BECTA Podium video

It seems an age now since Softease (now Lightbox Education) received their Award in the Content-free tools category for Podium at BETT this year. Having been ill, away from school and my blog for a while, it somehow seems even longer since I blogged about the day my students and I were visited by the film crew tasked by BECTA with capturing the tool in action and our thoughts about how it has supported teaching and learning in class. Logging onto Twitter the other evening after an extended break with family I was grateful for this tweet from James Watson.


If you would like to see how the video short turned out, and what we had to say about Podium, then it can be found on the BECTA website by following this link. Thanks for the heads up James, look forward to seeing you soon.

Storytelling: Podium and Talking Texts

Last week we decided to extend the work we have been doing with our students on Talk for Writing by developing a series of sessions focussed on Oral Storytelling and Performance. The students have enjoyed using the storytelling and oral recount process during previous narrative units to rehearse and frame ideas before writing, and we wondered how they would react to developing one story in detail, where the "writing Outcome" would actually be an Audio recording of their performing it. The Story we chose to use was The Glass Cupboard By Terry Jones. As a tale with a moral it relates closely to work we had been engaged in on recycling and sustainability, but would also give us an introduction as we moved towards next terms exploration of stories with dilemas.

My Students have had a great deal of experience using Podium, the Educational Podcasting Tool developed by Softease (now Lightbox). Prior to this week the work they had done with the tool was largely based on Scripting, rehearsing and then reading their work. This time however I decided to take a different tack. During our unit of work on Persuasion and the making of the video I had noticed how some of the students had begun to read on during the performance of their script, including additional words and phrases that seemed to make sense to them as they performed and were arising naturally from the context. This however had affected their natural flow, rather than carrying on with their innovation, they had tended to go back and correct themselves, disrupting the flow and making their presentation less clear. What would happen if they didn't have a formal script I wondered?

The week began with my playing an audio performance of the story I had created, and the students listening to it. We discussed what the children thought of the presentation? before introducing the idea that this week they were going to try to improve on my performance. Did they recognise the performer? How had he tried to make the story interesting? How might they achieve this? After a couple more play throughs the children were asked to retell the tale as they had heard it to their partner. How did it vary from one child to another? As a class we shared the main points of the tale by "boxing up" the events and charting these as simple drawings. We then listened to the story again, picking up on points in the story we had missed, and adding these to the plot that was unfolding as a simple story map on the whiteboard. With these elements in place I modelled a retelling of the story, using actions we had previously borrowed from Pie Corbett's work to help, eg opening a book for once upon a time, Standing a gape for surprise, or all of a sudden. I also added actions of my own such as bending my arms to show strength, and placing a crown on my head as the king appeared in the story. In pairs the children were encouraged to work together to think about what actions they could use to help with their story telling, and to help me add these to the class storymap.

In the second session the children were encouraged to draw story maps of their own, as they listened to the audio file I had created, played several times on a loop. As the session developed the children who were growing increasingly familiar with the tale, were able to predict and record what would happen next in their own story maps. We worked as a class to tell the story aloud before the children were asked to retell their stories to each other using their maps and actions to help. Their partners were encouraged to review the performance by pointing out things they had missed, or sharing ideas about additions they could make. The children were also encouraged to draw on our learning wall, to consider choices of story opener and wow words they would like to include in their telling, words and phrases that would link sections of their tale or add interest to it. They were encouraged to jot these in the parts of the story map where they thought they would help their story along. One or two of the students wanted desperately to write sentences, but were encouraged not to, since this was not the purpose of the activity. As a plenary to this session the children were asked if anyone would like to have a go at telling their story to the class. We had three volunteers and it has to be said they were not three bad.

During session three the class was split into two halves, by now the students knew the story really well. While half of the class worked on another activity the others were encouraged to work in pairs to rehearse, refine and perform their own version of the story, using storymaps and actions to scaffold, before using Podium to record and save their performance.

Session 4 was set up as a carousel session, in order to allow the students to listen to and review each other's Podium Performances. Laptops were placed on table tops and the students worked in home teams to open up and play the stories created by the others, rotating from table to table when they had finished. The students were quick to notice how even though we had all told the same story each was incredibly different. The examples of what could be taken from the cupboard in the introduction to the story varied from recording to recording for example, but also the reasons for why the king went on his journey (I like the one where he went to his nans for tea), what happened when he got back and how the length of time was exaggerated while the greedy robbers raided the cupboard. What was really interesting for me was also how the means of presentation changed the way the students used language structures. All of the students engaged with the use of expression as an integral part of the performance process. Both I and the children thoroughly enjoyed the process, and the outcomes are really interesting too. They can be found as part of the May 2009 archive on our class Podcast Station as a series of files called The Glass Cupboard Retold. This is a process I will be using again, and sharing with colleagues. Great fun.

Bees In A Pod: Our New Class Podcast Station

Last Summer I began a series of posts, exploring how I intended to use Blogger as a podcasting platform. At last I have managed to clear some space, transferred the content my students had previously published to Podomatic to our school's web host and got this new space up and running.

Today alongside existing content I have begun to publish some of our more recent video work too and later today am hoping to complete final file conversions from Podium, to add our recent adventures in Storytelling.

It has been interesting today listening back over these episodes, to hear the progression that has been made in performance and production since we began using audio and video to support and develop our reading and writing outcomes. This post is a thank you to everyone who has visited, subscribed to and followed the student's work to date, and an invitation to join us on our new Podcast Station at The Buzz (Bees in a Pod) where we hope you will continue to enjoy our work.

BECTA Filming, Podium and Oral Storytelling.

