podcast listening assignment high school

A Simple Process and Template for Student Podcasting

Maybe you’ve heard the saying that whoever is talking is the person learning. Or, the teacher should do less talking in the classroom than the students. Both of those sayings have truth to them. With that in mind, let’s see if there are benefits to student-generated podcasts.

How Does Podcasting Benefit Students?

Through discussion, discourse, and debate, students can gain a deeper understanding of content and language and grammar skills. Research indicates that students who create podcasts show improved language, speaking, and grammar knowledge. They are also more confident in using academic vocabulary in context. The podcast creation process incorporates high student engagement, which increases the likelihood that it may also positively impact student achievement. And using student-generated podcasts can be a strategy for learning in early elementary up through college. Be sure to check out this Research for Student-Created Podcasts Wakelet collection for specific and deeper study.

A Simple Podcasting Process

That all may sound good. But many teachers feel that having students create podcasts will have a high learning curve; it could end up more like herding cats. No worries! We’ve got you taken care of with a template for you to use and a drop-dead simple process. Let’s take all the technical mumbo jumbo out of it! To make it easy to go through, we’ll share the who, what, when, where, and how you and your students can take learning to the next level with podcasting.

Step 1: Establish Criteria and Define Roles

Remember the KISS – Keep It Super Simple (or something like that). Keep the process as simple as possible– at least initially. As the students become more comfortable and skilled, then you can add more expectations. Fortunately, or unfortunately, there is no “one right process” to go by for a great podcast. I recommend checking out the following rubrics for ideas on defining the roles and teamwork necessary for each group. Having the rubrics will also help your students self assess (and peer assess) between group meeting times with you. A few rubrics to check out for ideas include:

• University of Wisconsin – Stout Podcast Rubric – A very robust rubric. You may need to scale it back initially, but this rubric highlights important parts of the process.
• University of Missouri Podcast Rubric – This is a slightly older rubric; however, you will find that many of the sections are still very relevant and usable.
• ReadWriteThink Podcast Rubric – This rubric is most relevant for a high school English or science class as it refers to a podcast addressing a thesis argument.
• Pacific Lutheran University Podcast Rubric – This one is nice in that it fits on one page, but addresses pretty much everything. Depending on the age of your students, you may want to tweak some of the wording.
• University of Northern Iowa Podcast Rubric – Though unclear as to the author, this rubric does an excellent job of identifying the different details and criteria for creating a podcast. Consider using this one when identifying roles and steps in the process. Older students will do well with this, but it’s too complicated for younger learners.
• Kathy Schrock’s Podcast Rubrics – Kathy has compiled six different rubrics for you to consider. Click on the link given and then scroll to the Multimedia and Apps Rubrics section. ​

Step 2: Explore and Choose Tools for Podcasting

If your students have cell phones, then they all can record audio. But they may need to check to see that their apps can save and share the files in an MP3 format. Or you may be using school-issued devices such as Chromebooks or iPads. Below are a few of the tools and apps you might consider during your planning and producing stages.

• Voice Recorder – https://online-voice-recorder.com
• Audio Joiner – https://audio-joiner.com
• GarageBand – for Mac and PC
• Audacity – https://www.audacityteam.org
• Anchor app – for iOS and Android
• Pixabay – Free Music – https://pixabay.com/music
• Pixabay Special Effect Sounds – https://pixabay.com/sound-effects
• Free Music Archive – https://freemusicarchive.org
• Free Sound – https://freesound.org

Step 3: Determine the Pacing and Process

Having students create podcasts is a great learning strategy, but it is best implemented once you understand your students and how they work. Decide on how many class sessions they will have to produce the podcast. You will also need to determine if the students are to work on the podcast outside of class or if they will record during class time. Initially, review the rubric that you will be using with your students, go over the process for recording, and outline the pacing of the project.

TIP: Podcast Recording Environment

It might be that students can only work on the podcast while in your class. If this is the case, it might be necessary to allow students to step out into the halls to record or to visit the library to record briefly. You may have the benefit of being in a larger room so that groups can spread out. If your school encourages “bring your own device” (BYOD), students may find that they can easily record on their phones outside of class and use class time to piece it together and post it.

Unless you are trying to compete in a student podcast competition (such as the Annual New York Times Student Podcast Competition or NPR’s Student Podcast Challenge ), realize that perfection may be nice, but is not realistic. It’s okay if there is background noise, as long as the student speakers can still be heard. Make the learning fun. Be creative with where students can record and with your expectations of what is acceptable.

Step 4: Practice Podcasting as a Class

While some tasks work well for individuals, podcasting is definitely not one of them. With project-based learning, students are more successful when they have clearly defined roles, working together to accomplish the task.

You may want to initially have just one large group, the whole class, as you create the first podcast or two. This will allow everyone to get familiar with the process and expectations. It will also allow students to explore the different roles, how they interact, and understand how each role is critical for the project’s success. Yes, initially, it will be teacher-assigned, but you are working towards having students take ownership of the grouping and even the roles over time.

Step 5: Group Students for the Podcasting Project

Once the process is understood, at least in theory, break students into groups, assign roles, and, initially have them all work on the same podcast. Consider grouping students as you would for other assignments in which each group has a good mix of academic levels. There should be the same roles within groups, and it will be important to scaffold the grouping process over time.

Steps 6 and 7: Assign Podcast Topics and Start Recording

Initially, you may consider having students work on the same topic as they learn the process. Yes, that means that if you have six groups, you will have six podcasts on the same information. Each group may address it in their way, but they will all be using the same information. For example, they may podcast about chapter three of their textbook or chapter five of the class novel. Having the students listen to the other groups’ final projections will spark some ideas on how they can enhance their next podcast.

Once student groups have a podcast or two under their belt, start varying the topic or perhaps have student groups each record an episode related to a subtopic of a broader topic. This allows students to become experts on sections of information. These podcasts can end up replacing your lecture or enhancing it, giving students ownership in their learning. Though each group will be creating a podcast for a particular portion of the content, they are all accountable for all the information. This means they should both understand it and be able to apply it in different situations. (This is similar to the Jigsaw approach in teaching.)

Step 8: Check in Regularly

Just like you attend regularly-scheduled staff and faculty meetings, it will be helpful to schedule regular, though short, meetings with each group. This will give students the opportunity to report on their progress, challenges, solutions, and next steps in their process. As such, you will be mentoring them on how to manage themselves and other group members. The goal is for students to be successful and accountable for their learning. As you have students add to the podcasts, you can begin using them as a review for quizzes and exams. This will hold students accountable to make sure they have all the needed information in their episode(s).

Step 9: Publish the Podcasts with a Template

For simplicity’s sake, here is a Google Slide template to use for publishing your podcasts. Google Slides isn’t considered the typical method of publishing/hosting podcasts. But it does offer a bit more security over who has access to the podcasts. Once a student group has completed their podcast, have them upload it as an MP3 file into their Google Drive and share it. They should then copy the link to the file and add it to the appropriate slide in the template along with the title, episode number (if used), description, and show notes.

TIP: Publishing the Google Slide Deck

If the podcast’s content is intended for a real audience outside the classroom, consider publishing the slide deck. This will make it much easier for everyone to access it in presentation mode and listen. To publish the slide deck, click on FILE –> Publish To The Web. Leave the defaults so that the slide deck does NOT advance on its own; this will allow your listeners to click on the appropriate links to go to the intended slides. View the published template here so you can see how a published podcast slide deck appears. If your podcasts are only to be accessed from within your school’s domain, be sure to click on the Published Content and Settings link and then tick the box for your school’s domain.

Step 10: Review and Revise the Process

After your podcasting project, take time to review and reflect with your students. Assess the number of class sessions used for the project. Was it enough time, too much, too little? What about the tools used? Did they work well? How could the process be improved moving forward?

Pass the Mic

So, I’m now passing the mic to you. How will you do podcasting in your classroom? What are some ideas you have for implementing student-generated podcasts? If you’ve already had students create podcasts, what is one tip you would share with others who are thinking about doing the same? Leave your comment below so you can be heard loud and clear! You can also take a look at other posts on podcasting here .

Dr. Bruce Ellis

Bruce specializes in leadership development and working with districts to tailor onsite professional development workshops. Bruce earned his Ed.D. in Curriculum, Instruction, and Supervision in Secondary and Higher Education and his M.S. in Learning Technology/Information Systems at Texas A&M University-Commerce. He earned his B.S. in Elementary Education at Dallas Baptist University.

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The link to the published slide deck template won’t open. Could you please provide me with a link so I can view what you have created, please?

Click on the link in the Step 9 paragraph. That will take you directly to the Google Slide deck that I used. Also, the published link is now working so you can see it in “published mode.”

Hello, I would like to translate your Simple Podcasting Process Infographic in French for educational purposes. I work for public school in Montreal, Quebec, Canada. I thought I had sent you an email in November but can’t find your positive response. Thanks, Annie Dumay

Thanks for asking, Annie. Yep, feel free to translate and share with a link back here for the original. Enjoy!

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Teach.com / Resources

Using Podcasting in the Classroom: Activities and Recommendations

January 14, 2022 

There seems to be a podcast for everything and everyone. And a growing number of people are finding their audio niche:  More than a quarter of Americans listen to podcasts weekly, according to The Infinite Dial 2021. The audience is more diverse than ever, spanning all age groups. As of August 2020, Ipsos reports that  1 in 4 children listen to podcasts  — a 20% increase from six months prior.

Educators are acting on these changes:  TeachersPayTeachers.com reported a 650% increase in podcasting lesson plans  after the launch of  Serial  in 2014.

The shift from listening at home to using podcasts in the classroom is not without cause. Speaking and listening skills are a part of the  Common Core standards, which include interpreting diverse media and identifying speakers’ arguments, claims and rhetoric.

Audio learning is valuable for a lot of students in a way that purely text-based learning is not.  Among children for whom English is not their primary language, podcasts let them hear spoken English and follow along with a transcript. The  Reading Rockets public media literacy initiative  states that children are able to listen and talk about more complex ideas than they can read and write about.

Additionally, the sheer  amount of podcasts available  afford children the opportunity to learn about things they are interested in and delve deeper into unique topics they might not otherwise have access to.

Preparing Students for Podcast Lessons

Before sending students home, educators should make sure students have access to all the resources they need to make the most of a podcast-based lesson plan and that selected content is appropriate.

Consider the following guidelines when assigning audio-oriented activities.

• Provide access to supplies and devices.  If a lesson requires listening to a podcast, every student will need access to a listening platform (such as Spotify, Stitcher or SoundCloud), a device to listen on (i.e., phone or computer) and headphones. For recording, students will need a device such as a smartphone. There is free editing software on some computers, and schools may have access to educational licenses.
• Listen for yourself.  If you are assigning a specific podcast, listen through the material just as you would a novel. Keep an ear out for content or language that might be inappropriate for your audience or that you will need to prepare students for. Take note of any warnings you want to share with administrators and guardians.
• Let students have some decision-making power.  When possible, allow students to choose podcasts they are interested in and focus on topics that energize them. You can set boundaries using minimum or maximum length requirements or subject matter restrictions. You may also consider imposing standards for the podcast source, or take the time to approve selections in advance.

5 Podcast Activity Ideas for the Classroom

There are plenty of ways educators can begin teaching podcasts in the classroom, regardless of subject area. Below are some lesson plan ideas for teachers who want to use podcasts as learning tools for their students.

Audio-Based Research

Podcasts can be an informative source for research, either through scripted, non-fiction series that delve into a specific topic or news briefs with interviews from experts and people affected by a story.

This lesson modification can work with almost any existing research project or essay — anything that requires cited sources.  Instead of traditional text resources, ask students to cite at least three primary and three secondary sources that come directly from podcasts.

A  primary source  is a firsthand account of events created at the time they happen or shortly after.  The New York Times  podcast  The Daily  often uses primary sources, and reporters interview people about their lived experiences for a story.

A  secondary source  is an analysis or synthesis of events and primary sources. Also from  The New York Times ,  1619  is an audio series examining the beginnings of American slavery and is an example of a secondary source.

Start here:   Citing podcasts in MLA format

Rhetorical and Argument Analysis Through Sound

Rhetorical analysis breaks down nonfiction to explain how a piece works using ethos (authoritative), pathos (emotional) and logos (logical) appeals. Often, students analyze written work.

In this activity, students complete a rhetorical analysis of a nonfiction podcast.

• Pair students up and have them each select a nonfiction podcast to analyze, such as an episode of  This American Life  from NPR.
• Take annotations or notes as you listen, marking the timestamp for each observation. Pay special attention to appeals made by the host.
• Discuss with your partner what makes this episode compelling. What does the host want you to believe?
• Based on your notes and discussion, determine the appeals used in this piece and provide examples.
• Ethos appeals to character or credibility. Does the host demonstrate authority over the topic and respect for multiple viewpoints?
• Pathos  appeals to emotions. How does the host use sound to make you feel about the topic?
• Logos  appeals to logic. What facts does the host use to support their claim? Is the episode arranged logically?

Start here:  Using  Serial  as an example of rhetorical analysis

Learning to Interview

Practicing interviews is a great way for students to learn how to ask incisive questions, listen actively and improvise. In this activity, ask students to conduct an interview with someone in their life and submit an edited audio version of the conversation.

• Each student should select someone to interview. This could be a friend, family member or person in their community they find interesting.
• Listen to podcast interviews in preparation. What kinds of questions do hosts ask? How do they use silence to compel the interviewee to speak?
• Gather the information you already know about the interviewee and use it to inform the questions you want to ask.
• Make a list of questions for the interview.
• Conduct and record the interview in a quiet space.

Start here:  How to help students develop interviewing skills

Dramatization and Storytelling

Turn a typical reading into an audio drama. Instead of reading aloud required text in class, such as  Macbeth  or  A Midsummer Night’s Dream , have students reproduce an audio-only version.

Assign parts just as you would with a regular reading, but give students time to prepare in advance.  Ask them how else you can engage listeners in the text. What additional sound effects could you make? How could music enhance the experience?

This activity focuses on the different types of sound instead of producing a clean episode or reading. Record as a class in a single take.

Start here:  Oral storytelling and dramatization

Producing a Podcast

This long-term project idea could take place over the course of an entire term and teach students about the entire life cycle of a podcast and its production.

• Divide students into groups and have them pitch a semester-long podcast they want to produce. Students should be able to describe what potential episodes would cover and come up with a plan to divide different responsibilities.
• Write an outline for the first episode that includes any interview questions, prepared research and time checkpoints.
• Record and edit your first episode.
• Peer review another group’s first episode and provide feedback on the production, theme and execution of the idea.
• Cycle through steps two through four for the rest of the term, at a predetermined cadence.

