Design Idea
The podcast series, Study Smarter for the SAT, reinforces lessons taught in a classroom preparing students to take the SAT. The two podcast developed for this class are parts of this larger series. The podcasts do not record classroom lectures but instead each one presents strategies for different sections of the SAT. Each podcast also uses SAT words in context to reinforce vocabulary needed for the SAT. Recorded in a conversational tone the podcasts serve as study aids to help students quickly review and memorize for quick recall key strategies learned in the classroom where there is a much more expansive and detailed presentation of content to ensure understanding and application.
The first episode focuses on one key general strategy for the full SAT - identifying the difficulty level of the test item and then applying appropriate techniques and approaches for that level - easy, medium and hard. The first episode also includes a set of SAT words that are used naturally within the context of the podcast.
The second episode focuses on key strategies for the reading passages on the SAT - creating mental templates, chunking, matching question types with the appropriate strategies and knowing when to omit. Also, since many students stress-out over the Critical Reading, the episode gives tips on how to control stress and anxiety when reading the long passages. The strategies are intended to increase focus, comprehension and recall while reducing stress and anxiety. It too introduces a set of SAT words that are used naturally within the context of the podcast.
Both Episodes 1 and 2 are audio podcasts, but future episodes will be enhanced with images created in PhotoShop. Time constraints prevented the creation of PhotoShop images for the first two podcasts.
Audience
High schools students, primarily those in the 11th and 12th grades preparing to take the SAT, are the listeners. The podcasts are directed to those students who are enrolled or who will be enrolled in a classroom-based SAT Preparation Course. The podcasts are intended to provide the students supplementary material on the core strategies taught in the classroom. Because high school students are not only extremely busy with academics, but also sports and part-time jobs, they need to be able to study on-the-go. Since today's students are also skilled multi-taskers, they need study resources that enable them to study anytime, anyplace.
The audience consists of students with different learning and processing issues. Content and delivery take into consideration processing/learning differences in terms of:
attentional (focusing) capacity
memory
motivation level
academic preparation
Content
The two episodes focus on two specific components of SAT Preparation - general test-taking strategies and critical reading.
Episode 1 focuses on one key strategy that can serve as an overall strategic approach for the SAT. The key strategy is to identify the difficulty level of the test question and then use the appropriate approach and technique for that difficulty level. There are easy, medium and hard test items and each type should be approached differently. The first episode also contains a set of SAT words that are used naturally within the lesson. Outline of Episode 1:
I. Key Strategy for the SAT - Indentifying the Difficulty Level of Questions
A. Intro
1. Identification of series and episode
B. Body
1. SAT words
2. Key Strategy Description
3. Strategies for Key Strategy
4. Summary of Strategies
5. Summary of SAT Words
C. Conclusion
1. Closing of Episode 1
2. Intro to Episode 2
Episode 2 focuses on key strategies for the reading passages that maximize focus, comprehension and recall while at the same time, reduce stress and anxiety. Like the first episode, this podcast also contains a set of SAT words used naturally within the context of the lesson. Outline of Episode 2:
I. Strategies for the Reading Passages
A. Introduction
1. Description of Episode
a. Answering student questions
b. SAT words
c. Purpose of strategies
(1) increase focus, comprehension and recall
(2) reduce stress and anxiety
B. Body
1. Dialogue/interview with Dr. Beemer
2. Question from Megan
a. Strategies
(1) Mental maps
(2) Chunking
3. Question from Nate
a. Strategies to reduce stress
(1) Prepare and practice - chunking
(2) Prepare and practice - mental maps
(3) Matching up question types with appropriate strategies
(4) Know when to omit
C. Conclusion
a. Summary of main points
b. Introducing of next episode
The podcast series will be part of an e-learning system made available through a website for enrolled students. At this time, I am not planning on syndication.
Format
The first podcast is a monologue with music at the beginning and the end. There are two segments to the lesson - vocabulary and key strategy. The style is conversational, but at the same time, has a script-like quality. The text is interspersed with humor to engage the audience.
The second episode contains both a monologue and dialogue. It is set up in an interviewing style where the moderator and guest take questions from students.