This week we were visited by a film crew commissioned by BECTA to document our use of Softease's BETT award winning software tool and podcasting platform Podium. The wider publication of which this is part will include other schools and tools who won awards at this year's BETT show.

I have made much previously of my commitment to using Podium as a platform for developing and supporting literacy across the curriculum, because of the effect I feel it has had as a tool on the confidence of my students as writers and readers for purpose and meaning. This has also taken me on a reflective journey exploring the pedagogical value the tool has added as a

• writing tool
• scaffold for writing
• and supporting frame for performance and evaluation of outcomes.

In the multimodal world that we live in I feel the distinction between what we traditionally call reading and writing is becoming increasingly blurred, as I begin to unpick the relationships between modes of representation used and their potential for supporting and developing other more traditionally text types. Providing a challenge to what these processes look like in everyday practice and use, and increasingly providing a context where text development as a process can be seen as design as well as composition. I decided for the session to be filmed this week that I would draw on and try to pull together some of my thoughts, building on and using the ongoing activities of my students using visual storytelling devices to develop the tasks they would engage with.

On Monday we had just begun phase two of a unit of work around stories from other cultures, which is being iteratively designed as part of our wider theme about life in India It is intended to help our students learn about Hinduism as a major world religion contextualised in its country of origin. This week we were beginning to apply experiences from phase one, where we had spent sessions engaged with talking as readers around a number of Hindu stories, including the Ramayana, and for the day of filming I decided to set up a carousel of experiences using mixed tools to engage the children in a variety of visual and oral storytelling activities.

Activity 1 oral Storytelling with Podium

Prior to this session the students had created story maps and begun thinking through structured talk about how, when they write they could link the passage of their stories together. They had added their opening phrase to the story, eg Long ago and far far away... and begun thinking how their story might end. We had also talked about how in the oral tradition of stories, these frequently change over time, so the original tale may be very different to the one that was told when first written down to become a standard. This had been reflected in the different versions of the Rama and Sita story we had heard.

We have begun to use more widely work from recent CPD sessions to encourage oral storytelling as part of our talk for writing process. "Overlearning" of narratives, seems to help us develop a coherent plot for a story, enabling us to engage with the details of what characters might be doing within scenes that surround the events, and knowing the plot so well we have less incidences of "we don't know what to write." The problem within the wider scheme of things is that oral rehearsal of stories is usually transient and lost. “Evidence of outcome” existing only in the pictures we have drawn, and the long gone spaces between us and our friends. I have been worried for sometime about how I can evidence this to satisfy the observer, and so for this session set up Podium as part of a thought experiment to help.

Within the activity, the children worked in pairs first of all to set up podium to create a paired "podcast." Using the chapter tool, the children were encouraged to split the story they were about to tell into a number of sections coinciding with the stages in their story maps. In terms of writing this probably best equates to the planning of paragraphs or “boxing up” the plot. The story maps contained only limited text, the linking notes the students had made, around specific vocabulary choices they would like to include, and was to be told entirely without written text support.

Before beginning their recordings the children were encouraged to rehearse aloud each step in the story as a separate chapter (oral paragraph). In this way the children could edit each chapter after play back, considering use of author voice and how they might build on this in the next section of the tale.

• Were they happy with their use of expression?
• Was it interesting to listen to?
• How could they improve this?
• What additional story language might they need to include to help this?
• How would they connect this part of the story to the next and so on?

The children were challenged by the process and really enjoyed it. The outcomes were lovely not only to listen to but also to see how the students reacted to what each other had "written."

Thinking about the overall process in retrospect, has provided an interesting perspective on the “rereading” process, since in this activity the reader's and teller’s voices became merged to form an audible author's voice. In the coming week we will be beginning to write our own versions of the Rama and Sita story, and as we work I am considering how to use the outcomes created by the students in Podium to help focus on the “writer's tools” that will to allow our readers to hear what we want them to. Using the oral text delivery of one student we could “box up” the story plot as a whole, one which through oral rehearsal the students are now familiar with, before using elements from the "oral" text to support guided and shared writing in the form of paired work. Part of our already established success criteria is how we want the student's characters to have a voice, but that the things that they say should be appropriate to them and their situation. Hearing what they say through the stories presented should be useful in identifying not only what we want them to say, but also in discussing whether the dialogue is apropriate to the situation and in considering the choice of speech verbs to be included, that willallow the reader to hear our intention.

Towards the end of the day I was interviewed and given the opportunity to express some of my thoughts about how the tool has been used in school and the effects I feel podium has had on the learning of my students. I hope that the outcomes of this reflect my feelings, and do some justice to the power of the tool. I know by this point in the day I and the children were exhausted. I would like to thank both BECTA and Softease (Lightbox) for the opportunity to share my thoughts and feelings.

Other activities that went on in class during the day were also linked to the ongoing unit of work and included

Activity 2. Even Potatoes have feelings an introduction to Clay Animator

Here a pair of laptops had been set up using clay animator and webcams to encourage exploration and familiarisation with the software tool to make an animated short entitled even potatoes have feelings. After a brief introduction the children were encouraged in small groups to explore how the tool worked building on prior experiences of using Stick Figure Animator. Using a potato, cocktail sticks and modelling clay,the challenge was to change the smiling features of the character into a face displaying a a change in mood. The reason behind this may seem a long way from the overall theme of the other activities, but hopefully will become clearer when combined with activity 3.

