time® workbooks and podcasts on a range of themes including major scale patterns, major key signatures, four part harmonic analysis, figured bass and V7 resolution. Science Use podcasting with pupils to: • discuss a Science experiment • teach concepts related to sound • measure the speed of sound and examine the properties of soundwaves • interview people who use science in their jobs • encourage pupils to talk about biology and nutrition using observation of their pets • note observations during urban science walks or trips (e.g. to W5 at Belfast Odyssey) or create their own nature podcast by recording birdsong, running water, the wind blowing through the trees etc by using their mobiles, i-phones, portable equipment. Check out the following: Science Podcast on Acids & Alkalis and the Reactivity Series of Metals at www.learning2goblog.org/2007/02/26/ks3-science-sats-revision-podcast-acids- alkalis-and-the-reactivity-series/ This podcast was created by Year 7 students from Heath Park Business and Enterprise College to help them with their revision of the topics The Naked Scientists at http://www.thenakedscientists.com/ This site contains a whole range of podcasts on themes including ‘What do worms do in the rain?’ ‘Can You Steer A Hurricane?’ ‘Why does water expand when it freezes?’ ‘Can you run faster on the moon?’Gillian Stewart 14BELB Induction/EPD Team October 2010