Differentiation & Podcasting

8/9/2019 Differentiation & Podcasting

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Differentiation & Podcasting

Staff Development Unit

Christie Edwards Durden


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Titl

e of

Unit

Differentiation &

Podcasting

Grade Level School

Staff

Essential Questions

Overarching Questions:

1. How can differentiation benefit my students?

2. How can technology be used to implement

differentiation within my own classroom?

Topical Questions:

1. What is differentiation?

2. When is it appropriate to use

differentiation?3. How can podcasts be used in my

classroom?

Stage 3

W Where are your students headed and Why?The media specialist will explain to teachers that they will be learning aboutdifferentiation. She will explain that differentiation is a valuable tool that can be used to

engage students. She will also explain that they will be learning about how technologylike podcasts can be used to apply differentiation in their own classrooms.

What is required of them?The media specialist will go on to explain that teachers will be required to learn what

differentiation is and how podcasts can be used in differentiation. They will also be

expected to produce their own podcast.


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HHow will the students be hooked and held in this unit?

The media specialist will explain to the teachers that they will be learning new skills that

they can use in their own classrooms to help motivate and engage students. They will be

learning how to use the technology that todays students find fun and exciting.

Authentic Performance Assessment

Goal: Your goal is to create a podcast that can be used for differentiation in your own

classroom.Role: You will play the role of a teacher who is given the task of creating a podcast that

can be used in your classroom.

Audience: Your audience will be your students, your administrators, and fellow teachers.

Situation: You recognize students varying readiness for learning and learning

preferences. You want to provide students with instruction that they find appealing. Toprovide this instruction, you will be creating a podcast.

Product Performance and Purpose: Today, you will gain an overview of what podcasts

are and how they can be used in differentiation. After todays session, you will beexpected to use what you have learned and the tools provided to create a podcast for your

classroom.You will create an audio or video podcast using the resources at

http://creatingpodcasts.pbworks.com/ . You will post your podcast to a hosting site. Onceyour podcast has been posted, you will request access tohttp://creatingpodcasts.pbworks.com/ and post the URL of your completed podcast to the

PLU page.

Standards and Criteria for Success: Your success will be determined by your finishedproduct.

EWhat activities, instruction, and guidance will be provided to enable and

equip students to explore and experience the important ideas in this unit?

1. The media specialist will use a Powerpoint presentation to provide teachers with

an overview of differentiation.

2. The class will read an article from the Washington Post about podcasting to learn
http://creatingpodcasts.pbworks.com/http://creatingpodcasts.pbworks.com/http://creatingpodcasts.pbworks.com/http://creatingpodcasts.pbworks.com/


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about how they can be used in schools.3. The class will practice accessing a podcast and using various features such as

pausing, rewinding, and fast-forwarding the program as well as other technical

aspects of using the podcast.

4. Participate in a class discussion about podcasts and how they can be used fordifferentiation.

5. The class will be asked to generate a list of typical classroom assignments. Then

they will be asked to provide a way that podcasting could be used to differentiatethose assignments.

6. Use content from online resources to learn about the steps necessary for producing

a podcast.7. Use various software applications to produce their own podcasts.

R What activities, products and performances will be designed to providestudents with the opportunity to reflect, rethink, and revise?During the class discussion, teachers will be asked to reflect upon how they can turn a

typical classroom assignment/activity/lesson into a differentiated lesson using podcasts.Before teachers plan their podcasts, they will visit Internet sites devoted to educational

podcasts that will allow them to reflect upon their own plans to use podcasts in their

classrooms. During the planning and production of their podcasts teachers will be activelyengaged in reflecting, rethinking, and revising as these will be the necessary skills needed

to complete a podcast.

E What self-assessments and self-evaluations will students participate in toallow for reflection and transfer of learning?After completing their podcast, teachers may use the self assessment rubric for podcasts

provided at http://www.uwstout.edu/soe/profdev/podcastrubric.html . Teachers will post

their complete podcasts to the PLU page ofhttp://creatingpodcasts.pbworks.com . Once

they have done this, they will be asked to evaluate and provide feedback to other teacherswho have posted podcasts.

Peer Evaluation FormName:_________________________________________ Date:___________________Title of Podcast:___________________________________________________________

Use the scale below to rank the quality/content of the podcast by checking the appropriate box.