Activity 3 Making Stick Puppets

For this activity the children were provided with stick puppet characters from the Ramayana to decorate and assemble. Each puppet provided consisted of a number of pieces to be decorated, cut out and then assembled to construct the four key characters from the story. Possessing articulated limbs, these characters will later be used against backdrops created by the students in groups, to create short scenes that will be compiled to make a class movie. Using clay animator with these props I want to link their prior experiences with stick figure animator and immersion in the Rama and Sita story to begin exploring the differences and similarities between the flick book and stop motion approaches of the two packages.

The potato head activities, presented in (2) alongside immersion in the story of Rama and Sita will provide examples and talking points will also help us identify issues for later work when we consider planning our class movie,

• establishing and framing scenes,
• working together to develop these
• establishing success criteria for our outcomes

Earlier Posts on Podium and Student response

• How Has Podcasting Helped Me With My Learning?
• Talking for Writing: Using a Picture Book as a Multimodal Text To Develop a Script for Podcasting
• I'll Be The Narrator, And You Can Be Baby Bear...
• So what do you think the children get from Podcasting?
• I Had My Doubts...

Podcasting in the Classroom

Wanted to flag up the new home of colleague James Watson's Podcast Station, "Podcasting in the Classroom."

In James' words the space is

"A podcast about the benefits of using podcasting as a transparent tool for learning and teaching in school classrooms."

Featuring interviews with teachers sharing their use of Podcasting and Recorded audio to support classroom learning, the site promises to be a fantastic resource.

How Has Podcasting Helped Me With My Learning?

Last summer at about this time I published a post, " So what do you think the children get from Podcasting?" Since then I have extended my adventures, using Podium as a tool to support talking for writing and having posted my thoughts for the past 6 months, I thought I should share my students ideas about how the tool has supported their learning. I am currently writing student reports. Part of our reporting process is a series of Teacher/Learner Conferences, where we share and set targets and review our progress. The children are asked about things they feel they have made improvements in, things they still need to develop, and finally the things that they think have helped them to move on with their learning. Last week I began my end of year reviews, and several students mentioned how the podcasting process had helped them. I will not expand on this any more for the time but hand you over to the voice of my class. Here are some quotations lifted directly from conversations with students in my class.

• Podcasting and talking for writing have helped me to, think about if my sentences and the things I am writing make sense, so I can go back and change them
• Podcasting has helped me because I could listen to myself and then go back and correct the things I have written.
• I like podcasting because it is fun, and it has helped me to think about full stops and capital letters in my reading and writing.
• I really want to work on my reading, I want to make better sense of things, and read with expression, because I really like podcasting... We do lots of talking for writing before we write things and this also helps me get my ideas sorted before we work.
• I like it when we get the chance to go over stuff again, so I can see where I went wrong. I have really liked podcasting too because it has helped me think about my punctuation, and what kind to use.

I Look forward to any thoughts you may have.

Podcasting about Podcasting

Last week, I was interviewed by James Watson of Softease, about my experiences using their school podcasting solution Podium in the classroom. James has used this interview in his own Podium created podcast called Podcasting in the classroom launched today through the Podium Blog

The first episode features James himself introducing the series and its aims, and eloquently explaining what Podcasting is (and is not) while outlining some of the benefits the process may offer for engaging learners in the classroom. The second episode features an interview with the voice behind this blog, recorded last week, sharing his experiences of using Podium in the classroom while exploring and expanding on some of the ideas, I have written about here. I hope you find this useful, but also that you take the opportunity to subscribe to what promises to be an interesting series of programmes. I am certainly looking forward to downloading and listening to future episodes and sharing in how others are using podcasting as a tool to engage students and inspire learning in their classroom. Thanks James:o)

Layering it on Thickly! Playing With Podium Multitracking

This week I downloaded, installed and had a little time to play with the Podium Upgrade and am loving it. The key difference between version 1 of Softease's Educational Podcast Tool and the upgrade is that it affords multitracking, and the ability to layer sound within the episodes being produced.

It would be an understatement to say little other than this has changed, though the simplicity of the tool has not altered. The principles and processes underpinning podcast development with the tool remain the same but the ability to add additional tracks to files being developed, adds an entirely different dimension to the possibilities for multimodal outcome creation. The addition of multitracking now enables a less linear approach to developing episodes than before, and is something I know at least one of my students has been waiting for. By adding a new track; background music or sound effects can be imported and added, and individual volume controls on each track used to alter their volume, enabling simple mixing and allowing the user to add depth to the "soundscape" they are recording.

The idea of "soundscape" development is a really exciting additional aspect of the upgrade for me, I can see possibilities for using this new version of Podium not only for podcasting but as a wider part of our digital authoring toolbox. Perhaps performing a role as a basic editing suite alongside Garageband, to create narration and backing for MovieMaker or PhotoStory projects. The addition of Multitracking makes Podium much more versatile, somewhere to create and produce sound tracks or "soundscapes"for use in other digital outcomes as well as its intended purpose, for example the narration for a video with background music. The object based nature of the soundtrack, means that not only can new sounds be imported, but they can also be dragged to the location desired by the user on a timeline, making them audio authors. Where perhaps previously the notion of, we added that sound because we could or because it was the only one we could find, this enables us to build on student experiences of Podcasting or evaluation of video texts to support consideration of the role sounds and music play in multimodal texts we engage with or are creating. I am really excited by the possibilities that this new version of Podium brings to the idea of "Playing With Sound," So now its time to have the upgrade installed and begin exploring the practicalities of my wandering mind!

Playing With Words: Podcasts, Performing Poetry and Plenaries

I took quite a while formulating a suitably illiterative title for this post, that sets out to share two new podcast episodes. I didn't intend to publish these when I planned the writing unit from which they come, indeed the writing outcome for our work was actually to publish a written anthology, which even as I write is awaiting lamination and binding.

