No Series: Podcasting To Personalize Feedback

Podcasting To Personalize Feedback

Lesson Objective: Provide personalized feedback through a podcast

Grades 9-12 / ELA / Feedback

2 MIN

Discussion
Supporting Materials

Thought starters

How does recording the feedback make it more personal than written feedback?
In what ways does providing feedback via a podcast make the process more collaborative?
Why do you think students are more likely to listen to recorded feedback than written feedback?

84 Comments

Kayla Peavy Jun 6, 2018 1:41pm

For those that comment using Google Docs, there is a voice comment recorder in the Add Ons for Docs called Kaizena. Instead of writing comments, as stated in the video, takes time, you can record your voice like you would normally on Google Docs.

Recommended (1)

Anshul Jain Dec 10, 2017 3:26am

This is a nice technique. If your assignments contain videos, you can use reclipped.com to annotate them as well! many teachers are using the platform.

Recommended (0)

Sarah Brown Wessling Oct 9, 2017 9:55pm

@Lydia I downloaded the files and then sent them via email to students. Now, though, I use a VoiceMemo app on my phone and send them directly from there. Hope this is helpful!

Recommended (0)

Lydia Odessor Oct 9, 2017 9:27pm

How did you get recordings to the students?

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Sarah Brown Wessling May 8, 2017 1:31pm

Hi Ingrid! Now, students actually have tablets, so instead of using an iPod, I use a VoiceMemo app and share the file with them. Interestingly enough, I started a version of this with cassette tapes 20 years ago and now I've graduated to file sharing. :)

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Materials

Transcript: Podcasting To Personalize Feedback

Transcripts

TC0299_001010
Teaching Channel
Transcript of
Feedback with a Podcast
Teacher: Sarah Wessling GLI Tip & Trick

Sometimes when students hand in

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TC0299_001010
Teaching Channel
Transcript of
Feedback with a Podcast
Teacher: Sarah Wessling GLI Tip & Trick

Sometimes when students hand in a paper I decide to offer them some personalized feedback by creating individual podcasts for them.

My preference right now is to read the paper through first, put little anchors, something little key words, and then I pull out my iPod, I put a little recording device in there and I push record and I talk to them.

Teacher: Comment #1, I really like the title here. I’m actually wondering if maybe just having a colon afterwards and defining this preservation a little bit more might be helpful.

I’ll offer them suggestions for revision or maybe I’ll read a sentence out loud to them so that they hear what it sounds like to me, and I will then ask them is this what you wanted to sound like.

Teacher: A rose exits from the ground, the stem gains multiple perspectives, the child that progresses. I don't know if you hear what I hear but I hear the sentences starting very similarly so maybe think about changing the structure of the sentences.

When I first started teaching I spent all of this time writing on these papers and writing on these papers and I would give them to the students and then the ones who were really wonderful kids but less conscientious would just throw them in the garbage on the way out. And I decided well, I can change how I do this.

Teacher: Comment #10, preserve a style of thinking that is distinctive. I love your voice here, I love it so much I want it so much earlier.

This is not a teacher talking to a student. I want them to feel like it’s a writer talking to a writer, a reader talking to a reader, a thinker talking to a thinker.

Teacher: What if you tried to take out passive voice …

It takes the same amount of time, the only difference is I can say so much more in 15 minutes than I could ever write. And they listen to it.

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