Start here:

• Project Audio: Teaching Students How to Produce Their Own Podcasts
• Teaching Podcasting: A Curriculum Guide for Educators
• Making a Podcast That Matters: A Guide With Examples From 23 Students

How Can Parents Use Podcasts?

Lesson plans are not the only way children can reap the benefits of podcast listening. In fact, many parents who listen to podcasts are already sharing them with their kids:  64% of parents who listen at least a few times a week are likely to pay for podcast service for their child, according to Morning Consult.

There are plenty of opportunities for parents to incorporate podcast listening into their daily lives and as shared media with children. For example:

• Replace screen time with podcast listening.  Fictional stories and dramatizations can spark the same imagination and engagement while encouraging active listening.
• Switch up bedtime stories to audiobooks or episodes. Give your own voice a break and put on an audio story before bed. There are podcasts dedicated to telling kids bedtime stories that will put them right to sleep.  Wondery’s  Stories Podcast  is one example.
• Listen together during daily life.  Podcasts can be a shared soundtrack to the mundane, such as chores and running errands. They can also accompany you and your child on long trips or time spent cooking together.

Podcasts Suitable for Kids and Teens

Looking for a podcast suitable for the classroom, car rides or bedtime? Below are shows to consider for children and teenagers.

Podcasts for Children

Brains On  from American Public Media

Every week, host Molly Bloom is joined by a kid to answer scientific questions — from why we get songs stuck in our heads to how germs are spread.

But Why from Vermont Public Radio

Experts answer questions from kid listeners about the world: Why are fireworks bright? Why aren’t babies just little adults? Parents can submit recordings of kids’ questions to [email protected].

Grandma for President  from Audible

Eleven-year-old Bennet accidentally gets his grandma in the running for U.S. president. Follow along with this 10-episode series as Bennet learns about democracy, elections and the power of one.

Live From Mount Olympus  from Onassis Podcasts

This dramatization of the story of Perseus details his quest to save his mother from an evil king.

The Past and the Curious from Mick Sullivan

A podcast on the little, often unknown details of history. Host Mick Sullivan uses music and humor to tell stories about people like astronomer Edwin Hubble and Maria Tallchief, the first American ballet dancer.

The Radio Adventures of Eleanor Amplified  from NPR

In this adventure series, radio-reporter Eleanor Amplified pursues the biggest story of her career and foils devious plots along the way.

Story Seeds  from Macmillan Children’s Publishing Group

In every episode, a kid and a professional children’s book author collaborate on a story idea to turn it into a reality.

The Unexplainable Disappearance of Mars Patel  from Gen-Z Media

This scripted podcast is performed by middle-grade students and tells how 11-year-old Mars Patel and his two friends embark on a mysterious journey to find their missing pals.

Podcasts for Teenagers

Some of the podcasts below may contain explicit language or mature themes. Please review specific content on your own when deciding whether it is appropriate for your audience.

Dear Hank and John  from Hank and John Green

Brothers and authors Hank and John Green answer emails from listeners and provide advice in this comedy podcast that touches on the lighthearted and the emotional.

The Mortified Podcast  from Radiotopia

Adults get on stage and read aloud from the most embarrassing diary entries, love letters and songs they wrote as teenagers.

Song Exploder from Hrishikesh Hirway

Each week, host Hrishikesh Hirway asks artists to explain the decisions behind creating a specific song in their discography. Previous guests include Billie Eilish, Bleachers and Lorde.

Stuff You Should Know  from iHeart Podcasts

Hosts Josh Clark and Chuck Bryant research and explain a new topic every episode: Vocal fry, the electoral college and Rasputin are a few potential lessons to listen to.

Teenager Therapy

Five teenagers talk through the ups and downs of high school as they are experiencing them. The hosts recommend first-time listeners start with their episodes “Is Acne Beautiful?” and “The Realities of Our Friendship.”

This American Life  from NPR

This American Life  has been on the air since 1995, compiling stories around a certain theme every week for listeners. Host Ira Glass put together a playlist for newcomers:  New to This American Life?

Podcast Recommendations for Teachers

There are podcasts for almost every professional audience, and educators are no exception. Check out some of the podcasts below for professional development tips and storytelling for teachers.

#EdChat Radio  from BAM Radio Network

Weekly highlights and conversation about the #EdChat Twitter are among discussion topics for educators.

10 Minute Teacher Show  from Vicki Davis

A brief episode every weekday brings teachers 10 minutes of professional development. The host provides a  documentation template for educators who want to receive continuing education credits for listening.

The Creative Classroom  from John Spencer

Host John Spencer spends about 20 minutes every Monday exploring the creative process: How can teachers use strategic confusion? What can food trucks teach us about hybrid learning?

Cult of Pedagogy  from Jennifer Gonzalez

Host Jennifer Gonzalez interviews educators, students and parents about the biggest topics in education right now. Educational technology, school reform and classroom management are all fair game.

Educational Duct Tape from Jake Miller

This podcast focuses on educational technology as a tool to solve problems in the classroom and meet goals.

Teaching Hard History from Learning for Justice

Host Dr. Hasan Kwame Jeffries starts with the history of chattel slavery and continues through the Jim Crow era, sharing lessons many don’t learn in the classroom and advice for teachers who want to change that.

Samantha in Secondary

20 Podcasts for High School English Class

May 23, 2022 by Samantha H.

Podcasts in the high school English classroom are a great way to bring some surprise into your lessons. Using podcasts in the classroom provides an easy way to hit those speaking and listening standards and can be especially helpful to enhance a unit or add an additional standalone lesson at the end of the unit or end of the year. You can assign these for hybrid learning, send links for remote learning, or just use them to enhance lessons. Read on for 20 podcasts you might like to use in class.

#1: This I Believe

People from all walks of life share their core personal beliefs through this NPR podcast. 

#2: The Daily by The New York Times

Keep students up-to-date on current events through The New York Times . Twenty minutes a day is a perfect timeframe. 

Each season unfolds a singular storyline and consists of three seasons so far. If you’re looking to practice predictions and mystery with true crime, this is a great stop. 

#4: TED Talks Daily

Every weekday, Elise Hu brings a thought-provoking podcast to TED Talks Daily. Topics are wide-ranged and are given by leading thinkers and creators. 

#5: Stuff You Should Know

A personal favorite, this podcast covers a variety of topics researched by hosts Chuck and Josh. There are a lot of “how stuff works” as well as topics on a variety of persons. 

#6: That High School Life

Joe Ticar, a vice-principal and guidance counselor from an international German school, hosts this podcast with topics centered on high school. Topics surround life in high school. 

#7: Overheard at National Geographic

This podcast focuses on science and society. This year, topics have included saving manta rays, farming, a boiling river, and turning old cell phones into helpful green guardians.

#8: Hidden Brain

This podcast looks at the patterns of human behavior, covering relationships, life, and the individual nuances that make us who we are. 

#9: Inside the Admissions Office

A cool go-to if you’re interested in understanding the ins and outs of college admissions. This podcast interviews former admissions officers, admissions experts, and graduates. A great place to find tips and experiences for students applying to higher education. 

#10: Reply All

“A show about the internet” – featuring stories about how people have shaped the internet and how the internet has shaped people. 

#11: Stuff You Missed in History Class

What you wish history class was like in high school. Episodes air twice a week and cover the “greatest and strangest” of human history.

#12: How Stuff Works

A huge variety of topics in compacted snippets. How Stuff Works has a variety of shows so you can find just about any topic: the brain, history, tech stuff, car stuff – you name it,  you can probably find it.  

#13: 99% Invisible

Have you ever thought about rumble strips? Maybe not, but the 99% Invisible podcast focuses on illuminating the unnoticed parts of architecture and design that we, well, just don’t think about. 

#14: Grammar Girl

Short, friendly tips to improve your writing in bite-sized episodes. Word choice guidelines and grammar faux paus will help enlighten some real-world examples for students to consider in their own writing.

#15: A Way with Words

If you’re interested in the history of the English language and how it stays a living language, this is a podcast for your class. A fun podcast that explores the changes in language – new words and sayings, oldies but goodies, slangs, family expressions, etymology, dialects, etc. 

#16: Two Book Minimum

The “funnier side of reading” is explored during these podcast conversations/book reviews with Dan Wilbur. 

#17: BBC: The Listening Project

There are a lot of similarities to This I Believe, in that this podcast is a collection of conversations that is actively added to via the BBC in partnership with the British Library. 

Award-winning real life scary stories – dark side of history, creatures, and our worst nightmares. Each episode explores a different historical tale. 

#19: 60 Second Health

The latest on health and science in one-minute snippets.

#20: American Icons

Stories behind America’s greatest works of arts. Explore a number of historical figures, authors, and great literary works.

Of course you should definitely vet any podcast you choose to listen to in the classroom, just like you would vet an article or literary work. Not everything will be appropriate for your specific classroom.

Once you find a great episode that you want to use, take a look at my engaging resource to infuse podcasts into your lesson. I’ve included podcast worksheets, a Google Slides companion for digital use, and plenty of assessment ideas. Find it here for a ready to go resource to use with any podcast you find. 

Happy teaching!

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• BookWidgets Teacher Blog

7 ideas to get your students excited about podcasts - The podcast guide for teachers

Nowadays, kids grow up in an environment where their attention is constantly diverted by social media, ads, videos, notifications, … The YouTube generation has become the Tiktok generation , and as a teacher, you might have the feeling that all these distractions aren’t beneficial to the attention span of your students.

Wouldn’t it be great if there was a trending content format in which your students get clear and interesting in-depth explanations by experts about topics you’re also presenting in class? A format that is available on any mobile device and can be used in different ways in your lessons?

Guess what? This format exists!

I’m talking about podcasts . Maybe you’re a podcast addict (like me), or maybe you don’t like podcasts at all. Either way, maybe you haven’t yet considered the various possibilities and advantages of using podcasts in class.

In this blog post, which is actually a complete podcast guide for teachers, I’ll give you some ideas about using podcasts in your classroom. Additionally, you’ll find some ready-to-use podcast lesson ideas and examples that could inspire you.

What are podcasts?

• Reasons to start using podcasts in your class
• Where can you find the right podcasts?
• How to use podcasts in class

Which podcasts to use in your lessons?

• How to integrate podcasts in BookWidgets

Podcast is a portmanteau word of iPod and Broadcasting . What started in the early 2000s as a sort of audio blogging has become a whole new media format with a huge audience. You could consider podcasts as radio on demand, but the content of most podcasts episodes is not exactly what you would hear on the radio. For instance, there are podcasts with (very) long in-depth interviews or podcasts about niche topics that you would never hear on traditional media.

A lot of podcast shows have developed a specific style, from very short to very long episodes, monologues or interviews with guests, podcasts in English or other languages… without a doubt there are some interesting podcasts for teachers and students.

8 Reasons why you should use podcasts in your lessons

Not sure yet why you should consider using podcasts in class? I’ve listed 8 reasons why podcasts might bring extra value to your lessons:

• Podcasts are trending! According to this article , there are over 48 million episodes as of April 2021. And the good news is that almost all of them are available for free!
• There are podcast episodes available about just about any topic. They can be a great addition to your explanations in class.
• In many episodes, experts in their field give clear and comprehensive information. Let the experts do the talking… while you take some rest 😉
• Podcasts are available in any possible language. In this blog post, we’ll present some interesting podcasts in English, but you’ll definitely find some good ones in your language or the language you’re teaching.
• There are many different styles of podcasts, e.g. very short shows (a couple of minutes per episode) vs. long in-depth podcasts (one hour or longer per episode).
• Your students can listen to podcasts anywhere, e.g. when they’re on the bus on their way to school. 🚌
• Podcasts are audio content, so listening to podcasts will not increase your student’s screen time. 📵
• There are many different ways you could implement podcasts in your lessons. I’ve listed a few podcast ideas below.

Where can you find the right podcasts for your lessons?

Fully convinced now of the advantages of using podcasts in your lessons? Then you may be wondering where you can find some good ones. In this part, I’ll guide you through this search. I’ll briefly present the two main podcast listening platforms and some tips to find the episodes you’re looking for.

Spotify is not only great for music streaming, it also offers over 2 million podcasts. Spotify has a desktop version and a mobile app. Both are free, or you can choose the premium plan without ads and some extra features. For listening to podcasts in class, the free version is fine, since the ads will not interrupt the episodes.

As a teacher, it’s probably convenient to make an account. This will allow you to make playlists, add favorites, follow podcasts… Your students don’t necessarily need an account, as you can share the direct link of an episode with them or embed it in a digital BookWidgets lesson ( see below ).

How to find good educational podcasts on Spotify?

Simply use the search option on the left side. If you already know the name of a podcast show you’re looking for, it will be pretty easy to find it. But imagine you’re looking for a specific episode about a certain topic or a certain person. Well, since Spotify is also a music streaming platform, search results are likely to contain songs, artists and music albums as well. In that case, just scroll down until you find the parts Podcasts and Episodes . Click on See all to get more results.

2. Apple Podcasts

As explained earlier, the pod in podcast comes from iPod , so it’s probably not a surprise there’s a dedicated podcasts app available by default on any Apple device. Like Spotify, Apple Podcasts gives you access to over 2 million podcasts.

A great thing about Apple Podcasts is you can read Customer Reviews, which gives you a good first impression about the quality of a given podcast. Good to know: your students don’t need an Apple device to listen to an episode on Apple Podcast. They can play them in a browser if you share the direct link of an episode with them, or embed it in a digital BookWidgets exercise ( see below ).

How to find good educational podcasts on Apple?

When you place the cursor in the search bar on the left side, you can either start searching for specific topics or shows, or browse the different categories that Apple Podcasts proposes, e.g. Society & Culture, Education, Arts, Science, History, Technology, Fiction …

3. Other podcast listening platforms

Spotify and Apple podcasts are definitely the most important podcast listening platforms, but there are some other options like Soundcloud , Player FM , Castbox , TuneIn Radio …

Before you start searching for episodes on one of these platforms, I advise you to check the following things:

• Are all the episodes available for free?
• Is this platform available on any device (Windows, macOS, Linux, Android, iOS …)? Usually, when you can open the episodes in the browser, there’s no problem.
• Can you easily share the episodes with your students without them needing to create an account or installing an application?
• Is it possible to embed these episodes on another website (like in BookWidgets)?

How to use podcasts in class?