Both podcast episodes were actually recorded in class as integral and incidental parts of our talking for writing process while we experimented and explored rhyme and rhythm during the writing of Limericks and Spells. The poems created by the students were recorded and then played back during literacy hour plenary sessions, inorder to support evaluation of written outcomes against the success criteria we had established for each poetic form. Recording and Listening to the voice recordings was a part of the students ongoing and assessment for learning process, a chance to externalise and share their internal voice, and to consider how or whether their poetry worked within the rules we had established together, as well as an opportunity to consider with their friends how they might improve not only their content but also to gain suggestions about things they might do to restructure parts of the poem before publication. There is for me anyway an incredible sense of satisfaction in these recordings in terms of seeing (sorry hearing) how far the students have moved in their emerging understanding of the relationship between reading and writing for an audience and speaking and listening as a presentational device. They were so keen to include expression and what they were learning that in one case particularly the evidence presented in the limerick shows how the student had so obviously used the spoken cadence and rhythm rehearsed not only during rehearse and write process, but also in his final presentation of his final poem. It is also obvious from the background sound that each poem was recorded in class. The internal mike on my current laptop being sensitive enough to capture not only the performers voice but also the rustlings and tappings of the more "kinaesthetic" members of my class. Fortunatley within the spell recitals these have added to the stormy atmosphere added through the inclusion of thunder claps. I hope you enjoy listening to these, but that also this post in support, offers another perspective on the potential role of digital voice recording and podcasting software in the classroom.

Story Telling Legends

In a recent post I charted my thoughts as I worked through planning my use of multimodal texts and resources to support a writing unit around Myths and Legends. The four weeks of this extended language unit have passed and my class are now eagerly publishing their work. The outcomes as I hinted are their own takes on a local legend about the Stanton Drew Stone Circle.

Drawing on a picturebook originally created by a group of year 4 students, we began a week long big write drafting our text in sections, working firstly on the beginning and then the end, before returning to write the bit they all really wanted to get stuck into, the appearance of the demon fiddler. My intention was to draw on an extended process of talking for writing, role play and experience and exploration of a range of multimodal text types, to help develop their sense of authorship. Working from a strong opening and close, I wanted to contextualise and strengthen their central section of the narrative, an area where previously they have fallen fowl to dialogue based narrative. In order to challenge and encourage use of adventurous vocabulary students were also given an older audience to write for.

Engaging with the text in this way meant as a group the students needed to apply their thinking to how their narrative would develop and flow, as they worked to link the opening and closing sections of their story. Seeing themselves through the eyes of their reader (listener), creating a context for their role of author as designer.

The story itself was a fantastic choice as it turns out, really excited them, firing their imagination and inspiring some fabulous language use. Having rehearsed their narratives for writing, within the drafting process using what we have come to call "podcast voices" on completion, they have asked to publish their stories as a part of their class podcast.

This week working in pairs, the students have been helping each other rehearse their performances. Working through this process has supported further refining and revision of their texts as oral rehearsal and playback highlighted elements that needed to be changed to enable sense making. The students have also taken on roles within the recording process, one acting as director and engineer recording the story while the other performs it, before swapping over on completion of the process.

Colleagues who have observed the students using Podium our chosen recording tool, during this process, have commented on how exciting it has been to see the children engaged in

• discussing, reviewing and polishing their oral presentation,
• situational learning, refining something of which they were already rightly proud,
  
• using and applying a growing understanding of purpose and audience to ground their engagement in meaning making
  

After all this excitement I wanted to share these legendary performances. I have begun gradually publishing these stories with the students on our podcast station. Any comments or thoughts you have would be great to share with the students. Remarks can be left here, on our Podcast Station, or on our class blog. I look forward to hearing from you.

BETT 2008: Podium 2

In addition to Honeycomb, I was also interested in getting a sneak peak at the upcoming podium upgrade. Podium is already one of my suggested primary school toolbox essentials, but I am sure one of my current students J will be excited by what I saw today.

He has been asking for a while now how he can get background music into the podcasts we have been making. Up until now the solution would have been to use a tool such as Audacity. But in a couple of weeks or so we should be able to upgrade our familiar tool Podium and enable play with multi track recording, and so the addition of texture to the files he wants to produce. To enable this the interface has had an add track button added to the sound recorder. Each new track has an independent volume control enabling adjustments of sound levels to be made on each new track. Using the import tool, sound files can be added to these, as before, but where in the previous versions sound files acted rather like punctuation in a sentence, breaking up a linear soundtrack, these will allow for the addition of texture, by laying sounds over or under existng recordings. This is a really exciting development again for multimodal text development. From the initial demo, the tool again seems to look back to the object based roots of Softease Tools, with sound clips on new tracks dragable fo placement in new locations on a timeline, enabling sound effects or music to be added to coincide with particular points in the soundtrack. Can't wait to get our upgrade, and to see what the students can achieve next in writing with sound. Perhaps it really is time to have a go at creating a radio show.

I'll Be The Narrator, And You Can Be Baby Bear...