Items for Evaluation Excellent Good Fair Poor

The podcast was interesting and/or enjoyable
http://www.uwstout.edu/soe/profdev/podcastrubric.htmlhttp://creatingpodcasts.pbworks.com/http://www.uwstout.edu/soe/profdev/podcastrubric.htmlhttp://creatingpodcasts.pbworks.com/


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The podcast program was well organized

The podcast had a clear goal

The intended audience could easily understand the intended concepts

The speaker(s) on the podcast were clear and easy to understand

The audio quality of the podcast was.

The video quality of the podcast was.

The overall quality of the podcast was.

Complete each sentence:

1. The teaching goal of this podcast was.2. The thing I liked best about your podcast was.3. Something that you could do to improve your podcast is.

T How will instruction and activities be tailored to provide for the variouslearning needs, styles, knowledge and interests of students?

Because teachers will be able to choose their own topics to create a podcast, they will be

tailoring their own instruction based upon their interests. In addition, they will beemploying their knowledge of their subject material and content area to create their

podcast.

OHow will learning experiences be organized/sequenced to provide

for greatest acquisition/understanding

1. Hook:

The media specialist will introduce the unit with the hook.

2. Introduction to Differentiation:The media specialist will lead a discussion of differentiation using a Powerpoint

presentation.

3. Introduction to Podcasts:

The media specialist will provide an overview of what podcasts are and how they arecreated using a Powerpoint presentation. The class will read and then discuss the

Washington Post article on podcasting.

4. The class will use a personal computer to explore various educational podcasts.


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5. The class will discuss how podcasts can be used in the differentiated classroom by

generating a list of typical classroom activities/assignments/lessons and then they will be

asked to provide a way that podcasts could be used to differentiate those assignments.

6. Explanation of Expectations: the class will review and discuss the website:

http://creatingpodcasts.pbworks.com/ which they will use as a guide to complete their own

podcasts.

5. Application, Interpretation, Explanation, Perspective and Empathy:

Students will:

Demonstrate understanding of and effective implementation of

differentiation.

Demonstrate an understanding of the various learning styles and interestsof students.

Demonstrate an understanding that all students are different and have

unique learning abilities.

Demonstrate the ability to find and utilize an educational podcast.

Demonstrate the ability to plan, organize, and produce a podcast.

Demonstrate the ability to access and use technology to create and host a

podcast.

Self Knowledge:

Students will:

Demonstrate the ability to self assess their own work for quality, accuracy,

effectiveness, and completeness.

Conclusion: Students will complete a final self evaluation and peer evaluation.

Gardners Multiple Intelligences (Entry Points)

A narrational entry point Students may chose to do their research paper in the form of a story or

narrative that depicts one persons or groups view.

A logical-quantitative entry point Students may choose to do their research paper in the form of ascientific review.

A foundational entry point Students will choose artifacts that demonstrate a mature understanding

of the values and beliefs of many cultures.

An aesthetic entry point Students will use their artifacts to demonstrate what other people or

cultures feel about their chosen topic.

An experiential entry pointStudents may choose to create an original piece of art out of various

materials as one of their required artifacts.
http://creatingpodcasts.pbworks.com/http://creatingpodcasts.pbworks.com/


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Resources

http://www.pbs.org/newshour/extra/teachers/lessonplans/media/podcasting.html

http://www.k8accesscenter.org/training_resources/differentiationmodule.asp

http://www.washingtonpost.com/wp-dyn/content/article/2005/10/18/AR2005101801670.html

http://www.uwstout.edu/soe/profdev/podcastrubric.html
http://www.pbs.org/newshour/extra/teachers/lessonplans/media/podcasting.htmlhttp://www.k8accesscenter.org/training_resources/differentiationmodule.asphttp://www.washingtonpost.com/wp-dyn/content/article/2005/10/18/AR2005101801670.htmlhttp://www.uwstout.edu/soe/profdev/podcastrubric.htmlhttp://www.pbs.org/newshour/extra/teachers/lessonplans/media/podcasting.htmlhttp://www.k8accesscenter.org/training_resources/differentiationmodule.asphttp://www.washingtonpost.com/wp-dyn/content/article/2005/10/18/AR2005101801670.htmlhttp://www.uwstout.edu/soe/profdev/podcastrubric.html

Differentiation & Podcasting

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