So now you’ve found an interesting podcast episode, you wonder how you could use it in your lesson. Good news: the possibilities are endless! Below, we’ll give you a few ideas and some ready-to-use lesson examples with podcasts. The digital exercises in the first three suggestions are created with BookWidgets . Further down in this blog post, I’ll explain how you can create this kind of exercises in BookWidgets and share them with your students.

1. Use podcasts for listening comprehension in language courses 👂

This is probably the most obvious way to use podcasts in class. You ask the students to listen to the episode and to answer a few questions about it. There are many different tasks your students could do while listening:

• Describe the subject of the episode (the 5 Ws)
• Analyze the episode’s structure
• Put different parts of the episode in the right chronological order
• Try to understand the meaning of some words used in the episode
• Fill in the missing words in a transcription
• Understand the conclusion of the episode
• Start a conversation/ discussion/ debate (afterward)

Pro tip : In most cases, it’s a good idea to tell the students what they’ll need to do before they start listening, so they’ll know what to focus on.

Below, you’ll find a ready-to-use example built around a hilarious episode of Tumble Science Podcast for Kids called The Poop Collector . I won’t give you any spoilers and invite you to give it a listen.

2. Tickle the imagination of your students with storytelling podcasts 📖

From classic fairy tales to science fiction for kids or what if?-stories , there are hundreds of storytelling podcasts in which students can let their imagination work while listening. There are various ways to use these storytelling podcasts in your classroom. A few lesson ideas:

• Pause the podcast halfway through the episode and let your students imagine how the story ends.
• Let your students draw a scene of the story.
• Make a theater play based on the story.
• Ask your students to invent their own story and record it (see also idea #6).

The example below is about the classic story of Little Red Riding Hood. I ask the students to draw a scene from the story. This works even better on an iPad or tablet.

3. Use podcasts for dictations ✍️

Dictations are a great method for improving both listening and writing skills in a (foreign) language, but usually there are two problems…

• Most students think dictations are boring.
• While you’re reading the text, it will be too fast for some students and too slow for others.

Both problems can be solved by using a podcast for your dictations: you can choose a podcast about an interesting topic and ask your students to listen to it at their own pace, by using the pause or rewind buttons when necessary.

In the example below, I ask my students to transcribe a part of a TED Talk. The great thing about BookWidgets is the option to annotate specific parts of the students’ answers, which allows you to give very specific and personalized feedback.

4. Use a Podcast to explain a lesson topic 🧑‍🏫

Quantum physics , The Falklands War , or The Monty Hall Problem … name any topic and there’s probably a podcast episode about it. Of course, you are a good teacher and you like to explain things to your students, but this kind of podcast episodes give you some interesting possibilities:

• Flip the classroom: ask your students to listen to the podcast episode at home, discuss the content in the next lesson at school;
• Differentiate in the classroom: these podcasts can be used for students who need some extra explanations, or on contrary, for the students that finished some work faster than their classmates;
• Teach your students how to summarize information by taking notes while listening to the podcast episode.

5. Let your students find some good quotes in a podcast episode with Airr 🗣

Airr (currently only available on iOS devices) is a podcast listening application that offers a very interesting feature. While listening to a podcast, you can easily select a part of the episode and save it in your account or share it with other people. It is very practical and offers some interesting possibilities for your classes. You could ask your students to find some specific elements in a podcast episode and share them with you, e.g. the best quotes, the parts that illustrate some subjects you’ve been teaching recently, or the most interesting takeaway from that episode. Or you could select a specific part of a podcast and use it as a lesson starter.

6. Let your students choose a podcast about a certain topic and present it 🎲

Your students have probably already done several book reviews in their lifetime… So why not do a podcast review? You can ask them to choose a podcast about a topic they like, and then do a presentation about the elements in the podcast (hosts, guests, subject, parts of the episode, language and style…). They could explain why they like this podcast. As a teacher, you might learn a lot about the interests of your students and discover some great new podcasts.

7. Let your students make their own podcast 🎤

Once your students understand the concept of podcasts, it’s a great idea to let them make their own podcast. As a teacher, you’ll have to explain clearly what you’re expecting (length, style, subject…), and let your students’ creativity surprise you.

To make their own podcasts, your students need a good podcasting tool. The best one is probably Soundtrap (by Spotify). It allows your students to make and mix their own podcasts and music.

I’m sure your students will love this assignment!

Apart from the podcasts already mentioned above, here are some other podcasts that could be a source of inspiration for your courses:

Science podcasts 👩🏻‍🔬

• Brains On! , a science podcast for kids
• The art of mathematics
• The Infinite Monkey Cage
• But why , a podcast for curious kids
• Science Talk , a podcast by Scientific American
• Geography Ninja , talks about cool Geography things
• Big Biology , tackling some of the biggest unanswered questions in biology.

Podcasts for language lessons 🇪🇺

• 6 minute English , by the BBC
• Français avec Pierre , a French podcast
• 1 jour, 1 actu , different topics explained in French
• News in slow Spanish
• Learn German with native speakers

Podcasts for history lessons 🏰

• Stuff you missed in history class
• The past and the curious , a history podcast for kids
• The History Hour , a history podcast by the BBC

Podcasts about economics and marketing 📈

• Economics explained
• Modern Marketing
• Trade Talks
• Tourism business chat

Other podcasts 🎲

• Stories Podcast , a storytelling podcast for kids
• Book club for kids , where middle graders talk about books
• Kidnuz , a podcast with daily news
• Everything everywhere daily

Podcasts for teachers 👨🏽‍🏫

• The cult of pedagogy podcast
• House of #EdTech
• The 10 minute teacher podcast
• The Teacher’s Tool Kit For Literacy
• Tech Talk for teachers

How to use podcasts in BookWidgets?

BookWidgets is an online tool that enables teachers to create fun and interactive lessons for tablets, smartphones, and computers. As you might have seen in the ready-to-use examples above, podcasts and BookWidgets make a great match. In this part, you’ll find a step-by-step guide to create your own BookWidgets exercises with podcasts. If you don’t have a BookWidgets account yet, you can create one for free here .

Step 1: Find the right podcast episode and copy the embed code

With all the tips you’ve read earlier in this blog post, I guess you found some interesting podcasts episodes for your (digital) lessons by now. What you probably want to try is to give your students access to both the podcast episode and your exercise on one and the same screen. Basically, you want to integrate the audio player from the podcast platform (Spotify, Apple Podcasts, Soundcloud …) into BookWidgets without having to download it. In IT terms, this is called embedding . All you have to find is an embed code, which you’ll need to copy (so you can paste it in BookWidgets later on).

How to find an embed code on Spotify

• Open Spotify (browser or desktop version, both are fine)
• Open the podcast episode that you want to embed in BookWidgets.
• Click on the three dots, choose Share > Embed episode
• Optionally, modify the background color and the size, and you can choose to start from a specific moment in the episode (this can be useful when the episode has a long intro).
• Hit the Copy button.

How to find an embed code on Apple Podcasts

Getting the embed code from an episode on Apple Podcasts is a bit more challenging. As for now, getting the embed code is only possible in the browser. Unfortunately, searching for specific podcast episodes is not possible in the browser. However, with a little workaround, you’ll manage to get the embed code and it will be a piece of cake next time.

• Open Apple podcasts on your Macbook.
• Open the podcast episode you want to embed in BookWidgets.
• Click on the three dots, choose Copy link
• Paste this link in your browser. You’ll now open this episode in the browser.
• Click on the Share icon , then on the Embed icon (</>) .

If you don’t have a Macbook, or you don’t have Apple Podcasts on your Macbook, you could just Google the podcast in your browser, search the episode, and copy the embed code as explained in step 5.

What if I can’t find the embed code?

Most other podcasts platforms will probably have a similar method to generate an embed code, but if you can’t find it, you can try to just copy the URL from the address bar of your browser. With a bit of luck, you can still embed it in BookWidgets. If not, you can put the link in your BookWidgets exercise or widget.

Step 2: Choose the right widget type

Go to your BookWidgets account and click on Create a widget . You’ll now have to choose a widget type. As you might know, BookWidgets offers over 40 types of exercises , but if you want to embed content from another website, you have basically two options: the Split Worksheet or the Split Whiteboard .

Both are very practical since your students will get the podcast episode on one side of the screen and see your questions or exercises on the other side.

What’s the difference between the split worksheet and the split whiteboard?

In a worksheet , you can add several questions. There are over 30 question types , e.g. multiple-choice questions, fill-in-the-blank questions, word or sentence ordering questions, etc.

In a whiteboard , students can make a drawing. You could add a background picture, which allows you to use the split whiteboard widget to make annotations on a picture.

Which one to choose? In most cases, you’ll need the split worksheet , as it allows you to add many different kinds of questions. If the only thing your students need to do is make a drawing or annotate a picture, you could use the split whiteboard.

Step 3: Embed the podcast episode in your widget

Give your widget a name, then go to Text . Choose Web embed and open the Web embed configuration part. Below Link type , select I have an iframe embed code and paste your embed code in the field under iframe embed code .

Click on Preview in the top right corner to check if the podcasts episode appears correctly.

You’ll see the podcast appear on the left pane by default. You can change this layout if you like (more on that in Step 5).

If you don’t have an embed code, you could try to select the option I have a URL and paste the URL in the URL field . Not all websites support being embedded, so if it doesn’t work, embedding will not be possible and you’ll simply have to put the link somewhere in your widget.

Step 4: Add the questions (and the right answers)

If you’ve chosen a split whiteboard, you can skip this step.

Start adding questions by choosing the question types you need. I’ll give you a few suggestions for a listening comprehension exercise about a podcast episode:

• Text multiple choice question : you can choose the one with a single correct answer or the one with several correct answers
• Single line or Multi line text question : this allows your students to write an answer in a text box
• Fill-in-the-blank(s) question : a classic for listening comprehension
• Annotate picture : this one could be interesting if several geographical places are mentioned. You could add a map as a background picture and ask your students to indicate things on it.
• Word ordering question : this question type can also be used for sentence ordering.
• Text : actually not a real question, but a possibility to add some extra explanation between the questions.

Add your questions and, if possible, the right answers. This allows BookWidgets to automatically correct the students’ answers… a big timesaver!

Step 5: Configure some important options

There are a few options you should always check before sharing a widget with your students:

• Title/Reporting - Enable submitting of answers : if this option is not checked, the students cannot submit their answers.
• General - Correction options - Show correct answers when quiz is done : if this option is not checked, the students will not see the correct answers after submitting their work.
• General - Scoring options - Show points associated with each question : if this option is not checked, the students will not see how many points every question is worth.

I’m not going to present all other options in this blog post because most of them are quite obvious and generally, you don’t need to change the default settings. However, two options might be interesting in a widget about podcasts:

• In the Design part, you can change the position of the embedded podcast. Under Split style, you’ll see the default settings put the podcast on the left side and give it 50% of the space. If you like, you could put it on the right side and give it less space, e.g. 30%. This will give more space to the questions. Moreover, it could be interesting to change the split style to Vertical , so the podcast will appear on top or the bottom.
• Under Title/Reporting - Exam mode , you can enable the exam mode and configure a time limit . This can be interesting if you want to use a podcast for a listening comprehension test. Imagine the episode takes 10 minutes, you could e.g. configure a 30-minute time limit, so the students have the time to listen two times and answer the questions.

Step 6: Share the widget with your students

Once your widget is ready, there’s just one step left: you want to share the widget with your students. If you’re not working with an LMS (like Google Classroom, MS Teams, Moodle…), just hit the Share button, copy the link and send it to your students.

If you do use an LMS, you want to share the widget within your LMS. If you don’t know how to do it, you’ll find all the information you need in our previous blog posts:

• Share widgets in MS Teams for Education (see step 5 in this blog post)
• Share widgets in Google Classroom
• Share widgets in Moodle
• Share widgets in Canvas
• Share widgets in Schoology
• Share widgets in Apple Schoolwork
• Share widgets in Blackboard

Once you’ve shared the widget with your students, you’re done 🙌

While your students start the exercise, you could maybe listen to your favorite podcast’s next episode? 🎧

Do you want to use the examples from this blog post in your lessons? You’ll find them in this BookWidgets group .

Do you already use podcasts in class or are you planning to do so? I hope I gave you some new ideas that might inspire you. Which of these ideas is your favorite? Let us know on Twitter! - @ibookwidgets

Or share your own widgets about podcasts in our Teaching with BookWidgets Facebook group so that in turn, you can inspire others!

And most of all… enjoying listening!

Join hundreds of thousands of subscribers, and get the best content on technology in education.

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Appendix C: Podcast Assignments & Examples

Assignment #1: Ethics Discussion

Prepare for a class discussion on the following issues:

• Are there “good” uses of AI in podcasting, if so, what are they?
• Do you think there are downsides to using in AI in podcasting, and if so, why?
• Since AI is built from existing data bases, do you have concerns over discrimination abuses against individuals or groups?
• Should the listener be advised that AI was used in research, preparing guest bios, doing ads, or any other aspect of producing the podcast?

This exercise could also be used for Discussion Boards, Blog Posts, Podcasts, or written papers.

Assignment #2: Podcast Listening & Deconstruct

The goal of this assignment is to familiarize students with podcast variety and production techniques.

Students should take notes and listen critically, since this is not casual listening for entertainment but to study, think about, and probe HOW a podcast is produced (meaning how it is put together). Make your analysis clear enough that it would inform someone who has not listened to the show.

See Ch. 6 on how to do a podcast deconstruction – if you study how creators put together various podcasts it will help you shape your own because you will have knowledge about a variety of creative storytelling techniques.

Select an interview, conversational, or nonfiction narrative podcast (one example in this genre is This American Life ) and listen to at least the first 20 minutes. (Do NOT include fiction podcasts, unless directed by your instructor) because they are far more complex and expensive to create.

Include a live link to the podcast episode and answer the following questions:

• Identify the podcast name and description ; explain why they do or do not match the show content you heard; describe why the podcast music and artwork (include a link to the artwork) seems appropriate and compelling or not to the topic;
• Discuss whether the content of the show is interesting or compelling by identifying what makes it so with specific examples;
• Identify the show format – how the show is constructed? Is it a single host, co-host, or roundtable? Is it an interview, talk, or nonfiction narrative-where the story is told by the host and in edited audio clips of interviews; identify the genre (crime, investigative, sports, politics, pop culture, self-help, educational, a mix?);
• How well is the technical portion of the podcast done? Think about audio quality of the podcast and about the speaking clarity and energy by hosts and guests;
• Identify one thing that you DO & one thing that you DO NOT want to imitate; if anything.

