Podcasts in Language Classrooms

Podcasts are great resources for foreign language classrooms, and they can be used in a variety of ways to improve language skills. There are so many different podcasts about many different topics that you can use in the classroom. I have found a website which is mainly used by parents homeschooling their kids. It is called The Wired Homeschool. You can find podcasts about many different topics on this website, and use it in your flipped classroom.



I most liked that you can find podcasts about current events, issues, technologies etc. on this website. For example, I can assign this podcast Are Road-Crossing Workshops R eally Necessary?  as homework. I can ask students to listen to it and write their reactions to the podcast. Or I could have students listen to the podcast and ask them questions and have a discussion in the classroom. Students will be able to connect their already existing knowledge to the content of the podcast and reflect on the topic of the podcast in writing. Students will be listening for details and it will contribute to their listening comprehension skills.

Using Dvolver in Classroom

This week I used Dvolver in order to create a mini digital story about going to the movies. I really liked this website. I first tried using Strip Generator, but after I got errors each time I tried to publish my story, I turned to Dvolver. I liked Dvolver because you can easily choose from many different characters, music and settings, but I would have loved it more if it had let us customize it all a little bit more.




By creating their digital story, my students could demonstrate the following performance indicators:

ESL.1.5-8.4.1.9: Students use appropriate vocabulary, expressions, language, routines, and interaction styles for various audiences and formal and informal social or school situations, noticing how intention is realized through language.

ESL.1.5-8.1.1.12: Students convey information and ideas through spoken and written language using conventions and features of American English appropriate to audience and purpose.

I would assess my students on the basis of their content being meaningful. If I make it clear that I want students to use certain forms, terms, words in their dialogues, I can check and see if they used them properly, I could also have them act out their role plays in the classroom and assess their spoken performance based on stress, intonation, and pronunciation.

Using Animoto in Classroom

This week, I have learnt about an amazing website, Animoto, which is used for creating videos. People use this website for many reasons but mainly for business and education. You can create educational videos by using pictures, music and text. Animoto offers great background themes and music you can choose from. It is very easy to use. I usually watch Youtube tutorials before I start using this kind of tools, but I did not really need it for Animoto.



I prepared a video about the life cycle of a frog using Animoto this week. Using this video, I can make an introduction to teaching storytelling and how sequencing helps order events or steps. Students will also learn and practice the use of transition words such as first, second, third, next, then, after that, etc. I can ask students to create a video using Animoto. I could ask students to make a video about how they spent their last birthday, or I could ask them to create a video about a simple recipe. When I assess them, I would consider how they used the pictures and text- if the picture really represents the text. I would also consider their performance in using transition words correctly and efficiently.

Performance Indicator- ESL.1.5-8.1.1.9: Students convey and organize information using facts, details, illustrative examples, and a variety of patterns and structures.

Performance Indicator- ESL.1.5-8.1.1.12: Students convey information and ideas through spoken and written language using conventions and features of American English appropriate to audience and purpose.