Both podcasts contain an introduction, body and conclusion. The intro identifies the episode and clearly describes the content and objectives. Music identifies both the intro and the conclusion. Each podcast is focused on one main concept and its pertinent strategies. Narrowing the focus of each podcast is instructionally sound since the intent is for the listener to be able to store and recall the content. The episodes also summarize the main points after they are first discussed in order to promote retention. In the second episode I used a stinger (drum roll) to signal the onset of the summary. The main points are also repeated again in the conclusion to facilitate retention. The conclusion also lets the reader know that he has reached the end of the episode and at the same time introduces the next episode. I used GarageBand to produce both episodes and converted them to disks with a M4A format. Both were uploaded to iTunes in Mp4. Both were recorded for high quality of sound. The podcasting website, LibSyn, will host the series. The plans are to have a new episode once a month.
Both podcasts are short - 5 minutes for the first one and around 6 1/2 minutes for the second one. The reason, besides meeting the assignment requirement, is that brevity forced me to be concise and precise which of course facilitates understanding, focusing and retention.
All of the podcasts in the series will use the same format and style because predictability aids learning.
Evaluation and Refine
Sound quality for Episode 1 was degraded because of the internal mic and probably computer. I recorded Episode 1 in paragraphs and then edited each paragraph after recording. After listening to it I realize that my intro music cut a little short before the close of my intro remarks. Also, there were a few dead spots that I didn't edit out. For the most part, the editing wasn't too bad for the first effort.
For the second episode I used a Snowball mic. Although sound issues remain the external mic helped. For this episode, the person I interviewed and I rehearsed the script several times before recording. We recorded twice, both times at one sitting. The second episode consists of monologue and dialogue in an interviewing venue. The second episode is also more diverse in style and covers more interrelated concepts than the first episode. The challenge was to present the strategies in a cohesive way to show their interrelationship and impact on the desired outcome - increased Critical Reading scores on the SAT. The second episode didn't require as much editing as the first one. I placed the external mic away from the computer and this seem to help diminish the noise coming from the internal fan. Although the second episode lacked some of the humorous touches of the first, it is more organized from a learning perspective. I used sound effects (drum roll) just before I summarized major points that should be retained. I learned a lot from doing both - learned enough to know there is a lot more to learn about instructional podcasting.
The podcast series, Study Smarter for the SAT, reinforces lessons taught in a classroom preparing students to take the SAT. The two podcast developed for this class are parts of this larger series. The podcasts do not record classroom lectures but instead each one presents strategies for different sections of the SAT. Each podcast also uses SAT words in context to reinforce vocabulary needed for the SAT. Recorded in a conversational tone the podcasts serve as study aids to help students quickly review and memorize for quick recall key strategies learned in the classroom where there is a much more expansive and detailed presentation of content to ensure understanding and application.
The first episode focuses on one key general strategy for the full SAT - identifying the difficulty level of the test item and then applying appropriate techniques and approaches for that level - easy, medium and hard. The first episode also includes a set of SAT words that are used naturally within the context of the podcast.
The second episode focuses on key strategies for the reading passages on the SAT - creating mental templates, chunking, matching question types with the appropriate strategies and knowing when to omit. Also, since many students stress-out over the Critical Reading, the episode gives tips on how to control stress and anxiety when reading the long passages. The strategies are intended to increase focus, comprehension and recall while reducing stress and anxiety. It too introduces a set of SAT words that are used naturally within the context of the podcast.
Both Episodes 1 and 2 are audio podcasts, but future episodes will be enhanced with images created in PhotoShop. Time constraints prevented the creation of PhotoShop images for the first two podcasts.
Audience
High schools students, primarily those in the 11th and 12th grades preparing to take the SAT, are the listeners. The podcasts are directed to those students who are enrolled or who will be enrolled in a classroom-based SAT Preparation Course. The podcasts are intended to provide the students supplementary material on the core strategies taught in the classroom. Because high school students are not only extremely busy with academics, but also sports and part-time jobs, they need to be able to study on-the-go. Since today's students are also skilled multi-taskers, they need study resources that enable them to study anytime, anyplace.
The audience consists of students with different learning and processing issues. Content and delivery take into consideration processing/learning differences in terms of:
Content
The two episodes focus on two specific components of SAT Preparation - general test-taking strategies and critical reading.