ALTERNATIVE ASSIGNMENT : The goal of this assignment is to familiarize students with the multitude of podcast topics available by actively listening to podcasts and critically analyzing the differences among podcasts in content, style, and production.

• Go to a podcast directory and select  two podcasts on different subjects  to listen to for at least 15 minutes.
• Go to a podcast directory and select  two podcasts on the same subject  (hopefully on a topic you expect to cover on your podcast) and listen for at least 15 minutes.
•  Write a 4-5 page critical analysis based on the following criteria:
•  Describe/critique the podcast name, description, music, and artwork;
•  How interesting or compelling is the content? Think in terms of quality, style, format, and genre;
•  How well is the technical portion of the podcast done? Think about audio quality and speaking;
•  Identify one thing from each of the four podcasts that you DO or DO NOT want to imitate.

#3: Podcast Pitch & Post

This assignment has two goals. The first is for students to make a  written pitch  for a podcast show they would like to do, with the information posted on the course Discussion Board.

The second part is to  evaluate the pitch of a classmate  with constructive criticism posted on the Discussion Board.

• Podcast Pitch : Propose a name for your podcast; describe your podcast in 10 words or less;
• Post : Review the podcast pitch of two other students and make useful comments; they may be critical, but your goal is to be helpful.

Assignment #4: Produce & Edit Podcast Open

The goal of this assignment is to create your podcast open. Use music and voiceover narration to introduce your show, edit the audio and upload them to your own free SoundCloud account. There is an audio example at the end of this exercise.

• Find and select music for your podcast open using  royalty-free tracks  or  original music,  see Ch. 11
• You will submit a  written sheet  that tells exactly where you got your music and that you have followed all copyright rules. i.e., if credit to the musician is required then signal that you intend to do that in oral credits at the end of the podcast and on your show website.
• This show open is the standard podcast open used each week, not the individual opening. It should include the  show name ,  your name  and a brief description of  what the podcast is about . You can voice the intro or have someone else do that. An example is included below.
• Lay down the  music track  on one channel and put the  voice track  on a second channel
• Edit the tracks  so you start with music at full strength, then lower the sound when the voice track comes in with the podcast show title and host. Once you have finished speaking, have the music come back up to full strength and then fade out within a few seconds.
• Export as an  MP3  audio file and send to your instructor.

{Audio Example}

Assignment #5: create & edit a sound story.

The goal of this assignment is to understand how audio storytelling differs from written text. When using sound to tell a story, the listener must be able immediately to identify the sounds being heard. The power of sound in audio storytelling crosses all languages. There is an audio example at the end of this exercise.

• Create a  short fictional audio story  of 50-to-90 seconds that uses sound effects, sounds you record, and uses only one to five words of narration.
• Edit  into an MP3 audio file, upload it to your SoundCloud account and send me the link.

In the example below, the story is that of a person walking to their car, getting in and starting the car, pulling into the street, fiddling with the radio, sighing, texting while driving, then screaming as she gets into a car accident and ends up in the hospital.

https://pressbooks.pub/app/uploads/sites/3202/2022/06/Assignment-3-Sound-Story-1.mp3

Assignment #6: Descriptive Writing & Recording

The goal of this assignment is descriptive writing – which is what audio storytelling is all about. Write to make a scene come alive in the mind of the listener so they can imagine what’s happening from the rich detail you provide.

You will pick a historic photo and use descriptive language but without using words that explicitly tell what is in the photograph. There is an audio example at the end of this exercise.

• Select a photo  from  http://100photos.time.com/
• Research  the photo and  write  about it without telling the audience what the photo depicts. Use descriptive language with adverbs and adjectives that are strong and colorful.
• Record  what you have written, using vocal energy and clear articulation.
• Edit  into an MP3 audio file, upload it to your SoundCloud account and send your instructor the link.

https://pressbooks.pub/app/uploads/sites/3202/2022/06/Assignment-4-Descriptive-Writing-1.mp3

Assignment #7: Deconstructing Audio Stories

The goal of this assignment is to research and analyze how audio in podcasts is used in storytelling. By carefully listening to every use of audio and looking at a story transcript (or creating a transcript yourself), you will dissect how the story was put together. Write your analysis and submit to your instructor.

Analyze NPR podcasts  that use audio beyond just interviews in their storytelling. That may include natural sound from events such as a protest rally, historical archival audio, actor dialogue, news clips, music, person-on-the-street comments, an author reading sections of their book and such.

• Listen to the  NPR podcast , “ Thoroughline ,” in an episode called “The Long Hot Summer,” from July 20, 2020.The podcast recalls the 1960s racial unrest in the context of the racial injustice protests of 2020. You can download the audio file, the transcript is  here .
• Listen to the  NPR podcast , “ Radiolab ” in an episode called “Dispatches from 1918,” broadcast July 17, 2020. You can download the audio file; I did not see a transcript.
• Identify how the story begins : Is it narration? Sound?
• What are the audio sources used and how long are they?  Is it an interview; natural sound from a public event like a protest rally; archival audio from newsreels or current news shows; music; sound effect?
• What do you notice about the writing?  Are descriptions used of what a person or event looks like; is the writing style giving straightforward information or is the style building suspense?
• What observations can you make about story structure?  Does narration last long before you hear audio or is there limited narration; are the audio clips long or short?
• How does the story end?

Assignment #8: Create & Edit a Mini-Podcast

The goal of this assignment is to create a mini-podcast, using previous assignments and putting them together with some new elements.

You will add three new elements – a narration, a bumper, and the show ending. The bumper reminds the audience of the program they are listening to and can be used to break up a long interview or to cover an edit. There is an audio example at the end of this exercise.

• This podcast pilot show begins with your  podcast open , then adds the  audio sound story;
• Make a  voice recording  of your  descriptive writing-photo story , then add that to the audio file;
• Create a  bumper  for the podcast by writing a short reminder of what the audience is listening to, for example: “You are listening to “Home Gardening Newbies’ – the show to help you develop a green thumb,” and then add that to the audio file. You could also use the name of the host.
• End your show by  thanking the audience  for listening and giving them a  call-to-action  – how to find your podcast or website. You could also tell them what the topic will be for your next episode if you know that. But every story needs an ending.

Once all of the various audio clips are edited into an  MP3  audio file, upload it to your SoundCloud account, and send your instructor the link.

https://pressbooks.pub/app/uploads/sites/3202/2022/06/Assignment-5-The-Final-Mixdown-1.mp3

Assignment #9: Create an Original Podcast

The goal of this assignment is creation, writing, hosting, producing and editing your original podcast episode.

• Create an 8-10 minute podcast using at least one guest interview. Required elements include a show open with music, interview(s), bumper and show end.

Assignment #10: Create a Podcast Trailer

The goal of this assignment is to create an audio trailer to promote your podcast on social media – Facebook, Twitter, Instagram.

• Create a :30-:50  trailer  of your podcast that showcases the best of what you have to offer.
• Free tools to create  audiograms  are outlined in  Ch. 8 , using the Headliner app. A  video tutorial  shows the process of how to do this.
• Examples  of audio (and video) trailers are included in  Ch. 9 .Assignment #10: Create a Podcast Website/Blog

Assignment #11: Create a Podcast Website

The goal of this assignment is to create a website for your podcast.

• Create a  blog  or  website  for your podcast using WordPress or another blog tool.
• Embed  the podcast audio.
• Include a host  bio ;  photo ;  contact  information;  name  &  description  of the podcast; use of the podcast artwork.
• Include a show  transcript ,  show notes ,  links  to additional resources.

Tools for Podcasting Copyright © by Jill Olmsted is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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How to Start a Podcast as a High School Student

2020 is the year of many things — lockdowns, online school and Zoom calls to name a few. But one thing that has also boomed in 2020 is podcasting!

Given this year’s obvious limitations in the realm of extracurricular pastimes, launching a podcast can be the perfect project: the costs are low, production is a breeze and they are easy to create from the comfort of your home. As a host, podcasting is a great way to dive deeper into a topic you’re interested in, it gives you a reason to connect with people you admire, and it provides a platform to share your passion with others. Let’s not forget that it can also look pretty good on your university applications!

Over the past three months, I have set up Crimson Education’s very own podcast called Top of the Class . It’s been a steep learning curve (and I’m still learning!) but for students interested in starting a podcast of their own, I’ve compiled some advice based on my experience that I hope will make it easier for you to join the podcast party.

The Planning

Before you go launching into your podcast, you need to answer some fundamental questions to lay the groundwork for a long-lasting show. These include:

• What will your podcast be about? This should be fairly specific. For example, don’t just say ‘Exams’ — narrow the focus to something clear-cut so listeners know what they’re in for. You might make your podcast about study skills, and dedicate each episode to exploring the pros and cons of a particular tactic. Whatever you choose, make sure it’s a topic you’ll want to explore for the long-term.
• What format will your podcast be? Most podcasts follow one of three formats: solo talk show, discussion with a friend(s) or an interview. From there, you need to decide if the episodes will be 10-minute snippets or 3-hour marathons. Make a decision about what you think is sustainable, but know that you can make adjustments in the future. Top of the Class is an interview format, which means I spend a fair bit of time contacting potential guests each week; but it also means there’s less time spent brainstorming ideas for the next episode. Each episode lasts around 40 minutes, which gives the interview depth without intimidating potential listeners.
• Why will people listen to your podcast? This is a different way of thinking about the first question. For example, for Top of the Class, we interview some of the world’s highest achieving students so listeners can get practical and actionable advice on how to follow in their footsteps . Simple and worth listening to, right? If you can sum up the podcast format and the value it will provide in one sentence, you’re off to a great start.

The Fundamental Set-Up

Once you know your podcast’s purpose, you can address the logistics, which means making a few more key decisions.

• Choose a podcast host. I don’t mean the person presenting it (yourself), or the platform it’s found on (like Spotify or Apple Podcasts). A podcast host is where you upload episodes to be listed on a public platform. Two popular options are Buzzsprout and Podbean, which offer different perks and pricing options and host on most major platforms. Do your research to find the best fit for your needs!
• Let’s talk about microphones. Microphones come in two main categories: condenser or dynamic. To put it simply, if you’re recording in a studio or a place with similar dead quiet acoustics, then the condenser mic is your best bet. If you record at home where there could be the occasional distant bird or car horn, then it’s best to go with a dynamic mic. You can easily find one that’s simple to use and affordable. In a pinch, you could even use decent earphones / headphones that have an in-built mic - just make sure it’s not bouncing against your clothes or hair during recording! Aside from the microphone, you’ll need a good pair of headphones so you can hear exactly what you’re recording. Finally, many pro podcasters will recommend getting a boom arm and shock mount to reduce any interference on your side — helpful, but not 100% necessary, especially in the early stages.
• Find the right software. Many podcasters use GarageBand to record and edit episodes, but in my experience, it’s best for in-person episodes. For remote interviews, you can use Zoom, which allows you to ‘Record an audio only file’ in settings. For those with more advanced needs and a bigger budget, there are also heaps of very good podcast recording software options out there including Riverside.fm and Zencaster. For editing, we use Audacity: it’s free and easy to use (particularly if you watch a YouTube video or two). Carefully editing an episode generally takes three times the duration of the recording itself, but is the primary differentiator between a good episode and a great one. You’re working to remove distortion and interference, and clean up rambling quotes or reduce pauses to keep the conversation moving.

The final touches

• Come up with a name. Try to keep it short (five words should do) and give a hint to what you’ll be talking about. Remember it’s not the end of the world if the name you want is already taken — there can be more than one podcast with the same name! I suggest looking at the names of the top podcasts in your area of interest for some inspiration.
• Choose the artwork. Your podcast’s visual identifier is arguably even more important than the name. Bright and bold, or minimalist and artsy? Whatever you choose, this is usually the first impression people get about the professionalism of your podcast. If you’re not much of a designer, ask a friend or play around on a platform like Canva until you get something you like.
• Write your description. This is a short blurb that outlines what your podcast is all about. A few sentences is plenty; keep it broad, as each episode should have its own summary about the specific topic discussed. When listeners click on your podcast, the description should intrigue them to hit “play” — so get creative with it!
• Prepare your intro. This is the first thing listeners will hear at the start of each episode, and it’ll become an icon of your podcast. You can find a professional sound mixer to create a custom intro and outro, or there are plenty of places to download free music. Try and get on with your actual episode ASAP — so keep the intro under 30 seconds!
• Stockpile some episodes. Before you officially launch, it’s good to have at least 8-10 episodes recorded so you don’t get overwhelmed trying to create content on a schedule. When you launch, put the first few episodes up so listeners can get more of a sense of what your podcast is all about. Thereafter, you can publish at whatever frequency you like; once or twice a week is most common. Always keep a few more episodes in the bank just in case you have a busy week and are unable to record!

And that’s it! You’re up and away. Sidenote here: don’t judge the success of your podcast by the number of listeners you have — you might have a loyal audience of 15-20 people but if it benefits them and you’re getting a lot out of it too, then keep doing it!

If you’re considering starting a podcast of your own but aren’t sure how to align your strengths, interests and skills into a final product, Crimson can help! Our expert extracurricular and career mentors are available to get you started on the path to success and ensure your passion project aids your long-term goals for university and beyond.

To learn what Crimson can do to help you achieve your university dreams , click the link below and schedule a free one hour consultation with one of our Academic Advisors.

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Teaching With Podcasts

About this Strategy Guide

This Strategy Guide describes the processes involved in composing and producing audio files that are published online as podcasts.

Research Basis

Strategy in practice, related resources.

Podcasts are serial recordings, posted regularly online. Robert Rozema describes a podcast as "a blog in audio form" (31). Basically, producing podcasts is the technology-based equivalent of oral storytelling. Much as oral stories and news have been shared with listeners by medieval bards, Native American storytellers, and others, podcasters share news and stories with their listeners, who download the files online.

Podcasts can be used for any purpose a text might serve-they can tell fictional stories, share and comment on recent events, inform listeners about a topic, and persuade listeners to take an action or adopt a stance. As a result, podcasts are valuable tools for teaching students to use spoken language to communicate effectively with a variety of audiences and for different purposes.

Students can produce podcasts that fit any genre, including audio diary entries, analytical commentary on readings or current events, informational recordings that explain concepts, and persuasive and argumentative statements.

