high school podcast assignment

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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Student Podcast Challenge

• Contest Website
• Submissions Form
• College Contest Rules
• Middle/High School Contest Rules
• Podcasting Resources
• Students’ Podcast

Starting Your Podcast: A Guide For Students

We don't expect you to be experts. In fact, we expect that most of you are putting a podcast together for the first time.

And even though this is a contest, it's also about learning new skills in a fun way. We want to make that learning easier — so we've put together a guide to help you along the way.

Getting Started

Your Toolbox

Podcast Examples

Planning Your Podcast

Getting Your Ideas Together

Brainstorming Sounds

Podcast Structure

Podcast Production

What Makes A Good Interview?

Preparing For Field Recording

Scripting Your Podcast

Voicing the podcast.

Production Tips

Before we get started, we know you might have a few questions. Let's talk about a few basics.

What's a podcast?

Podcasts come in all shapes and sizes. That's good news for you, because it means that you have lots of room to be creative and make something you're excited about. Some podcasts, like This American Life , are long — sometimes an hour or more. Others, like Kind World , a podcast from WBUR, are less than 10 minutes. Some podcasts, like NPR's Up First , are about news. Up First comes out every morning, and the hosts talk about the news and feature stories from guests reporting on the news. Other podcasts tell stories. Lots are funny. Some feature people having conversations . Many are educational: They teach listeners about a specific topic. NPR's Hidden Brain is about science and human behavior. And there's Planet Money , a podcast all about money and life.

Think about sound. We're challenging you to work with sounds — interviews, narration and recorded sounds from the world around you.

Don't I need fancy equipment to make a podcast?

Nope! There are ways to make a podcast without buying expensive microphones and recorders. We're writing this guide with the idea that you can make a podcast with two tools: a smartphone and a computer.

How many people do we need, and what roles are involved?

There isn't a set number of people needed to create a podcast, but it helps to have a team of people who work in different roles.

The role of producers frequently varies between podcasts and radio shows. Often, producers are in charge of the sound: They record the sound and edit it to put the podcast together. You'll also need writers to write out questions for interviews or the script . (Sometimes, producers or hosts pitch in to help write for podcasts.) Hosts also "voice" the podcast by acting as the narrator and conducting interviews with subjects. Depending on the size of your class or group, some team members may work as researchers or spend time organizing interviews. After you record the conversations or interviews, your team will want to make sure you talk about what you want to cut out and keep in — that's all part of the editing process. You might choose to have editors on your team or assign editing duties to teammates who have pitched in in other ways.

You can divide up these duties in a way that makes sense for the size of your team. You might decide to have multiple people host and multiple people work as producers.

What does it mean to mix audio?

Mixing is the process of editing and arranging audio clips in a way that sounds seamless and natural to a listener. After you and your team record sounds from interviews, events or other sources, you'll need to arrange them in a sound-editing software, like Audacity , which you can download online free of charge.

I've been reading lots of training guides that use tons of words I don't know. Help!

This glossary from NPR's training site has lots of words that you might come across if you're reading up on podcasting.

Before you think too much about your podcast, you're going to want to think about how, exactly, you'll record the sounds you need.

Here at NPR, we use lots of equipment when we leave the office to record interviews or sounds for our stories and podcasts. But we don't expect you to have all that equipment — and you can make a podcast with a few basic tools that you already have.

If you carry a cellphone with you, chances are, you've got a recording device in your pocket. And if you use it the right way, you can record high-quality sounds that work just fine for your podcast.

You can record sounds, conversations or interviews with sound recording apps on your smartphone.

You can also use your phone's built-in recording app. If you've got an iPhone, go to your "utilities" folder and click on "voice memos" to begin recording.

You'll want to make sure you have enough storage on your phone to do this and that you can either email the sound file to yourself or plug your phone into the computer to upload the recording.

NPR has a handy guide to recording audio with your phone. You can find it here . And here's another: Check out the YR Media guide How to Record High-Quality Audio With Your Phone .

If you're recording a person speaking, hold the phone a few inches from his or her mouth. Not too close, but not more than a few inches away, either.

2. A computer with sound editing software

Once you've recorded your interviews or the sounds you want to use, you'll need to put them all together into your podcast. To do this, you need to use audio editing software to "mix" the sound files together. The good news is that there are lots of software options out there.

If your school already provides editing software on the computers, feel free to use that. If not, we recommend Audacity, which is a free software download available online. You can download it here . As you learn to use it, lots of tutorials are available from Audacity.

If your school or podcasting team has other tools available to use, it's important that you use them correctly to create the best product that you can.

The team at YR Media has put together a video about recording sound and setting up equipment. Check it out here .

Have you ever listened to a podcast or radio show before?

If you've listened to podcasts before — take a minute to think about them. What keeps you listening? What bores you?

Let's take a few minutes to hear a few examples. As you listen, think about the different ways that these segments are structured. Is there a host? Is it an interview style — or is a narrator telling a story, with clips of interviews in between?

Kind World: So Chocolate Bar

Kind World: A Different Window

Morning Edition: Reporting Live From Miami: A Bunch Of Fourth-Graders Tell Their Teacher's Story

Hidden Brain: The Haunting Effects of Going Days Without Sleep

Hidden Brain: How Labels Can Affect People's Personalities and Potential

How I Built This: Instagram: Kevin Systrom & Mike Krieger

Now that you've listened to a few examples, start to gather ideas. We've given you a few prompts to get you thinking. They aren't required, but you may choose to use them.

