![]() ![]() One of the biggest reasons we chose Anchor FM, aside from the fact that it’s free, is because it has built in recording and editing capabilities. I had some familiarity with the basics of editing tools, but my students did not. If you’re worried about sending students off unsupervised, you could always have students come to your room during lunch or after school.Ī: This was probably the biggest learning curve for all of us. ![]() ![]() I realize this may not work for everyone. I was also very clear about my expectations and gave them a specific time frame to work within. I could hear what went on in the raw audio when they returned, so it’s not like they were gone for half an hour and I had no idea what they were doing. There were only about 4 students recording at a time, so I didn’t really feel the need to supervise them (nor would I be able to). Q: Did you supervise students while they recorded?Ī: No. Oh, and definitely check out that pillow fort video. The trick is just finding a quiet space where other students won’t be walking by, so a corner of the library or a vestibule area could work too. For better quality audio, you’ll want to record in a smaller space rather than in a wide open space like a gym or cafeteria. I realize this may not be an option for everyone. Our administrative assistant kindly offered her office when the conference room wasn’t available. We ended up finding a small conference room for them to record in where they could close the door and not have to worry about disruptions. Plus, the sound quality wasn’t that great either. My students ended up using this trick and it worked really well.Ī: First, my students tried to record in the hallway, but they were inundated with questions from folks passing by and they found that quite frustrating. NPR has a really neat video about making pillow forts to improve the sound quality. If you’re not ready or able to shell out the cash for a better quality mic, students can also record using the built-in microphone on a phone or iPad. An example of one of their segment outlines is below. When they were done with the outline, I would review it to make sure they had covered all the bases and left feedback as needed. Sometimes they wrote complete sentences, while other times they just wrote bullet points. #PODCAST MAKER FOR KIDS SERIES#They divided their episode up by segment and wrote a series of “talking points” for each. It wasn’t anything fancy, but it did the trick.Ī: I first had my students complete an outline of their episode based on the type of podcast they wanted to create (see above). Once students decided which type of podcast they want to create, I made a quick outline template using the tables feature in Google Docs. As always, use your judgement before sharing with students. I’m mainly listing them for you to get an idea of the possible types your students might create. Note: The examples I listed above may contain episodes that may not suitable for everyone. Below are a few different types of podcasts you may want to review with students:Ĭonversational / Co-hosted (Stuff You Should Know) There are many different types of podcasts and each type requires careful planning - it’s definitely not as simple as just talking into a mic for 10-15 minutes. Q: How did students plan for the podcast? ![]()
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