• Review your district's appropriate use policies to determine the requirements for a podcasting site that students can use. Remember that anyone can post to most of the public podcast sites. Some material on them will be inappropriate for your classes. Some schools filter these sites, so you may need to speak with your technology coordinator ahead of time to get approval.  
• Make sure that all students have e-mail accounts, which are needed to set up accounts with podcasting sites.  
• Choose and test a podcasting site for your class. You can publish podcasts using iTunes or you can use a blogging site, like Blogger , which allows you to upload audio files. You can also upload audio files using most course management software, like Blackboard , Ning , or Moodle .  
• Pick out some podcasts for students to listen to before producing their own. You can search through the educational podcasts on a site like iTunes; or you might select something from the list of Podcasts Suitable for Educators, Schools and Colleges .  
• Decide on the kinds of podcasts that students will produce. Have students choose a theme for their production and then brainstorm several possible episodes.  
• Review the Audio Dramatization Process with students, and discuss how the process can be customized to fit the specific podcasts students will produce.  
• Have students gather notes and create scripts for their podcast episodes. Students can use any writing resources appropriate for their work. For instance, students creating arguments for or against a local issue in the news can use the Persuasion Map to gather and organize their ideas.  
• Gather audio recording equipment-a computer with audio recording software and a microphone, or a digital audio recorder with a microphone. Many cell phones can also record audio files.  
• Have students record their podcasts using the available equipment. It's usually best to record in short sections so that mistakes are easier to fix. Once the scripts have been recorded, transfer the files to the computer so that students can edit them and post them online.  
• Have students edit their recordings using software like GarageBand for Macintosh or Audacity for Windows. Discuss music and sound effects that students can use as background sounds for their productions and the importance of respecting copyright restrictions. Encourage students to use podsafe music, which is specifically designed to be distributed freely online. Creative Commons and FreeSound are possible starting points.  
• Post the finished podcasts online, using the instructions on the site you've chosen.
• Lesson Plans
• Student Interactives

After exploring Orson Welles' 1938 broadcast of H. G. Wells' War of the Worlds , students create their own audio dramatization of a text they have read.

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information.

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.

• Print this resource

Explore Resources by Grade

• Kindergarten K

PODCASTING Resources: Teacher Resources

Teacher resources.

• Podcast Episode Student Planning Guide
• WeVideo Podcasting Guide

Podcasting Rubrics

• Podcasting Rubric from the Missouri Department of Education
• University of Wisconsin Stout Podcast Rubric Example
• PodBean Podcast Rubric Example
• Rubric- Work Collaboratively Teacher feedback, student reflection and revision rubric.
• Rubric- Communicate Effectively Teacher feedback, student reflection and revision rubrics.
• Sample Book Review Podcast Rubric Rubric used for the Explorations in Reading class at EGHS
• iRubric: Podcast Presentation Rubric
• Bloom's Digital Taxonomy Publishing Podcasting Rubric
• READ WRITE THINK- Podcasts Rubric:

Sample Assignments

• Social Studies
• English & Literature
• World Languages
• The Scientific Revolution and the Enlightenment As part of your study of the Age of Discovery, Scientific Revolution, and the Enlightenment, you will assume the persona of a leading historical figure and bring them back to life to apply for a job in modern times!

• EGHS Science By EGHS Science Podcasts created by students enrolled in science classes at East Greenwich High School, located in East Greenwich Rhode Island
• 50 Ideas for Student Created Podcasts
• Non-Renewable Energy Sources Group Podcast Sample assignment for groups of four students. One student is the moderator, a second student support the energy source, a third student opposes the energy source and the fourth student is group choice (political figure, expert, phone caller, etc.).
• Inquiry Example: Immigration Story Podcast Inquiry Example: Immigration Story Podcast
• University of Chicago-Creative Assignments: Podcasting Why Podcasts? Podcasting can be a creative assignment that encourages students to engage with a topic aurally and orally in addition to simply via text. By engaging the senses more deeply, students gain a more comprehensive understanding of the topic.

East Greenwich High School

• LibGuide: Library Media Production Lab Resources and examples of class podcasts.

Enter the NY Times Podcast Contest

• New York Times Podcast Contest Rules

NPR Student Podcast Challenge

Teaching Ideas

• NPR - A Podcasting Curriculum Guide for Educators Whether you're leading your class or advising an extracurricular group, we hope this guide will make the podcasting process easier. Here, you'll find a breakdown of the process and a series of sample lesson plans to ensure that students have the skills and background knowledge to start making a podcast.

• A blueprint for planning storytelling projects It’s important to begin any storytelling project with intention. Before you start making things, you should have a clear sense of who you’re trying to reach, what you’re trying to say and the scope of your project on all platforms. This project blueprint is designed to help.
• Project Blueprint Overview It’s important to begin any storytelling project with intention. Before you start making things, you should have a clear sense of who you’re trying to reach, what you’re trying to say and the scope of your project on all platforms.
• Radio intros: 5 examples of success Intros can make or break your story. They are hard to write well. It’s also hard to lay down laws about intros. Their success depends on the voice that delivers them and the nature of the story they serve. But we’ll try, based on a few examples below.

NPR Training 6 Questions

• Beyond the 5 W's: What should you ask before starting a story? We all know the classic “5 W” questions journalists ask: Who, what, where, when, why (and bonus, “how”). But you should also consider the six additional questions listed below, which complement those fundamentals. They are informed by journalism but focused on storytelling.

Learning Activities

• Effective Interview Techniques Developed by The Learning Network at The New York Times, this worksheet asks students to listen to podcast excerpts to better understand interview elements and techniques, and how best to utilize.
• Elements and Techniques of Effective Storytelling Developed by The Learning Network at The New York Times, this worksheet asks students to identify the elements and techniques of great storytelling.

Teaching & Learning.

• Listen Wise: Teacher’s Guide to Podcasting in the Classroom A step-by-step guide to student podcasting projects
• Listen Wise Blog: Student Podcasting Resources to Support Student Podcasting Projects
• READ WRITE THINK- Podcasts: The Nuts and Bolts of Creating Podcasts Tools for Podcasting
• NEA- Teachers Redesign Social Studies With Popular Podcast In an age of quarantines and remote learning, "The Missing Chapter" podcast gives two educators another tool to keep innovating.

• 3 ways podcasting can strengthen core academic skills K-12 Dive

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• Last Updated: Feb 6, 2024 8:23 AM
• URL: https://whrhs.libguides.com/podcasting

Ted Talks to Decrease Stress and Increase Self-Awareness

Why I Put QR Codes on My Worksheets

My Favorite Podcasts for the Classroom

• By Amanda in Lesson Ideas , Teaching

Want to try podcasts in the classroom? I can help! This post lists out my favorite podcasts along with what standards and texts to pair them with. Many teachers prefer seasonal activities so I’m going to break this up by month. However, any of these can be used at any time throughout the year.

*UPDATE! I had the absolute pleasure of talking about podcasts on Betsy Potash’s The Spark Creativity Teacher Podcast,  episode 61, “Using Podcasts Successfully in ELA.”  So if you’re looking for more information about podcasts, check out the podcast about podcasts by clicking here. 

Using Podcasts in the Classroom

Other teachers have asked me how I do podcasts in the classroom, so let me give a quick rundown of your options.

• Whole class listening : This is similar to reading a text aloud. Students have some sort of worksheet or guiding questions to answer while listening. The teacher pauses occasionally to clarify, have discussions, or just allow students to write down information.
• Sketch notes or a one-pager: Not sure about either? I’m including a link here from my friend Betsy’s awesome blog about how to implement them.
• Individual listening:  I like to include QR codes right on my worksheets for my students to access. This way they can pace themselves and rewind for clarification whenever they need to. .
• With printed transcripts:  Maybe you just want students to follow along and they’ll apply the information later. I print out the transcripts for my students to follow along or doodle on. Some really need something to do (doodle) or look at during the talk so we’re not all just staring at each other.
• With improv visuals:  Just recently I created my own page of visuals (the person speaking and a few pictures of what was being described in the podcast) and I projected it up front as a focal point during the quick podcast. Students could look at my visuals or the worksheet in front of them.

Now let’s get into the best-of-the-best podcast episodes to use throughout the year.

September: Getting Gritty with Duckworth

Everyone is back to school and ready for a fresh start. Have your students listen to the Ted Radio Hour segment on Angela Duckworth’s talk about grit . The original Ted Talk is only 6 minutes long, so I show that as well as the podcast. The Ted Talk gives the basics of what grit is while the podcast gets into the evidence behind it and how Duckworth implements strategies to improve grit in her own house.

Standards: relevant and valid evidence to support a claim.

Extension: students make a specific plan to follow Duckworth’s strategy to increase their grit. I have mine make a specific goal and action plan for the school year. 

Click here for my lesson resources from TpT.

October: Scary Stories

If there’s ever a time you’re going to try a podcast and really want to hook your students, this is it. My favorite here is the podcast Lore , by Aaron Mahnke. Specifically, it’s episode 16 – “Covered Mirrors .” This episode is all about a serial ax murderer in the early 1900s. Suspects are listed along with the evidence and the students can try to figure out who did it and why.

Standards: relevant and valid evidence to support a claim, characterization, word choice, and so much more. I also pull old newspaper articles about the murder to analyze diction.

The Myths and Legends podcast is also phenomenal. For October I use their “Urban Legends” episode . The host narrates five different urban legends and even extends them to current events and pop culture. Students absolutely love this one, and it is appropriate: no sex, drugs, etc.

Standards: I focus on what elements make a story suspenseful.

Extension: After we identify what makes the stories so scary, I challenge the students to come up with their own urban legends.

I actually devoted an entire post to my Lore and Myths and Legends podcast picks – click here to read more about them. Or click here for my lesson resources from TpT.

November: Listen to Inspire Writing

Happy National Novel Writing Month! Inspire your students with powerful stories via podcasts. Here is a quick list of some podcasts that students love.

• Limetown : a fake documentary about a town that suddenly disappeared a while back and no one knows what happened. First 10 minutes focus on setting up the story and creating mystery and suspense to draw in the listener.
• Blackwood : three teens spend a summer investigating a local urban legend only to find out that it’s real. Very reminiscent of  The Blair Witch Project . There is some swearing which sounds about right for this group of teenagers. First 10 minutes focus on characterization of the three main characters.
• The Moth Radio Hour:   Powerful, personal stories from any and everyone. Like a spoken memoir but only the best of the best. I’m linking this to one about an awkward high school student attempting to navigate the rocky social scene. It’s clean and it’s relatable to your students. Challenge your students to craft their own memoirs. Everyone has a story.

You could play 5-10 minutes of each at the start of each day, do a podcast tasting, or maybe first chapter Friday using a podcast clip instead of a chapter.

December: A Very Sedaris Christmas

David Sedaris is one of my favorite authors. In fact, the only thing better than reading his books is listening to Sedaris read them to me. His tone and inflections are immaculate;  the creator of a work often knows best how to deliver the lines.

I’ve found a clean and shortened version of “ The Santaland Diaries”  that my students love. It’s hysterical, candid, and very relatable to students since it’s all about a crummy mall job Sedaris once had.

Standards: irony and how it helps develop the theme.

The second podcast by Sedaris is also from NPR and it’s a short story about Christmas on a farm. The title, “ An Animal Farm Christmas,” absolutely is a reference to Animal Farm; Sedaris’s story is dark and deadly.  But it’s also funny, and in my classes dark yet humorous is always a crowd-pleaser.

Standards: More irony with a bit of characterization and theme.

Click here for another post that goes into more detail about Sedaris’s NPR episodes and how to use them in classroom.

January: Inspire Your Students to Build Something

Encourage students to make this their year to start working towards their dreams with a little inspiration from NPR’s podcast, How I Built This . The host interviews successful people from various industries about how they built their empires. Most came from average upbringings – probably similar to your students – and with hard work and perseverance they were able to build some sort of successful business. Looking to give your students choice and help them find something they are interested in and passionate about? This is it. Episodes focus on fashion, music, hospitality, etc. There’s something for everyone. 

*There is an occasional swear word here and there depending on the episode you listen to. No F-bombs that I’m aware of, but I wanted to mention it in case you are in a conservative school.

Standards: theme – growth mindset

Extension: have students hang up their sketchnotes and gallery walk in order to determine a theme for the entire podcast.

Pair it with: a memoir, biography, or autobiography unit

Click here to get my FREE graphic organizer

February – Celebrating Founding Fathers? 

Happy Presidents’ Day – or not…A current issue right now is how we memorialize and talk about the leaders of the past.  This podcast episode is from NPR’s Hidden Brain.  The host interviews the incomparable Annette Gordon-Reed, author of The Hemingses of Monticello . The episode is all about how our minds justify our actions. In order to illustrate an example, the podcast explores the ways in which Jefferson justified having slaves even though he admitted slavery was deplorable. Slavery is an important yet sometimes difficult topic to discuss in classrooms. This podcast is perfectly laid out to allow students to engage in respectful conversation and to get a better understanding of the time period.

Standards: identifying and using valid and relevant claims; speaking and listening skills; counterargument.

Extension: the podcast connects to the present with a quote from Trump about taking down Washington’s and Jefferson’s monuments since Confederate monuments are coming down as well. Gordon-Reed’s response is awesome and it’s a great topic for a current and relevant argumentative essay.

Pair it with: This is perfect to pair with Kindred by Octavia Butler.

Click here to get my lesson resources from TpT.

March: A Thanksgiving Lesson, Of Course

*This podcast focuses on Thanksgiving. However, this lesson is even more impactful if it’s done during a different time of the year. We can, and should, teach about Native Americans outside of November.

The Memory Palace is everything I look for in a podcast: professional, unbiased, and well-researched. My favorite episode is “On the Shores of Assawompset.”  This podcast, just over 10 minutes long, is all about the celebration commemorating 300 years since the first Thanksgiving between the Wampanoag tribe and the pilgrims. However, this podcast focuses on the perspective of Charlotte Mitchell, Massasoit’s only living heir, who reluctantly took part in the celebration. She found the festival to be very offensive and regretted having ever taken part in it. DiMeo, the podcast host, delivers a wonderful narrative of the events full of biting irony in order to reinforce the purpose of the episode.

Standards: author’s purpose, irony, diction

Extension: Have students look at the current celebration being planned for the 400th anniversary coming up this fall. Are any aspects of the celebration offensive based on their new understanding of Thanksgiving from the Wampanoag perspective?

Click here to check out my resources for this podcast at my TpT store .

April: Fool Students with a Satire of Serial

To coincide with April Fools’ Day, this month’s focus is on true crime podcasts. While Serial is not in any way funny, the parody of Serial , A Very Fatal Murder , is fabulously humorous.

I start with episode one of Serial . If you haven’t already heard, it’s a podcast investigating the murder of a teenage girl just outside of Baltimore in 1999. The first episode gives a great introduction to the basic facts of the murder and introduces most of the main people involved.  

