Create Your Own Podcast

To begin with, have a quick brainstorm about types of content and where it is posted online.

Student responses may include articles, games, videos, podcasts, blogs, ebooks, infographics, etc. that are posted on places such as Tiktok, Apple Podcasts, YouTube, etc.

Language

Content is the text, visuals and audio that is made available online.

Provide each student with a copy of the Content Creators reproducible [PDF].

After reading, have a class discussion about content creation and creators using discussion prompts like the ones on the right.

Discussions

Discussion prompts can include:

• “How would you describe the role of a content creator?”
• “What skills and talents might a successful content creator have?”
• “What content creators do you know?”
• “How do content creators connect with their audience?”
• “How can content creators influence society?”
• “Can you see yourself having a career as a content creator? What type of content creator would you be?”

In this activity, students will learn how to create their own podcast.

In order to understand the key elements of a podcast, have the class listen to the podcast you chose.

Have each student assess the podcast using the Podcast Assessment Form reproducible [Google doc] [Word doc] [PDF].

After listening to the podcast, lead a whole-class discussion to discuss the students’ assessment of the podcast.

Use these elements to guide the co-development of assessment criteria for the project, including length, special effects, and content requirements. These will vary depending on age and ability in the class.

Images and Videos

For students who are deaf or hard of hearing, have them watch a video of a podcast with closed captioning turned on.

Explain to students that they will be creating their own podcasts. Ideally they will work in groups of 2-3 for this.

Provide each group with a copy of the Podcast Planning Form reproducible [Google doc] [Word doc] [PDF].

Some information, such as the length or subject, could come from the previous discussion. Other information will be determined by each group. Review the chart to ensure students understand what information goes in each section.

As students work to fill in their forms, have conversations with each group about their responses using questions such as the ones on the right.

Discussions

Discussion prompts can include:

• “Why do you think your topic will be of interest to your audience?”
• “Why did you choose that format? How does it help you in meeting your creative goal?”
• “Does your podcast lend itself to having music in the background? Why?”

Provide time for students to brainstorm what topic their podcast will be about. Make sure to have the students select a topic that they are knowledgeable about and confident in.

Idea

Students could use a Carousel Brainstorm learning strategy to do this.

Discuss with students the available technology for recording and editing their podcasts.

Students will likely need time to learn how to set up and use the given technology.

Technology

There is a list of different technologies out there for recording audio. 123apps.com has free simple web-based tools for recording and editing audio (contains ads). Voice Memo by Apple is a good one for iphones and ipads. There are also a number of free voice recording apps in the Google Play store.

Have students plan the story using the Planning the Story chart on page three of the Podcast Planning Form reproducible. In it, they will determine what will go in each part of the podcast. An overall structure is provided for students.

Review the story plans before students go on to the next stage. Use discussion prompts such as the ones on the right to have students expand upon their thinking.

Discussions

Discussion prompts can include:

• “How will your hook engage your audience?”
• “What do you want your audience to remember when the podcast is over?”
• “Where might you use music or sound effects?”

As a class, discuss the pros and cons of Word for Word Scripts and Outlines using the Script Versus Outline page [Google doc] [Word doc] [PDF].

Provide students time to work on their scripts or outlines. Review the scripts or outlines before students begin recording.

Students should then practice their podcasts before they begin recording.

Discussions

Discussion prompts can include:

• “Does the body of your podcast match your why?”
• “What is the tone you plan to use (funny, serious)?”

Ensure students have the necessary equipment and a quiet place to do their recording. Ideally the place will be away from typical school noise and a minimum of hard surfaces.

Students may require multiple attempts at recording segments of their podcast. Ensure that students are following their planning sheet to ensure efficiencies in terms of classroom time management.

Idea

Create a recording studio by draping blankets over desks and having students sit within to do their recording. The blankets help to muffle external sounds.

After all the content has been recorded students will need to edit their content. As part of the editing process students will be able to:

• Cut out unwanted audio
• Combine audio files
• Adjust the volume, pitch and speed
• Add additional sounds

Technology

Many types of audio recording software, such as Audacity, also have editing capabilities. Various free apps are also available.

Once the podcasts are ready for an audience, have the students present their podcasts to the class.

As they listen, have groups complete the same Podcast Assessment Form [Google doc] [Word doc] [PDF] for each group that they used for the sample podcast at the beginning of the lesson. The group who made the podcast can use the Assessment form as a type of self-assessment.

After groups receive their feedback, have them share what they learned as part of the process and what they would do differently next time.

You may also want to ask how many students would now consider a career in content creation.

Idea

Alternatively, students could use the Two Stars and a Wish learning strategy.

Idea

The podcasts could be featured on a school website.