Just a snippet from a learning conversation, but an exciting moment to end the term with. Three weeks ago we began our visit to playscripts and the presentation of speech. This culminated in the publishing of our class podcast performance of "On The Way Home" based on the story by Jill Murphy. Yesterday afternoon I had a request from one of my students, for he and some friends to borrow my laptop. This was a curious though not unusual request, as I often use it with students an additional classroom machine or in support of small group tasks, but obviously I wanted to know why only my laptop would do, when we have two other other PCs in the classroom they could use. It transpired that he and a group of friends, had decided they would like to make a podcast themselves, and my laptop having a nice internal mike, which they had used as a class would fit the bill beautifully for the task they had decided upon. They had found the book "Baby Bear's Christmas Kiss," by John Prater, in the school library, and bringing it back to class to share, had decided it would make for a good performance. Among the group, J had decided that he should be the narrator, (actually as it turns out he had also assigned himself the role of director) his friends being the voices of the characters, to who he had already allocated parts. Unaware of this initially but liking the idea I sent the children off to rehearse the story they wanted to tell.

The process they engaged with was really fascinating, taking the role of narrator in the story, J had decided to tell all the unspoken parts, referring to the punctuation in the text, to help delegate speaking parts, while he and his friends used speech verbs, and picture cues to help discuss how they would read the text. They spent a considerable amount of time discussing this and rehearsing so this morning we set up Podium to enable them to record their efforts. Each pair of pages was allocated as a chapter, in order to enable the children to edit each piece of the story in short chunks, or to delete sections and rerecord until they were happy with it. This part of the process is something which previously they had only done supported so I was interested to see what would happen. They were very keen to get the story to sound the way they wanted it, deleting chunks and sometimes whole tracks before rerecording it, replaying after every recording session, and using the wave forms they quickly identified overly long periods of silence, pauses or gaps in the soundtrack. After being shown how they began to delete these spaces independently. In order to complete the recording they finally asked if they could stay in at playtime. On completing the file, I helped them to copy and paste the clips in each chapter together, and we added the enclosing music file. The completed story went down a storm with their class mates, and tomorrow they have been asked to share their story with children in other classes. We also published the file to our podcast station, which added that extra wow to the outcome. We hope you enjoy sharing it too. Baby Bear's Christmas Kiss can be found by following this link to the Buzz. Merry Christmas from Year 3.

Christmas is Coming 2: A Thought For The Day

Using Podium for students to hear their internal voice, might be a powerful use for the tool in guided reading time. I am already beginning to see the benefits of using Podium to help my year 3 students recognise the importance of expression when reading aloud, but a lovely idea I think at this time of year, would be for older students to engage either with bible stories, or familiar and Traditional Christmas tales. Choosing stories that perhaps give a particular message and recording these to share, as either a "thought for the day," type program or series, or that might be used by younger students on the classroom PC as a listening centre. Perhaps by including the PC or teacher laptop as one of the Guided Reading options, students could share a book or text alongside an older students performance, enabling younger or emergent readers to hear a model of how the text can be read.

Hearing Thoughts for the day, short expressions about the things I like or look forward to about Christmas, memories of previous Christmases or even colleagues and community members recording their thoughts and memories about Christmas when they were a child, would make powerful tools for thinking about what this festival means to different people, and how it has changed over time, enabling and supporting discussions about the significance and meaning of the festival. I have to admit to being curious too, about how a public might react to primary school students sharing Christmas messages through this type of public broadcast, in tandem with those we often hear from Politicians, religious figures and celebrities at this time of year.

Talking for Writing: Using a Picture Book as a Multimodal Text To Develop a Script for Podcasting

Just finished the first weeks planning of our new writing unit, and am really excited, having persuaded my collegue that the writing outcomes for work developed might be a series of short whole class podcasts. The unit of work relates to play scripts, and the obvious links within this are that as a written form scripts are intended for oral and visual performance. We discussed how it would be interesting to begin using the context of the unit as a vehicle to explore some of the ways in which speech forms are encountered multimodally within texts, as this links nicely with the way we have begun to approach punctuation for reading in class so far this term, and begins the students on a journey towards our could target.

Our starting point is a familiar story, and we have chosen to use "On The Way Home" by Jill Murphy. I love this text, a picture book based shaggy dog tale, about a little girl, with a "bad knee!" On her way home to tell mum all about it she meets various friends, who greet her, are told about her bad knee, and then subjected to an increasingly elaborate series of explanations and tales about how the injury was gained. What is lovely is the ending, "just how did she get her bad knee?" "Well.... I was p..." I don't want to spoil this and since we want the students to innovate on the story, perhaps you might visit our podcast when we publish to find out.

The page format for "On the Way Home" borrows many of its visual elements from the comic strip genre. Each double fold page being split into panes, that illustrate the story in beautiful and incredibly detailed visuals. The Character presentations in Jill Murphy's illustrations, offer fantastic opportunities for discussion not only around the written text but for developing inferential work, from gesture and expression to talk about feelings they may be experiencing, this inturn offers possibilities for unpicking how the words spoken by a character might be expressed. We have decided to use this as a platform to develop writing frames and Smart Notebook pages to encourage students individually, in small groups and as a class to discuss events, and consider what characters might be saying and how they might be saying them.

Using punctuation spotter activities with extracts from the book as a shared text, we want to extract character dialogue, adding these to the images through speech bubbles to present visual models of speech. Developments from this for students themselves to create their own page for a class book, replacing Claire the central character in Jill Murphy's story with a student from our class who meets friends from school on the way home. Over the course of the week, we intend the students to script a short passage of dialogue beginning in comic strip format, expanding this to think about how they and the friend they meet are saying things. Drawing on the rich visuals in the original text we want to draw out and develop a wordbank including new and familiar speech verbs, that can be applied as the students create there own dialogue, recording and adding these to our WOW word wall.