Standards: For Serial I focus on author’s purpose and how the podcast and narrative are laid out. For example, “How are the victim and murderer described?”

This leads into the parody podcast from The Onion – A Very Fatal Murder . I only play the first episode of this podcast as well. Surprisingly, it’s pretty clean and tame even though it’s from The Onion. The host details how he finds the perfect murder victim – must be a hot girl who dies in some horrible way – and it starts his journey to interview the townspeople. One of my favorite moments is when interviewing the girls’ parents he refuses the mother a tissue because he likes how her crying is coming through on the audio. *There is an F-bomb at the very end of the first episode when they are previewing clips from upcoming episodes. 

Standards: I focus on why this is labeled a satire and what the creators are trying to achieve in making it. 

Extension: I have the students talk about if this changes the way they see Serial or other true crime shows and podcasts.

Paired it with: In Cold Blood by Truman Capote,  The Devil in the White City by Erik Larson

Click here to get my lesson plans from TpT.

Bonus: Speaking of True Crime, Have you tried In the Dark ?

In the Dark   podcast is the perfect informational text to pair with an op-ed writing assignment because students always have such strong opinions about the topics discussed on the podcast. The podcast focuses on the trials of Curtis Flowers, the alleged murderer of four Tardy Furniture employees in July 1996. Even though the murders happened in 1996, the trials have been ongoing from 1997 to present day. Six trials so far, and always with Curtis Flowers as the defendant and DA Doug Evans as the prosecutor pushing for the death penalty. *Update: Doug Evans just recused himself from the case January 2020.*

The first four episodes of the podcast cover the following topics:

• Episode 1: a general summary of all the important people and what happened the day of the murders.
• Episode 2: the route Curtis allegedly took the day of the murders and the eyewitnesses who saw him.
• Episode 3: details about the gun Curtis allegedly stole to kill the Tardy employees
• Episode 4: details about the jailhouse informants who claim Flowers confessed to them while in prison.  

However, each episode is packed with issues and red flags that show more and more that something is not right with this investigation. After listening to these first four episodes, students get pretty fired up about the injustice happening with this trial and want to do something about it.

I only use the first four episodes . Each is an hour long with so much to unpack. Doing the four episodes and the writing assignment covers a month for me. Unfortunately , that’s all the time I have .

If you want more information on this, check read my latest post detailing how I use the podcast and teach each episode : Using In the Dark Podcast in the Classroom

May: Social Media Shaming

Warm temperatures tend to bring hot tempers. What a perfect time to remind students about the negative effects of social media shaming. I again turn to Ted Radio Hour: How Can Our Real Lives Be Ruined By Our Digital Ones ? I actually love the Ted Talk given by Jon Ronson, but there are so many bad words said aloud and printed all over the screen that I can’t use it in class. Ted Radio Hour to rescue with their censoring bleeps. Don’t worry, I’m sure your students can figure out what was said.

Ronson shows our hypocrisy as a society when someone missteps online and society completely destroys the person with insults and threats that go well beyond whatever misstep the original person made. It’s a good reminder to everyone that what we say online may seem innocuous or even warranted, but in actuality it may be powerful enough to destroy a life.

Standards: valid and relevant evidence, counter arguments, fact versus opion

Pair it with:  The Scarlet Letter by Nathaniel Hawthorne,  Speak by Laurie Halse Anderson

What did I miss? What are your favorites? I’d love to hear back from you about how you use podcasts in the classroom.

• Graphic organizer , lessons , podcast , worksheets

This is my ninth year teaching. I'm certified in secondary English and special education. I love creating engaging lessons that help to reach all students regardless of ability. I don't post my real picture because I like to keep my privacy.

Skip to comment form

• Etosha on June 13, 2019 at 6:43 pm

What worksheets do you use when listening to a read aloud/story podcast?

• Amanda on June 14, 2019 at 9:42 am Author

I use worksheets similar to what I use when we’re reading in class. Here’s an example of a graphic organizer I made for an NPR podcast: https://www.teacherspayteachers.com/Product/How-I-Built-This-Graphic-Organizer-4574959

• Karin Larson Krisetya on April 1, 2019 at 6:19 pm

Have you listened in on ‘Ear Hustle’? Great for purpose of podcasting/communication and point of view because they are recording from inside San Quentin prison.

• Amanda on April 3, 2019 at 5:56 pm Author

Wow, such a good podcast! Thanks so much for sharing. I don’t think I could get approval for my whole class to listen, but I will absolutely recommend it to my students.

• Ann Phillips on January 13, 2019 at 1:33 pm

Fabulous blog! I’m so, so glad I read it! I love the way you have current and relevant ideas connected to standards I need to teach! Thank you, and please keep these coming! What a treat!

• Amanda on January 13, 2019 at 5:58 pm Author

My pleasure! Thanks for reading and for taking the time to leave a comment. November’s podcast coming soon…probably after midterms 😱

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The 10 Best Podcasts For High School Students

Elevate Your School Years: The 10 Best Podcasts for High School Students!

Navigating the path through high school is a significant journey for students, one that serves as the foundation for their future endeavors. This exciting phase in a young person's life is not just about academics; it's a time for personal growth, self-discovery, and preparation for the future.

The path of high school students is one of growth, exploration, and preparation. A professional and friendly approach ensures that students receive the guidance, knowledge, and support necessary to excel academically, discover their passions, and develop into responsible and ambitious individuals ready to take on the future, whether that's through higher education or the workforce.

Curated list of the Best Podcasts for High School Students: Essential Listening for Young Minds!

1. Careers Unwrapped

Welcome to Careers Unwrapped, where we explore the raw, honest, stories of people who are making it to the top of their careers, to help you with yours. With your host Mark Fawcett, we invite our guests from a variety of industries to break down the guidance and skills they wish they’d had when they started their careers. Advice you can put into action in your life.

Check out their latest episode here:

Subscribe here:

• ‍ Apple Podcasts
• Google Podcasts

2. Admissions Straight Talk

Admissions Straight Talk is a weekly discussion of what's new, thought-provoking, and useful in the world of graduate admissions. Linda Abraham, leading admissions consultant and author, covers the application process for MBA, law school, medical school, and other graduate programs.

3. Teaching in Higher Ed

Thank you for checking out the Teaching in Higher Ed podcast. This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our lives and be even more present for our students.

4. WGU Sage Advice with Chris Bonnell

What is Western Governors University? This is the most common question that I receive. The simple answer is, WGU is an online, competency-based higher education institution that promises students a high-quality, low-cost education. But there is so much more to the WGU story. My name is Chris Bonnell and I am the host of Sage Advice, a new podcast from Western Governors University. I’ve spent the past eight years sharing this story with legislators and community leaders across the country. And now, through the Sage Advice podcast, I share it with you. I’m sitting down for conversations with my esteemed colleagues at Western Governors University and experts across the industry. Together, we will share the stories of who WGU was designed to serve, how we are making education work for everyone, and why we proudly claim to be the most student-centric university in the world. Follow us wherever you get your content so you don’t miss a single episode, and stay tuned for Sage Advice from WGU. Visit Western Governors University website.

5. The State of Developer Education

Welcome to The State of Developer Education, a podcast by Major League Hacking. We explore how developers should and are educated to help you - the next generation - prepare for the real world. I'm your host Jonathan Gottfried.

• Apple Podcasts

6. The Higher Ed Geek Podcast

This show explores all of the nuances of higher education with a focus on innovative technology and practices from professionals all across the country. The Higher Ed Geek is hosted by Dustin Ramsdell and is a part of the Enrollify Podcast Network.

7. The EdUp Experience

We welcome YOU to America’s leading higher education podcast! Hosted by Dr. Joe Sallustio, whose down-to-Earth approach & industry experience helps to make dry & complicated educational topics more fun & engaging to discuss. Elvin Freytes, Producer, brings YOU the most innovative leaders in higher education to the microphone. The EdUp Experience team brings over 40 years of experience in higher education - YOU will feel refreshed, upskilled, & reskilled after listening to this podcast.

We make education YOUR business! LEARN MORE: edupexperience.com

8. Leading Improvements in Higher Education

Leading Improvements in Higher Education with Stephen Hundley from IUPUI is an award-winning podcast service of the Assessment Institute in Indianapolis (assessmentinstitute.iupui.edu), the oldest and largest higher education assessment and improvement event in the U.S. The podcast profiles people, initiatives, institutions, and organizations improving conditions in higher education. Join thought leaders for engaging discussions of enduring and emerging topics, themes, and trends affecting colleges and universities. This season of Leading Improvements in Higher Education is sponsored by the Center for Assessment and Research Studies at James Madison University; learn more at jmu.edu/assessment/

9. Illumination by Modern Campus

A higher education podcast focused on the transformation of the higher ed landscape. Speaking with college and university leaders, this podcast talks about the trends, ideas and opportunities that are shaping the future of higher education, and provides best practices and advice that leaders can apply to their own institutions.

10. Higher Ed AV Podcast

Podcast dedicated to building the AV/IT tech manager community in higher education through discussions on classroom technology and audiovisual support.

There you have it...

The 10 Best Podcasts For High School Students you should be listening to right now.

Subscribe to the ones that interest you, and send us an email at [email protected] if you know of any Best Podcasts For High School Students that we've missed!

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Student Podcast Challenge

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• Students’ Podcast

NPR's Student Podcast Challenge Opens For Middle And High School Students

Steve Drummond

Sequoia Carrillo

It's that time of year! New semester, new assignments, new Student Podcast Challenge. Yep, NPR's Student Podcast Challenge is back for its third year, and it opens today, Jan 1.

We know you have stories to tell and we at NPR are excited to listen. Tell us about your life, or something you're passionate about — like tater tots . You could investigate a hometown mystery, or write a radio drama and direct a dramatic reading with friends. We've heard all these and more in our first two years. The world is your oyster!

Last year, despite a massive disruption to the school year amid the global pandemic, the Student Podcast Challenge brought in thousands of podcasts from high school and middle school students in 46 states and the District of Columbia. (We missed you, Dakotas!)

This year, the basics are pretty much the same: Students will create a podcast about a topic they want to explore — and that can be just about anything.

There are some rules to keep in mind: Only students in grades 5-12 are eligible to enter, and a teacher, or after-school program coordinator, or parent or anyone over the age of 18 has to be the one to submit the podcast .

One big change this year: The maximum length of your podcast will be eight minutes. We've found, after listening to a lot of podcasts, that shorter is better. Plus that's how long we get to tell our stories at NPR!

And, as always, we've got a host of training materials , guides for sound recording and audio production , what you can — and can't — do with music, lists of do's and don'ts , and we even made a podcast about making a good podcast!

The Students' Podcast is in its second season with new episodes every Sunday. This year we're sharing advice from some students who are already pretty good at podcasting — so good, in fact, that they were finalists in last year's challenge. Listen to our new episodes on storytelling , interviewing and how to deal with sensitive topics . Check back Sunday for an episode on investigations!

The NPR Student Podcast Challenge opens today, Jan. 1, and will close on March 15. The SPC: College Edition opened in December and runs until February 15.

Make sure to sign up for our newsletter with more tips and advice, here! And follow us on twitter @NPR_Ed

Ready, set, record!

• student podcast challenge

DSU to host high school cyber espionage camp this summer | Apr 26

See the audio attached above to listen to the full news update/podcast.

Each day, SDPB brings you statewide news coverage. We then compile those stories into a daily podcast.

Subscribe on  Apple or  Spotify .

On today's update...

Dakota State University is launching a unique program to help high schoolers learn about the importance of emerging fields like cybersecurity and artificial intelligence.

The group pushing for a ballot question to eliminate the statewide sales tax on items for human consumption is submitting final petitions to the Secretary of State's office.

The Rapid City Care Campus sees serious usage for a key population in need of support. Now, local officials are seeking more cultural resources and volunteers to best serve this community.

A Sioux Falls book and variety store, known for its eclectic offerings, is soon to be the only one of its name left in the Dakotas.

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The Crackdown on Student Protesters

Columbia university is at the center of a growing showdown over the war in gaza and the limits of free speech..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

[TRAIN SCREECHING]

Well, you can hear the helicopter circling. This is Asthaa Chaturvedi. I’m a producer with “The Daily.” Just walked out of the 116 Street Station. It’s the main station for Columbia’s Morningside Heights campus. And it’s day seven of the Gaza solidarity encampment, where a hundred students were arrested last Thursday.

So on one side of Broadway, you see camera crews. You see NYPD officers all lined up. There’s barricades, steel barricades, caution tape. This is normally a completely open campus. And I’m able to — all members of the public, you’re able to walk through.

[NON-ENGLISH SPEECH]

Looks like international media is here.

Have your IDs out. Have your IDs out.

Students lining up to swipe in to get access to the University. ID required for entry.

Swipe your ID, please.

Hi, how are you, officer? We’re journalists with “The New York Times.”

You’re not going to get in, all right? I’m sorry.

Hi. Can I help please?

Yeah, it’s total lockdown here at Columbia.

Please have your IDs out ready to swipe.

From “The New York Times,” I’m Michael Barbaro. This is “The Daily.” Today, the story of how Columbia University has become the epicenter of a growing showdown between student protesters, college administrators, and Congress over the war in Gaza and the limits of free speech. I spoke with my colleague, Nick Fandos.

[UPBEAT MUSIC]

It’s Thursday, April 25.

Nick, if we rewind the clock a few months, we end up at a moment where students at several of the country’s best known universities are protesting Israel’s response to the October 7 attacks, its approach to a war in Gaza. At times, those protests are happening peacefully, at times with rhetoric that is inflammatory. And the result is that the leaders of those universities land before Congress. But the president of Columbia University, which is the subject we’re going to be talking about today, is not one of the leaders who shows up for that testimony.

That’s right. So the House Education Committee has been watching all these protests on campus. And the Republican Chairwoman decides, I’m going to open an investigation, look at how these administrations are handling it, because it doesn’t look good from where I sit. And the House last winter invites the leaders of several of these elite schools, Harvard, Penn, MIT, and Columbia, to come and testify in Washington on Capitol Hill before Congress.

Now, the President of Columbia has what turns out to be a very well-timed, pre-planned trip to go overseas and speak at an international climate conference. So Minouche Shafik isn’t going to be there. So instead, the presidents of Harvard, and Penn, and MIT show up. And it turned out to be a disaster for these universities.

They were asked very pointed questions about the kind of speech taking place on their campuses, and they gave really convoluted academic answers back that just baffled the committee. But there was one question that really embodied the kind of disconnect between the Committee — And it wasn’t just Republicans, Republicans and Democrats on the Committee — and these college presidents. And that’s when they were asked a hypothetical.

