Creating a buzz

Pupils in various year groups have been using ICT in a variety of ways over the course of this year, and there is definitely a bit of a buzz about the place. They have been given the option for several homeworks of choosing to create a Voki, Toondoo, Goanimate or voice recording. Some of the results can be seen at http://spanishingrosvenor.wikispaces.com, on the various class pages, as well as the Voki page.
What are the benefits to the pupil and to me? Well, there is the enjoyment factor, which can never be overrated, in my opinion. Pupils are enthused and are charging off home to do homeworks which they then email to me or embed directly into the wiki. Many of these homeworks come in early, and there is a definite improvement in terms of getting the homework done, and on time.. One of the great success stories of my year has to be the boy who showed an open dislike for Spanish last year yet has sent me the last two homeworks (created on Goanimate) early, and is visibly more relaxed in class.
The latest ICT project has been through the Virtual Voices programme we are engaging in, with podcasting being the focus of the Spanish department. In Second and Third Year (ages 12-14) pupils have been working in pairs or threes to create podcasts at the cafe, with an accompanying worksheet. Form 4 have recorded dialogues 'At the tourist information office' and again, have made worksheets to go with them. In all three year groups, we have then gone to the computer room for a period and worked individually listening to the various podcasts and doing the associated worksheet. Pupils have been engaged both at the creation stage and in the final process, which is a form of peer evaluation.
I am delighted with the efforts that have been made, both recording and creating the worksheet. The benfits are that every pupil has their turn in the spotlight without the pressure of performing tlive to their peers, and they are much more focused on pronunciation and grammar than they would be ordinarily.

PODCASTING AT DIFFERENT LEVELS

We had a staff training day today, and I came away with two definite visions of how we are going to take podcasting forward in our department.
Firstly we are going to use podcasting with Form 2 (aged 12-13) to create role plays with a partner 'En el café'. With the new reporting coming in at Key Stage 3, pupils be assessed on Communication, Maths and ICT spread over a variety of subjects. Spanish is being used to assess Form 2 (Year 9 in Northern Ireland) in ICT. To that end, we are keen to introduce a variety of Common Assessment Tasks (CATs)over the course of Second Year Spanish, including Goanimate and podcasting.
Secondly, a meeting today with outside agents sees us signed up to an initiative in MFL and ICT, whereby we do tasks with pupils, reflecting on each stage, and evaluate at the end. Again, podcasting is the area I have chosen to focus on. I had already set my Lower 6 the task of creating revision podcasts, each taking a different grammatical point. They can also work in pairs, but must then cover two topics. I now intend to get them to also create podcasts for KS3 and KS4, in terms of vocabulary, grammar and study skills.
Let's see how we get on..

BLC 08 "PODCASTING WITH A PURPOSE" BOB SPRANKLE

Blogging about Adam Sutcliffe made me think back to Bob Sprankle who first introduced me to the idea of doing my own podcasts in the summer, with his website www.spranklepodcastblc.wikispaces.com. Bob has a lot of practical advice to give, and I have summarised it below:
• Podcast = living portfolio, archived, shows growth over time, available 24
• VERY Revised Curriculum with peer evaluation, group work and it's real life!
• Subscribe to podcasts you like through itunes rather than the sound file on a website
• Use the microphone on your laptop or mobile - you don't need fancy equipment.
• Use a blog to leave comments and engage your pupils.
• Set questions, which the pupils answer through the podcast
• Communication to parents
• Pupils become Global citizens/learners
• Constantly reflecting with larger community
• Self-directed learners
• Ask questions e.g. “How are you self-directed learners when you podcast?”
Reflecting on learning
• Who should be working hardest in your classroom? Reward students who really own the work/outcomes. Democratise your classroom - give power to the pupils!