Episode 1 focuses on one key strategy that can serve as an overall strategic approach for the SAT. The key strategy is to identify the difficulty level of the test question and then use the appropriate approach and technique for that difficulty level. There are easy, medium and hard test items and each type should be approached differently. The first episode also contains a set of SAT words that are used naturally within the lesson. Outline of Episode 1:
I. Key Strategy for the SAT - Indentifying the Difficulty Level of Questions
A. Intro
1. Identification of series and episode
B. Body
1. SAT words
2. Key Strategy Description
3. Strategies for Key Strategy
4. Summary of Strategies
5. Summary of SAT Words
C. Conclusion
1. Closing of Episode 1
2. Intro to Episode 2
Episode 2 focuses on key strategies for the reading passages that maximize focus, comprehension and recall while at the same time, reduce stress and anxiety. Like the first episode, this podcast also contains a set of SAT words used naturally within the context of the lesson. Outline of Episode 2:
I. Strategies for the Reading Passages
A. Introduction
1. Description of Episode
a. Answering student questions
b. SAT words
c. Purpose of strategies
(1) increase focus, comprehension and recall
(2) reduce stress and anxiety
B. Body
1. Dialogue/interview with Dr. Beemer
2. Question from Megan
a. Strategies
(1) Mental maps
(2) Chunking
3. Question from Nate
a. Strategies to reduce stress
(1) Prepare and practice - chunking
(2) Prepare and practice - mental maps
(3) Matching up question types with appropriate strategies
(4) Know when to omit
C. Conclusion
a. Summary of main points
b. Introducing of next episode
The podcast series will be part of an e-learning system made available through a website for enrolled students. At this time, I am not planning on syndication.
Format
The first podcast is a monologue with music at the beginning and the end. There are two segments to the lesson - vocabulary and key strategy. The style is conversational, but at the same time, has a script-like quality. The text is interspersed with humor to engage the audience.
The second episode contains both a monologue and dialogue. It is set up in an interviewing style where the moderator and guest take questions from students.
Both podcasts contain an introduction, body and conclusion. The intro identifies the episode and clearly describes the content and objectives. Music identifies both the intro and the conclusion. Each podcast is focused on one main concept and its pertinent strategies. Narrowing the focus of each podcast is instructionally sound since the intent is for the listener to be able to store and recall the content. The episodes also summarize the main points after they are first discussed in order to promote retention. In the second episode I used a stinger (drum roll) to signal the onset of the summary. The main points are also repeated again in the conclusion to facilitate retention. The conclusion also lets the reader know that he has reached the end of the episode and at the same time introduces the next episode. I used GarageBand to produce both episodes and converted them to disks with a M4A format. Both were uploaded to iTunes in Mp4. Both were recorded for high quality of sound. The podcasting website, LibSyn, will host the series. The plans are to have a new episode once a month.
Both podcasts are short - 5 minutes for the first one and around 6 1/2 minutes for the second one. The reason, besides meeting the assignment requirement, is that brevity forced me to be concise and precise which of course facilitates understanding, focusing and retention.
All of the podcasts in the series will use the same format and style because predictability aids learning.
Evaluation and Refine
Sound quality for Episode 1 was degraded because of the internal mic and probably computer. I recorded Episode 1 in paragraphs and then edited each paragraph after recording. After listening to it I realize that my intro music cut a little short before the close of my intro remarks. Also, there were a few dead spots that I didn't edit out. For the most part, the editing wasn't too bad for the first effort.
For the second episode I used a Snowball mic. Although sound issues remain the external mic helped. For this episode, the person I interviewed and I rehearsed the script several times before recording. We recorded twice, both times at one sitting. The second episode consists of monologue and dialogue in an interviewing venue. The second episode is also more diverse in style and covers more interrelated concepts than the first episode. The challenge was to present the strategies in a cohesive way to show their interrelationship and impact on the desired outcome - increased Critical Reading scores on the SAT. The second episode didn't require as much editing as the first one. I placed the external mic away from the computer and this seem to help diminish the noise coming from the internal fan. Although the second episode lacked some of the humorous touches of the first, it is more organized from a learning perspective. I used sound effects (drum roll) just before I summarized major points that should be retained. I learned a lot from doing both - learned enough to know there is a lot more to learn about instructional podcasting.