Does calling for the genocide of Jews violate Penn’s rules or code of conduct? Yes or no?

If the speech turns into conduct, it can be harassment.

And two of the presidents, Claudine Gay of Harvard and Elizabeth Magill of the University of Pennsylvania, they’re unwilling to say in this really kind of intense back and forth that this speech would constitute a violation of their rules.

It can be, depending on the context.

What’s the context?

Targeted at an individual. Is it pervasive?

It’s targeted at Jewish students, Jewish individuals. Do you understand your testimony is dehumanizing them?

And it sets off a firestorm.

It does not depend on the context. The answer is yes. And this is why you should resign. These are unacceptable answers across the board.

Members of Congress start calling for their resignations. Alumni are really, really ticked off. Trustees of the University start to wonder, I don’t know that these leaders really have got this under control. And eventually, both of them lose their jobs in a really high profile way.

Right. And as you’ve hinted at, for somewhat peculiar scheduling reasons, Columbia’s President escapes this disaster of a hearing in what has to be regarded as the best timing in the history of the American Academy.

Yeah, exactly. And Columbia is watching all this play out. And I think their first response was relief that she was not in that chair, but also a recognition that, sooner or later, their turn was going to come back around and they were going to have to sit before Congress.

Why were they so certain that they would probably end up before Congress and that this wasn’t a case of completely dodging a bullet?

Well, they remain under investigation by the committee. But also, as the winter wears on, all the same intense protests just continue unabated. So in many ways, Columbia’s like these other campuses. But in some ways, it’s even more intense. This is a university that has both one of the largest Jewish student populations of any of its peers. But it also has a large Arab and Muslim student population, a big Middle Eastern studies program. It has a dual degree program in Tel Aviv.

And it’s a university on top of all that that has a real history of activism dating back to the 1960s. So when students are recruited or choose to come to Columbia, they’re actively opting into a campus that prides itself on being an activist community. It’s in the middle of New York City. It’s a global place. They consider the city and the world, really, like a classroom to Columbia.

In other words, if any campus was going to be a hotbed of protest and debate over this conflict, it was going to be Columbia University.

Exactly. And when this spring rolls around, the stars finally align. And the same congressional committee issues another invitation to Minouche Shafik, Columbia’s President, to come and testify. And this time, she has no excuse to say no.

But presumably, she is well aware of exactly what testifying before this committee entails and is highly prepared.

Columbia knew this moment was coming. They spent months preparing for this hearing. They brought in outside consultants, crisis communicators, experts on anti-Semitism. The weekend before the hearing, she actually travels down to Washington to hole up in a war room, where she starts preparing her testimony with mock questioners and testy exchanges to prep her for this. And she’s very clear on what she wants to try to do.

Where her counterparts had gone before the committee a few months before and looked aloof, she wanted to project humility and competence, to say, I know that there’s an issue on my campus right now with some of these protests veering off into anti-Semitic incidents. But I’m getting that under control. I’m taking steps in good faith to make sure that we restore order to this campus, while allowing people to express themselves freely as well.

So then the day of her actual testimony arrives. And just walk us through how it goes.

The Committee on Education and Workforce will come to order. I note that —

So Wednesday morning rolls around. And President Shafik sits at the witness stand with two of her trustees and the head of Columbia’s new anti-Semitism task force.

Columbia stands guilty of gross negligence at best and at worst has become a platform for those supporting terrorism and violence against the Jewish people.

And right off the bat, they’re put through a pretty humbling litany of some of the worst hits of what’s been happening on campus.

For example, just four days after the harrowing October 7 attack, a former Columbia undergraduate beat an Israeli student with a stick.

The Republican Chairwoman of the Committee, Virginia Foxx, starts reminding her that there was a student who was actually hit with a stick on campus. There was another gathering more recently glorifying Hamas and other terrorist organizations, and the kind of chants that have become an everyday chorus on campus, which many Jewish students see as threatening. But when the questioning starts, President Shafik is ready. One of the first ones she gets is the one that tripped up her colleagues.

Does calling for the genocide of Jews violate Columbia’s code of conduct, Mr. Greenwald?

And she answers unequivocally.

Dr. Shafik?

Yes, it does.

And, Professor —

That would be a violation of Columbia’s rules. They would be punished.

As President of Columbia, what is it like when you hear chants like, by any means necessary or Intifada Revolution?

I find those chants incredibly distressing. And I wish profoundly that people would not use them on our campus.

And in some of the most interesting exchanges of the hearing, President Shafik actually opens Columbia’s disciplinary books.

We have already suspended 15 students from Columbia. We have six on disciplinary probation. These are more disciplinary actions that have been taken probably in the last decade at Columbia. And —

She talks about the number of students that have been suspended, but also the number of faculty that she’s had removed from the classroom that are being investigated for comments that either violate some of Columbia’s rules or make students uncomfortable. One case in particular really underscores this.

And that’s of a Middle Eastern studies professor named Joseph Massad. He wrote an essay not long after Hamas invaded Israel and killed 1,200 people, according to the Israeli government, where he described that attack with adjectives like awesome. Now, he said they’ve been misinterpreted, but a lot of people have taken offense to those comments.

Ms. Stefanik, you’re recognized for five minutes.

Thank you, Chairwoman. I want to follow up on my colleague, Rep Walberg’s question regarding Professor Joseph Massad. So let me be clear, President —

And so Representative Elise Stefanik, the same Republican who had tripped up Claudine Gay of Harvard and others in the last hearing, really starts digging in to President Shafik about these things at Columbia.

He is still Chair on the website. So has he been terminated as Chair?

Congresswoman, I —

And Shafik’s answers are maybe a little surprising.

— before getting back to you. I can confirm —

I know you confirmed that he was under investigation.

Yes, I can confirm that. But I —

Did you confirm he was still the Chair?

He says that Columbia is taking his case seriously. In fact, he’s under investigation right now.

Well, let me ask you this.

I need to check.

Will you make the commitment to remove him as Chair?

And when Stefanik presses her to commit to removing him from a campus leadership position —

I think that would be — I think — I would — yes. Let me come back with yes. But I think I — I just want to confirm his current status before I write —

We’ll take that as a yes, that you will confirm that he will no longer be chair.

Shafik seems to pause and think and then agree to it on the spot, almost like she is making administrative decisions with or in front of Congress.

Now, we did some reporting after the fact. And it turns out the Professor didn’t even realize he was under investigation. So he’s learning about this from the hearing too. So what this all adds up to, I think, is a performance so in line with what the lawmakers themselves wanted to hear, that at certain points, these Republicans didn’t quite know what to do with it. They were like the dog that caught the car.

Columbia beats Harvard and UPenn.

One of them, a Republican from Florida, I think at one point even marvelled, well, you beat Harvard and Penn.

Y’all all have done something that they weren’t able to do. You’ve been able to condemn anti-Semitism without using the phrase, it depends on the context. But the —

So Columbia’s president has passed this test before this committee.

Yeah, this big moment that tripped up her predecessors and cost them their jobs, it seems like she has cleared that hurdle and dispatched with the Congressional committee that could have been one of the biggest threats to her presidency.

Without objection, there being no further business, the committee stands adjourned. [BANGS GAVEL]

But back on campus, some of the students and faculty who had been watching the hearing came away with a very different set of conclusions. They saw a president who was so eager to please Republicans in Congress that she was willing to sell out some of the University’s students and faculty and trample on cherished ideas like academic freedom and freedom of expression that have been a bedrock of American higher education for a really long time.

And there was no clearer embodiment of that than what had happened that morning just as President Shafik was going to testify before Congress. A group of students before dawn set up tents in the middle of Columbia’s campus and declared themselves a pro-Palestinian encampment in open defiance of the very rules that Dr. Shafik had put in place to try and get these protests under control.

So these students in real-time are beginning to test some of the things that Columbia’s president has just said before Congress.

Exactly. And so instead of going to celebrate her successful appearance before Congress, Shafik walks out of the hearing room and gets in a black SUV to go right back to that war room, where she’s immediately confronted with a major dilemma. It basically boils down to this, she had just gone before Congress and told them, I’m going to get tough on these protests. And here they were. So either she gets tough and risks inflaming tension on campus or she holds back and does nothing and her words before Congress immediately look hollow.

And what does she decide?

So for the next 24 hours, she tries to negotiate off ramps. She consults with her Deans and the New York Police Department. And it all builds towards an incredibly consequential decision. And that is, for the first time in decades, to call the New York City Police Department onto campus in riot gear and break this thing up, suspend the students involved, and then arrest them.

To essentially eliminate this encampment.

Eliminate the encampment and send a message, this is not going to be tolerated. But in trying to quell the unrest, Shafik actually feeds it. She ends up leaving student protesters and the faculty who support them feeling betrayed and pushes a campus that was already on edge into a full blown crisis.

[SLOW TEMPO MUSIC]

After the break, what all of this has looked like to a student on Columbia’s campus. We’ll be right back.

[PHONE RINGS]

Is this Isabella?

Yes, this is she.

Hi, Isabella. It’s Michael Barbaro from “The Daily.”

Hi. Nice to meet you.

Earlier this week, we called Isabella Ramírez, the Editor in Chief of Columbia’s undergraduate newspaper, “The Columbia Daily Spectator,” which has been closely tracking both the protests and the University’s response to them since October 7.

So, I mean, in your mind, how do we get to this point? I wonder if you can just briefly describe the key moments that bring us to where we are right now.

Sure. Since October 7, there has certainly been constant escalation in terms of tension on campus. And there have been a variety of moves that I believe have distanced the student body, the faculty, from the University and its administration, specifically the suspension of Columbia’s chapters of Students for Justice in Palestine and Jewish Voice for Peace. And that became a huge moment in what was characterized as suppression of pro-Palestinian activism on campus, effectively rendering those groups, quote, unquote, unauthorized.

What was the college’s explanation for that?

They had cited in that suspension a policy which states that a demonstration must be approved within a certain window, and that there must be an advance notice, and that there’s a process for getting an authorized demonstration. But the primary point was this policy that they were referring to, which we later reported, was changed before the suspension.

So it felt a little ad hoc to people?

Yes, it certainly came as a surprise, especially at “Spectator.” We’re nerds of the University in the sense that we are familiar with faculty and University governance. But even to us, we had no idea where this policy was coming from. And this suspension was really the first time that it entered most students’ sphere.

Columbia’s campus is so known for its activism. And so in my time of being a reporter, of being an editor, I’ve overseen several protests. And I’ve never seen Columbia penalize a group for, quote, unquote, not authorizing a protest. So that was certainly, in our minds, unprecedented.

And I believe part of the justification there was, well, this is a different time. And I think that is a reasonable thing to say. But I think a lot of students, they felt it was particularly one-sided, that it was targeting a specific type of speech or a specific type of viewpoint. Although, the University, of course, in its explicit policies, did not outline, and was actually very explicit about not targeting specific viewpoints —

So just to be super clear, it felt to students — and it sounds like, journalistically, it felt to you — that the University was coming down in a uniquely one-sided way against students who were supporting Palestinian rights and may have expressed some frustrations with Israel in that moment.

Yes. Certainly —

Isabella says that this was just the beginning of a really tense period between student protesters and the University. After those two student groups were suspended, campus protests continued. Students made a variety of demands. They asked that the University divest from businesses that profit from Israel’s military operations in Gaza. But instead of making any progress, the protests are met with further crackdown by the University.

And so as Isabella and her colleagues at the college newspaper see it, there’s this overall chilling effect that occurs. Some students become fearful that if they participate in any demonstrations, they’re going to face disciplinary action. So fast forward now to April, when these student protesters learned that President Shafik is headed to Washington for her congressional testimony. It’s at this moment that they set out to build their encampment.

I think there was obviously a lot of intention in timing those two things. I think it’s inherently a critique on a political pressure and this congressional pressure that we saw build up against, of course, Claudine Gay at Harvard and Magill at UPenn. So I think a lot of students and faculty have been frustrated at this idea that there are not only powers at the University that are dictating what’s happening, but there are perhaps external powers that are also guiding the way here in terms of what the University feels like it must do or has to do.

And I think that timing was super crucial. Having the encampment happen on the Wednesday morning of the hearing was an incredible, in some senses, interesting strategy to direct eyes to different places.

All eyes were going to be on Shafik in DC. But now a lot of eyes are on New York. The encampment is set up in the middle of the night slash morning, prior to the hearing. And so what effectively happens is they caught Shafik when she wasn’t on campus, when a lot of senior administration had their resources dedicated to supporting Shafik in DC.

And you have all of those people not necessarily out of commission, but with their focus elsewhere. So the encampment is met with very little resistance at the beginning. There were public safety officers floating around and watching. But at the very beginning hours, I think there was a sense of, we did it.

[CHANTING]: Disclose! Divest! We will not stop! We will not rest. Disclose! Divest! We will not stop!

It would be quite surprising to anybody and an administrator to now suddenly see dozens of tents on this lawn in a way that I think very purposely puts an imagery of, we’re here to stay. As the morning evolved and congressional hearings continued —

Minouche Shafik, open your eyes! Use of force, genocide!

Then we started seeing University delegates that were coming to the encampment saying, you may face disciplinary action for continuing to be here. I think that started around almost — like 9:00 or 10:00 AM, they started handing out these code of conduct violation notices.

Hell no! Hell no! Hell no!

Then there started to be more public safety action and presence. So they started barricading the entrances. The day progressed, there was more threat of discipline. The students became informed that if they continue to stay, they will face potential academic sanctions, potential suspension.

The more they try to silence us, the louder we will be! The more they —

I think a lot of people were like, OK, you’re threatening us with suspension. But so what?

This is about these systems that Minouche Shafik, that the Board of Trustees, that Columbia University is complicit in.

What are you going to do to try to get us out of here? And that was, obviously, promptly answered.

This is the New York State Police Department.

We will not stop!

You are attempting participate in an unauthorized encampment. You will be arrested and charged with trespassing.

My phone blew up, obviously, from the reporters, from the editors, of saying, oh my god, the NYPD is on our campus. And as soon as I saw that, I came out. And I saw a huge crowd of students and affiliates on campus watching the lawns. And as I circled around that crowd, I saw the last end of the New York Police Department pulling away protesters and clearing out the last of the encampment.

[CHANTING]: We love you! We will get justice for you! We see you! We love you! We will get justice for you! We see you! We love you! We will get justice for you! We see you! We love you! We will get justice for you!