Since we are going to podcast our outcome, use of descriptive phrases and adjectives will be required to add depth and richness to the content our listeners recieve. Using "rub and reveal" activities, with the cover illustration from the book, we will begin by playing vocabulary games, to help extend the complexity of description given by the students. The WOW words used and collected can also be recorded and added to our WOW word wall for use as we progressively develop our short scripts over the sessions. Playing games the students will be encouraged to be "Claire" or the "class character" we have chosen, and to use sentence starters we collect from the text and develop such as "Weeeell!...." or "it was like this!..." "From nowhere a .... appeared!" "As I was...." and so on to rehearse and present exagerated descriptions, that we can draw on as models for writing in the dialogue we present. We use actions in our speech based activities, to mark punctuation types in spoken sentences and phrases as we speak and rehearse, and these will also form part of the development process through the games we play.

Throughout the week, while focussing on talk for writing within shared sessions we also want to use text book based materials to introduce and model how speech marks, are used to mark what is said by characters. Using speech bubble activities and punctuation spotter activities during shared work will help we hope to model the role they play, and also enable us to revisit prior work on special full stops such as question marks and exclamation marks. Usng student's written speech in bubbles, visual context cues and exercises we want to encourage the students to think about and rehearse speech; returning as we go on to consider how the choice of additional punctuation marks we have already worked on might influence how things are said, and how speech verbs will support this.

Our Big write on Friday this week will hopefully be a process of illustrating our class book and an opportunity for students to record their section of our podcast. Over the course of the week using modelled support the students will have gradually created in comic strip format, a short passage of dialogue between themselves and the class based "Claire" character, and an exagerated explanation of how they got their bad knee. These will then be recorded using the chapter tool in Podium as a dialogue between two children working in pairs, using the context sentences they produce as narration, to link additional dialogue created by other students as we build up the final podcast in chapters. The original story opener read by my colleague, and the close by myself to each story, having been modified to fit with the class characters chosen. The idea being that as we introduce play scripts formally next week, we will have an available class design to draw on helping us to make links between the text types used this week, the picture book, the comic strip and the podcast as we begin to discuss and identify the purposes that the formal structures of a playscript play.

I would like Podium to play a developmental role as a shared writing tool the week after next week, drawing on the "script writer" within the software enviroinment to help model how dialogue is organised within the play script environment. In a comment left by Doug, a couple of weeks ago about my post Reading With Expression: Punctuation for Podcasting With Year 3 he said:

"I would be really interested to hear/read about the role that the 'script writer' in Podium could/did play in this task. The move from text to speach through the study of punctuation strikes me as a very powerful thing indeed."

Hopefully as this unit unfolds I will be able to engage with some of these ideas in a practical context, and be able to provide concrete examples. For me becoming a reader or writer, is more than a process of encoding or decoding. In our multimedia world it is increasingly a journey towards gaining understanding of how text in a variety of forms is used to represent and share an inner voice or visualisation. One of the exciting things about using Podium with my class is that after the giggles and "barge" at the text approach we encountered at the beginning of term, students racing to complete their input; on hearing their own voice several students are beginning to think about what they say and how they say things when they are reading, and this is beginning to impact on how they approach the writing process too. It was exciting on Friday, as you can see from the photographs supporting this post, to see students for the first time rereading what they had written. One student in writing about how Henry VIII had married his brother's wife, asking "did I think he felt guilty about this?" Going on in the text he finally produced to hypothesise that he might have...?

The role or potential role of the Podium Scripting tool, in the development of understanding around the place of punctuation for reading is a potentially powerful one, and one which I am keen to explore and exploit, building on the current experiences we are providing with visual and oral textual models. It will be interesting to return to this as the writing unit progresses, and particularly as we begin to use the script writer as a dynamic resource to focus in on features of play scripts. Within this I am particularly drawn to providing an existing story imported to the scripting tool, to be reworked together as a class using the affordances of the interface to model how the format used by Podium in the allocation of roles, within a performance, mirrors formats we encounter in formal play script models we share. Using this to transform visually and dynamically the text on screen as we go, may help develop understanding of why inclusion of stage directions, or narration within the text we create will be neccesary, and seems to me a very powerful imaging role for the tool. I look forward to sharing this further as we explore the tool and processes involved.

Playing with my Voki: EULAs and E Safety

I am busily preparing an esafety assembly, a reminder about our Internet 3 Bees for tomorrow. As I was downloading images to share, as starting points around some of the sites I know my students use regularly I suddenly thought how useful it would be to show a EULA or part of one anyway, one of those documents that appear online when we register for a service that highlight our responsibilities as users. If you are like me I frequently flick through, these clicking the accept button, but since exploring web 2.0 spaces and how they might be used, and in the light of e safety concerns, I have been increasingly drawn to read through some of these, focussing as a primary teacher on the "age limitations" presented by those offering the service.

Tomorrow in revisiting our Internet 3 bees, I now feel that I need to draw these documents to the attention of colleagues and students alike, inorder model the need to involve parents when they want to engage in online activities and before entering into any online agreements. This is particualrly important for us in light of the fact that we use Think.com which has a rather lengthy EULA, that constitutes a contract between school and Oracle. It is easy to bypass these, in the midst of excitement about the potential of online tools but when visiting the Voki site this evening, I was reminded that the age limit placed in their site EULA is 13. This is also the case for sites such as MSN, Google and social networking sites but the wordy legalise of EULAs means they are not easily accessible and students and parents may not be aware of the responsibilities they have, or choose not to engage with them. Even though it would be a shame for such potentially powerful tools not to be used, in the primary sector it is really important that we are aware of these, and that because of this any use of such tools, be developed with and through parental partnership, or class based accounts, inorder that we comply with the EULAs presented.