It was something truly unimaginable, over 100 students slash other individuals are arrested from our campus, forcefully removed. And although they were suspended, there was a feeling of traumatic event that has just happened to these students, but also this sense of like, OK, the worst of the worst that could have happened to us just happened.

And for those students who maybe couldn’t go back to — into campus, now all of their peers, who were supporters or are in solidarity, are — in some sense, it’s further emboldened. They’re now not just sitting on the lawns for a pro-Palestinian cause, but also for the students, who have endured quite a lot.

So the crackdown, sought by the president and enforced by the NYPD, ends up, you’re saying, becoming a galvanizing force for a broader group of Columbia students than were originally drawn to the idea of ever showing up on the center of campus and protesting?

Yeah, I can certainly speak to the fact that I’ve seen my own peers, friends, or even acquaintances, who weren’t necessarily previously very involved in activism and organizing efforts, suddenly finding themselves involved.

Can I — I just have a question for you, which is all journalism, student journalism or not student journalism, is a first draft of history. And I wonder if we think of this as a historic moment for Columbia, how you imagine it’s going to be remembered.

Yeah, there is no doubt in my mind that this will be a historic moment for Colombia.

I think that this will be remembered as a moment in which the fractures were laid bare. Really, we got to see some of the disunity of the community in ways that I have never really seen it before. And what we’ll be looking to is, where do we go from here? How does Colombia repair? How do we heal from all of this? so That is the big question in terms of what will happen.

Nick, Isabella Ramírez just walked us through what this has all looked like from the perspective of a Columbia student. And from what she could tell, the crackdown ordered by President Shafik did not quell much of anything. It seemed, instead, to really intensify everything on campus. I’m curious what this has looked like for Shafik.

It’s not just the students who are upset. You have faculty, including professors, who are not necessarily sympathetic to the protesters’ view of the war, who are really outraged about what Shafik has done here. They feel that she’s crossed a boundary that hasn’t been crossed on Columbia’s campus in a really long time.

And so you start to hear things by the end of last week like censure, no confidence votes, questions from her own professors about whether or not she can stay in power. So this creates a whole new front for her. And on top of it all, as this is going on, the encampment itself starts to reform tent-by-tent —

— almost in the same place that it was. And Shafik decides that the most important thing she could do is to try and take the temperature down, which means letting the encampment stand. Or in other words, leaning in the other direction. This time, we’re going to let the protesters have their say for a little while longer.

The problem with that is that, over the weekend, a series of images start to emerge from on campus and just off of it of some really troubling anti-Semitic episodes. In one case, a guy holds up a poster in the middle of campus and points it towards a group of Jewish students who are counter protesting. And it says, I’m paraphrasing here, Hamas’ next targets.

I saw an image of that. What it seemed to evoke was the message that Hamas should murder those Jewish students. That’s the way the Jewish students interpreted it.

It’s a pretty straightforward and jarring statement. At the same time, just outside of Columbia’s closed gates —

Stop killing children!

— protestors are showing up from across New York City. It’s hard to tell who’s affiliated with Columbia, who’s not.

Go back to Poland! Go back to Poland!

There’s a video that goes viral of one of them shouting at Jewish students, go back to Poland, go back to Europe.

In other words, a clear message, you’re not welcome here.

Right. In fact, go back to the places where the Holocaust was committed.

Exactly. And this is not representative of the vast majority of the protesters in the encampment, who mostly had been peaceful. They would later hold a Seder, actually, with some of the pro-Palestinian Jewish protesters in their ranks. But those videos are reaching members of Congress, the very same Republicans that Shafik had testified in front of just a few days before. And now they’re looking and saying, you have lost control of your campus, you’ve turned back on your word to us, and you need to resign.

They call for her outright resignation over this.

That’s right. Republicans in New York and across the country began to call for her to step down from her position as president of Columbia.

So Shafik’s dilemma here is pretty extraordinary. She has set up this dynamic where pleasing these members of Congress would probably mean calling in the NYPD all over again to sweep out this encampment, which would mean further alienating and inflaming students and faculty, who are still very upset over the first crackdown. And now both ends of this spectrum, lawmakers in Washington, folks on the Columbia campus, are saying she can’t lead the University over this situation before she’s even made any fateful decision about what to do with this second encampment. Not a good situation.

No. She’s besieged on all sides. For a while, the only thing that she can come up with to offer is for classes to go hybrid for the remainder of the semester.

So students who aren’t feeling safe in this protest environment don’t necessarily have to go to class.

Right. And I think if we zoom out for a second, it’s worth bearing in mind that she tried to choose a different path here than her counterparts at Harvard or Penn. And after all of this, she’s kind of ended up in the exact same thicket, with people calling for her job with the White House, the Mayor of New York City, and others. These are Democrats. Maybe not calling on her to resign quite yet, but saying, I don’t know what’s going on your campus. This does not look good.

That reality, that taking a different tack that was supposed to be full of learnings and lessons from the stumbles of her peers, the fact that didn’t really work suggests that there’s something really intractable going on here. And I wonder how you’re thinking about this intractable situation that’s now arrived on these college campuses.

Well, I don’t think it’s just limited to college campuses. We have seen intense feelings about this conflict play out in Hollywood. We’ve seen them in our politics in all kinds of interesting ways.

In our media.

We’ve seen it in the media. But college campuses, at least in their most idealized form, are something special. They’re a place where students get to go for four years to think in big ways about moral questions, and political questions, and ideas that help shape the world they’re going to spend the rest of their lives in.

And so when you have a question that feels as urgent as this war does for a lot of people, I think it reverberates in an incredibly intense way on those campuses. And there’s something like — I don’t know if it’s quite a contradiction of terms, but there’s a collision of different values at stake. So universities thrive on the ability of students to follow their minds and their voices where they go, to maybe even experiment a little bit and find those things.

But there are also communities that rely on people being able to trust each other and being able to carry out their classes and their academic endeavors as a collective so they can learn from one another. So in this case, that’s all getting scrambled. Students who feel strongly about the Palestinian cause feel like the point is disruption, that something so big, and immediate, and urgent is happening that they need to get in the faces of their professors, and their administrators, and their fellow students.

Right. And set up an encampment in the middle of campus, no matter what the rules say.

Right. And from the administration’s perspective, they say, well, yeah, you can say that and you can think that. And that’s an important process. But maybe there’s some bad apples in your ranks. Or though you may have good intentions, you’re saying things that you don’t realize the implications of. And they’re making this environment unsafe for others. Or they’re grinding our classes to a halt and we’re not able to function as a University.

So the only way we’re going to be able to move forward is if you will respect our rules and we’ll respect your point of view. The problem is that’s just not happening. Something is not connecting with those two points of view. And as if that’s not hard enough, you then have Congress and the political system with its own agenda coming in and putting its thumb on a scale of an already very difficult situation.

Right. And at this very moment, what we know is that the forces that you just outlined have created a dilemma, an uncertainty of how to proceed, not just for President Shafik and the students and faculty at Columbia, but for a growing number of colleges and universities across the country. And by that, I mean, this thing that seemed to start at Columbia is literally spreading.

Absolutely. We’re talking on a Wednesday afternoon. And these encampments have now started cropping up at universities from coast-to-coast, at Harvard and Yale, but also at University of California, at the University of Texas, at smaller campuses in between. And at each of these institutions, there’s presidents and deans, just like President Shafik at Columbia, who are facing a really difficult set of choices. Do they call in the police? The University of Texas in Austin this afternoon, we saw protesters physically clashing with police.

Do they hold back, like at Harvard, where there were dramatic videos of students literally running into Harvard yard with tents. They were popping up in real-time. And so Columbia, really, I think, at the end of the day, may have kicked off some of this. But they are now in league with a whole bunch of other universities that are struggling with the same set of questions. And it’s a set of questions that they’ve had since this war broke out.

And now these schools only have a week or two left of classes. But we don’t know when these standoffs are going to end. We don’t know if students are going to leave campus for the summer. We don’t know if they’re going to come back in the fall and start protesting right away, or if this year is going to turn out to have been an aberration that was a response to a really awful, bloody war, or if we’re at the beginning of a bigger shift on college campuses that will long outlast this war in the Middle East.

Well, Nick, thank you very much. Thanks for having me, Michael.

We’ll be right back.

Here’s what else you need to know today. The United Nations is calling for an independent investigation into two mass graves found after Israeli forces withdrew from hospitals in Gaza. Officials in Gaza said that some of the bodies found in the graves were Palestinians who had been handcuffed or shot in the head and accused Israel of killing and burying them. In response, Israel said that its soldiers had exhumed bodies in one of the graves as part of an effort to locate Israeli hostages.

And on Wednesday, Hamas released a video of Hersh Goldberg-Polin, an Israeli-American dual citizen, whom Hamas has held hostage since October 7. It was the first time that he has been shown alive since his captivity began. His kidnapping was the subject of a “Daily” episode in October that featured his mother, Rachel. In response to Hamas’s video, Rachel issued a video of her own, in which she spoke directly to her son.

And, Hersh, if you can hear this, we heard your voice today for the first time in 201 days. And if you can hear us, I am telling you, we are telling you, we love you. Stay strong. Survive.

Today’s episode was produced by Sydney Harper, Asthaa Chaturvedi, Olivia Natt, Nina Feldman, and Summer Thomad, with help from Michael Simon Johnson. It was edited by Devon Taylor and Lisa Chow, contains research help by Susan Lee, original music by Marion Lozano and Dan Powell, and was engineered by Chris Wood. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. That’s it for “The Daily.” I’m Michael Barbaro. See you tomorrow.

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Hosted by Michael Barbaro

Featuring Nicholas Fandos

Produced by Sydney Harper ,  Asthaa Chaturvedi ,  Olivia Natt ,  Nina Feldman and Summer Thomad

With Michael Simon Johnson

Edited by Devon Taylor and Lisa Chow

Original music by Marion Lozano and Dan Powell

Engineered by Chris Wood

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Columbia University has become the epicenter of a growing showdown between student protesters, college administrators and Congress over the war in Gaza and the limits of free speech.

Nicholas Fandos, who covers New York politics and government for The Times, walks us through the intense week at the university. And Isabella Ramírez, the editor in chief of Columbia’s undergraduate newspaper, explains what it has all looked like to a student on campus.

On today’s episode

Nicholas Fandos , who covers New York politics and government for The New York Times

Isabella Ramírez , editor in chief of The Columbia Daily Spectator

Background reading

Inside the week that shook Columbia University .

The protests at the university continued after more than 100 arrests.

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Nicholas Fandos is a Times reporter covering New York politics and government. More about Nicholas Fandos

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Letovo Schoolcampus / atelier PRO

• Curated by Fernanda Castro
• Architects: atelier PRO
• Area Area of this architecture project Area:  39000 m²
• Year Completion year of this architecture project Year:  2018
• Photographs Photographs: NARODIZKIY , Dmitry Voinov , atelier PRO
• Interior Design : Atelier PRO , Thijs Klinkhamer
• Landscape Designer : Buro Sant en Co
• Client:  Letovo
• Project Architects:  Dorte Kristensen, Pascale Leistra, Karho Yeung
• Design Team:  Thijs Klinkhamer, Abel de Raadt, Alessia Topolnyk
• Russian Co Architect:  Atrium, Moscow
• City:  Moscow
• Country:  Russia
• Did you collaborate on this project?

Text description provided by the architects. The official grand opening of a special school, Letovo School , took place in Moscow last September. The assignment entailed a 20 hectare schoolcampus with educational facilities, student housing and school staff housing. The school campus offers extended outdoor sports facilities with a soccer stade, a running track, tennis courts and basketball courts. In addition there is a greenhouse, a treeyard and ample space for wandering and relaxation in the green.

While the architecture and interior of the school were designed by atelier PRO, the landscape design was developed by Buro Sant en Co landscape architecture. Russian firm Atrium Architectural Studio was responsible for the technical execution. In 2014 Atelier PRO had won the international design competition, the construction began mid-2016 and the campus was taken into use by mid-2018.

Letovo, a dream come true Letovo School is a special school for gifted and motivated children aged 12 to 17. The idea to create the school came from entrepreneur and philanthropist Vadim Moshkovich: ‘My dream was to offer talented children from all over the country access to high-quality education, regardless of their parents’ financial means. This school makes it possible for them to continue their studies at the 10 best universities in the country or at one of the top 50 universities in the world.’

Landscape-inspired design and shape Located in Novaya Moskva,southwest of Moscow ,the campus sits atop a beautiful plot of land that slopes down to a forest-lined river. Distinctive level variations were applied in and around the school to integrate the architecture into the landscape.

The shape of the large complex brings it down to a human scale for the children: the building appears to dance across the landscape due to its dynamic design. Due to the perspective effect one only ever sees part of the building's full size when walking around, which gives the impression of a refined scale. The building’s contours and flowing curves create surprising indoor and outdoor spaces as well.

The heart of the school: the central hub The central hub is the place where day-to-day life at the school unfolds. This flexible, transformable space will be used throughout the day as an informal meeting place. The dance studio on the ground floor can be transformed through a few simple adjustments into a theatre with a stage, a cosy living room or an auditorium that can accommodate 1,000 people for special events such as graduation ceremonies and large celebrations, as seen at the grand opening. This central hub connects the building’s three wings: the art wing, the south wing with science- and general-use rooms and the sports wing

Learning environment with a diversity in working spaces Letovo envisioned an innovative and modern take on existing education in Russia. In the spatial design, this perspective translates into space for theoretical education as well as special areas for group work and independent study in the tapered building wings. In the library wing there are silence spaces workshop spaces and a debating room. These are all supportive to the student’s personal development. 

Sports programme In addition to the extended sports outdoor facilities, the indoor supply of sports facilities is substantial. These cover fitness rooms, martial arts rooms, a swimming pool, a small and a large sports hall. Around the sports hall there’s an indoor running track which can be used throughout the year. It is available to school staff and external users as well.

The interior, also designed by atelier PRO, is tailored to the aims of the ambitious programme. The design of the interior also focuses extensively on the various spaces where students can go to chill and meet up with friends. The extreme cold in this area makes the school’s indoor atmosphere important for relaxation.

Ambitous learning environment The Russian client has established a private, non-profit school which aims to be the most prestigious school in the country and to offer the best educational programme through a Russion and an IB (International Baccalaureate) curriculum. Students’ personal development is paramount, with the school adopting a holistic approach. It is a true learning environment that provides scope for a range of disciplines, areas of interest and recreational opportunities to foster children’s development. This aim is supported by the campus facilities and functions.

Project gallery

Project location

Address: zimenkovskaya street, sosenskoye settlement, moscow, russia.

Materials and Tags

• Sustainability

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