Anyway having been the Mr Grumpy, I agreed to the EULA at Voki, (being just a little older than 13) and have had a play this evening adding part of one of our class podcasts as a backing track. I think it would be great to have a class designed character, who would be able to appear on our blog to share what we have been doing, or to celebrate in a different student's voice a particularly fine piece of work, or in a piece of news. Using Podium the track can be recorded very easily, and exported as an MP3, I am thinking it would be great to upload this file together as a class alongside their blog entry, and share with their parents.



Get a Voki now!

Reading With Expression: Punctuation for Podcasting With Year 3

As I mentioned in an earlier post about Comic Strips, the literacy target we have shared with our students for this term is to remember to include capital letters and full stops when we are writing, and to begin to use exclamation and question marks.

What has been interesting this week is the slowly emerging realisation that punctuation is not actually for the writer, but for the reader. A full stop indicating where a unit of sense making ends in an oral text, and a new unit begins. But also the "hooky bit" and the "line what comes down," above the full stop changes the effect it has. The full stop doesn't change, what we need to decide is how we want what we have written to be said by our reader, and that this will help us to decide whether our full stop requires the addition of these other parts to the mark. Deciding which mark to use requires us to put ourselves in the shoes of our reader.

This week we have been playing a range of table top games, and carrying out theme based activities, which have required the students to read their sentences aloud, working with a partner to "rehearse and write," and then on the basis of what they make, to first of all decide whether their sentences make sense, and to add the capitals and full stops. Following this using a coding system with highlighters, green for go, and pink for think, they have been encouraged to check each others completed sentences, to see if they have remembered their full stop and capital letter, before together deciding if any additions need to be made to the sentence to turn it into a question or an exclamation. To consolidate and practice this process they have really enjoyed reorganising silly sentences, such as "the bone bit the dog" "good a reader am I", rehearsing these together, the latter leading to some interesting dicussion and debate around the rightness and wrongness of answers, as it can be written, as either:

I am a good reader. Or..
Am I a good reader?

Today I used one of the nice examples from the BBC words and Pictures web site, printing it to a smart book for the students to use as a start of the day task.

We are learning about Henry VIII and his six wives at the moment, and I have decided to use extracts from Richard Brassey's brilliant picture book Brilliant Brits : Henry VIII,to help collect ideas and information for the vodcast we will eventually make. Using scanned images to play punctuation spotter games, and to begin discussing how we might read what he has written to an audience through the punctuation clues and cues he has written.

Today the students used an image of Old Henry from the book, to create simile sentences in a ten minute challenge, to describe what they could see. This was followed by an acrostic activity, where from a portrait of Henry as a Young man they were challenged to write a simile sentence for each letter in his name. Some of the outcomes were really lovely, and I decided to begin recording these, performed during the plenary session by the students who wrote them using Podium. The children were so motivated by this they did not want to go out to play, I eventually had to call a stop to the task by promising we woiuld retun to it at the start of tomorrow's session. The thing that really stood out for me from this activity, was just how hard they tried to use the ideas they had begun to learn about the role of punctuation in their work, for some this was remembering to pause at the full stop, though for others trying to add expression to the performance was also evident. In returning tomorrow, I think I will use the files we have already recorded to begin thinking about how performances might be enhanced, enabling space to rehearse more thoroughly before recording. I will try to publish the final performances to their podcast station later in the week, and to update the blog so anyone who would like to can share the production. I am sure the children will enjoy the idea that they can share these at home with their parents, though it will also be interesting to see what kind of reaction these files will get from the wider school audience if sent for sharing in our celebration assembly on Friday.

Remember, Remember, the 5th of November Part 2

Thanks to Doug for his much appreciated positive feedback on my previous post and the additional ideas he offered. In his comment he says:

"Great ideas Simon ... particularly like the speaking and listening idea using Podium to podcast ... would make a terrific historical drama with actors recording episodes in podcast diary format of the days leading up to the final arrests and then a reprise to sum up."

This week my year 3 class have been working in small groups to create storybaords during the literacy hour, based on the story of the plot. We are targetting the use of Punctuation Marks, and how they are used when we are writing and reading, and I hope over the course of the year we will be able to use podium as a tool to help us with this, through reading with expression. A moment to treasure from this week though will be the somewhat perplexed look at the beginning of the week, from a student who confused by the idea of the "Houses of Parliament," (aren't we all! Ed.), had begun thinking Parliament was a person, and they must have been very rich if they had more than one house that looked like that!

Breaking News: Podium in the Numeracy Hour

This week we have been exploring and investigating the properties of 2 d shapes in Numeracy. As an extension activity to a wanted poster the students had been making, I decided to introduce them to Podium, and to use the text they had developed to create a short news bulletin about an imaginary break out from Shapetown Prison. With all the shapes on the run, the police had sought our help to offer descriptions of the motley crew to an unsuspecting public and a radio audience, from whom help was needed to recapture them before they could cause any major mischief.

This first attempt by my new class, at using the tool in the classroom again attests to the simplicity of use that this fantastic and incredibly powerful tool affords. For their first attempt I am really pleased with the outcomes, and I hope provides a little inspiration for a use of podcasting with children beyond the language arts alone. The podcast can be found by following this link to our page at podomatic. I hope you enjoy.

Its a Classroom Swing Thing

Its been a hectic start to the term, but very exciting too. Have spent most of the last 8 days trying to get back into the swing of what it means to be a full time class teacher again, but it has been great to be able to start putting into practice and to begin establishing the routines and small changes that I have wanted to engage colleagues with over the past 12 months.

The impact of a years specialist teaching is also beginning to show through student's holding of basic skills within this years, year 2 to year 6. Evidenced in the excitement to share today the work which some year 4 students had been doing using 2 create while beginning to make Victorian Websites. After a week back at school the basic hyperlink structures were in place on three slides, and some simple content had been included on the site that was shared. The work that year 6 have been doing this week using Fronter was also a talking point, as they are beginning to recognise and transfer skills acquired through making navigable slideshows in PowerPoint, and their engagement with think.com to develp and share new content. Our year 3 classes were also quickly into the groove, when the use of Espresso and the internet, was included in a class based carousel task, independently logging on, locating and working with the material they were asked to explore and use, the only problem they encountered being a network set up issue, that currently disables activex components, but this was quickly over come. In the online classroom too consolidated routines from last year made the session run smoothly, students navigating the local network, locating template files, saving them as and beginning to edit and reformat the text presented. Last year at this time the same activity took two weeks to develop, and reflects the significant progress that has been made in the last 12 months the ICT capability of our students.

Moving beyond the classroom, I have begun to establish content on our year group community pages, and to set up frames for future work. I spent an evening with two colleagues exploring Podium on Monday, and this has lead us to initially set up an account for Y3 with podomatic, until we can resolve firewall issues and ftp, and the potential in through one of our amazing LSAs to develop small projects with Y5. Our students are also set up to write entries to the year group blog every Friday afternoon initially, and were very excited at having recieved comments about their work over last weekend. Thanks to Anthony, for his inspirations around geotagging earlier in the year, as I was further inspired to include a quikmap as a talking point, to begin tagging comments on a world map, so the students could get some kind of idea about where our visitors were coming from. It might be interesting to work with them in small groups to help me update this map. I have also begun to include material about our classroom routines and the topics and themes we will be working on. I know last year as Y2s several parents began visiting their community pages, and I hope that as the year goes on our parent partners will take an even greater interest as the children add content via their blog for themselves.

Playing With Podcasts: A Break Time Project

I have been exploring and using Podium , Softease's educational podcasting solution for the past few months with my primary age students. As a classroom solution it was launched at just the right time for us, I had excitedly discussed podcasting and some of the roles we might be able to develop for it with our Literacy Coordinator in September last year. I spent what seemed like an age, actually trying to come to grips with how we might enable the process to be used with students, and managed by novice teacher users, playing with Audacity and Garageband for myself, before a visit to BETT in January and a chance to explore at first hand this easy to use all in one Podcast Production and Publication platform.

The process that preceded the launch of Podium, placed me firmly in the learner's chair. Making and recording the MP3 files was straightforward enough. I could use Audacity, plug in a mike or headhone mike to my PC, create a quick script, rehearse it and then pressing the record button off I went. The resultant MP3 file exported from Audacity could then be hyperlinked to webpages on the school website, and uploaded for download to be played in a media player, such as Real Player, Microsoft Media Player or iTunes, or copied to play on any MP3 player. There it was or so I thought an instant podcast.

What I was to learn as I continued to explore the medium was that this was not the be all and end all of podcasting. What I had produced was a downloadable audio file. In order to access these, our listeners would have to revisit the pages I had linked them from regularly to seek updates and download these each time. What we needed to turn these files into a "podcast" proper was a way of linking these together as episodes, enabling our listeners (or viewers) to gain access to or be informed of updates to our publications automatically as we made and uploaded them. This process known as "subscription," requires what is known as an RSS feed. This is where my limited experiences with web 2.0 technologies to date brought me to a grinding halt. It is also one of the main reaosns why Podium is such a great tool for use in schools. Having produced your MP3 files in Podium, when you publish your files, the feed file is also generated, or updated and published at the same time to your online space, and a link provided that can be either copied and pasted to your website, or that can be circulated your readership by email.

Using a tool called an aggregator such as iTunes or Juice, sometimes also called "podcatchers," you can copy and paste the feed's address, when you log on to the web, these tools can be used to check for and download updates to the Podcasts you have subscribed to, listen to or watch regularly.

Visiting the sites of other Bloggers such as Joe Dale, and John Sutton, have lead me to really think further about the potential this medium has not only for students but for teachers too, and from a personal professional development perspective, lead me to wonder how I might be able to use the ideas behind podcasting to support and perhaps extend learning in and beyond the school day.

Yesterday I spent planning my theme on Tudor Bristol, for next term with my new teaching partner, and as we looked through some of the resources we had available came across some nice material, that I thought students might enjoy listening to as stories. I used Audacity yesterday evening to record these, thinking that on return to school I could import these MP3s to Podium and upload these. However as is my wont, my mind has begun wandering and returned to how I could publish these as part of a podcast experiment from home. I began by searching this morning for free podcast hosting sites, when I came across Jason Van Orden's site which he says is "The definitive step-by-step guide on how to podcast without breaking the bank." I have to say that I really enjoyed reading the content, and particuarly his free solution to producing a podcast beginning here. He has included step by step videos, for

• creating your Blogger blog,
• setting up your feedburner account
• creating an "our media" account to save your podcast files to
• uploading your files
• creating show notes
• adding subscription links and so on.

He wants the space to be accessible, and has limited and removed a great deal of jargon.

Having my own webspace, I am planning to explore how I can use this to host my audio files, while following, the process he outlines for using Blogger and Feedburner, to generate the subsciption feeds. For this I have created a new Blog space for the timebeing called "Learning To Podcast," This space is very much a CPD experiment for me, but one I hope will help me explore further the role of Podcasting in teaching and learning .