Here they are again:

• Tell us a story about your school or community: about something that happened there — recently or in the past — that your audience should know about.
• What is a moment in history that all students should learn about?
• Show us both sides of a debate about an issue that's important to you.
• What do you want to change about the world? What's a big change that students today will make in the future?
• Explain something to us that kids understand and grown-ups don't.

Before you settle on one idea, take a few minutes to brainstorm. Try to come up with an idea that might work for each of these prompts. Be sure to think about how you might structure your podcast.

Here are some tips from the pros at NPR about starting a podcast on your own.

Would it be an interview with someone? Would one host narrate the podcast, using clips of interviews to tell a story? What sound would you use to give listeners a full idea of the story you're telling?

Before you settle on one idea for your podcast, ask yourself:

• Is this podcast idea realistic?
• If the idea involves traveling somewhere far away or interviewing someone famous, it might be difficult. Make sure you can do it before you settle on one idea.

Our friends at YR Media have a handy list of sounds that all podcasters should consider recording while planning their podcast. Scroll down to "what sounds to gather" on this page to find that list.

If you're telling a story, it may help to think of the parts of the story in separate sections. Check out this guide to structuring your story — and another about telling a story in three acts .

• Does the timeline work? Can you complete your interviews or record other sounds well before the podcasts are due — so that you have time to edit the audio and submit it?

Sounds Like You're Making a Podcast

OK, so you've settled on a topic or idea for your podcast.

Now it's time to start thinking about the sounds that you'll use. Regardless of how your project is structured, it helps to feature a variety of sounds.

Try to record sounds relevant to your story. If I'm telling a story about the mayor of my town, I'll try to go record him leading a town hall meeting, talking to his constituents, and even doing day-to-day activities, that I can play during my podcast.

Let's say you're heading to a protest in front of my local town hall. You're heading into a "scene" that you might want to describe — and include sound from — in your podcast. What sounds should you include ?

Compile a list of sounds you'd like to record — and bring that list with you when you go into the field.

Here are a couple of examples of radio pieces that use sounds to add to the story.

Listen to this "Radio Field Trip" from New Hampshire Public Radio . What sounds do you hear? There's narration from the show's host, Rick Ganley — but there's a lot more than that.

And here's this one, from Radio Rookies, a series from WNYC . Listen to the sounds that Radio Rookie Edward uses and weaves between his narration.

Let's Talk Structure

Now that you know what your podcast is going to be about, and you've got an idea of the sounds you want to use, it's time to think about structure.

Before we start planning the podcast — before we get to scheduling interviews or scripting pieces — let's ask a few basic questions. Head to this link , from NPR's training site, and think about your answers.

Of course, the structure of your podcast will depend on the idea you've chosen. Will hosts from your class narrate the podcast? Then you'll start differently from the way you would have a conversation on tape.

There's a good chance that you're interviewing someone for your podcast. Maybe you're even talking to lots of different people. It's important to make the most out of the time you take to record them.

Before you get there ...

Do your research.

• Make sure you understand why you're interviewing this person. Read up on who the person is, what he or she does, and the subject you're making a podcast about.

Prepare questions.

• Come up with a list of open-ended questions you'd like to ask during your interview. It's OK to veer off course and good to ask follow-up questions that you haven't planned. But a list will help get things started.

Clarify the terms of the interview.

• Make sure your interviewee knows you're talking to him or her for the NPR Student Podcast Challenge. The person should understand that you're recording audio.

When you arrive ...

Meet somewhere quiet (unless you want to record the noise!).

• Don't choose to meet for an interview in a busy mall or a windy park. If you're indoors, head to a quiet room and close the door. If you're interviewing someone at an event, it's OK if there's some noise in the background — as long as it's the sound you want to have in the background. But try to avoid recording when there's music in the background — it's hard to edit around that sound.

When you start recording ...

Ask the interviewee to introduce himself or herself on tape.

• The person should give his or her name and job title (what he or she does). A student should give his or her age and grade.

Record your own questions.

• You'll want to hear these questions when you listen back to the tape later on.

Be curious.

• You'll have some questions prepared — but that doesn't mean you're following a script. If the person says something you're interested in, ask questions. That's why you're there.

Remember: It's normal to be nervous. The person you're interviewing is probably nervous, too. It helps to be prepared. The better you know your questions and the better you know your equipment, the better you'll feel.

Before You Record Sound ...

Make sure you set aside time to:

• Contact and reserve time to interview guests.

Do you have the ears of an audio producer at NPR?

• Write out possible interview questions.
• Compile a list of sounds you'd like to include.

Whether this is your first podcast or you're an audio pro, some basic tips can make your project a lot easier.

• Test your equipment before you start.

• Don't get stuck in an interview with a phone that doesn't have any storage or a microphone with no batteries.
• Bring a teammate along to help when you're going to an interview or to record sounds.
• Ask this person to time the interview and make a note of the interesting or compelling moments. Make a note of the time at these moments. This will help when you're cutting the audio and looking for these moments later.
• Listen to the audio soon after you record it.
• Save it somewhere you'll remember, and label it so you know exactly what your recording includes.

Checklist For Field Recording

Before you head out for an interview or sounds for your podcast, make sure you've got everything you need.

Download a checklist for field recording here to take with you when you're getting ready to head out to record.

At NPR, some podcasts are scripted. That means that we plan the order that everything will be in before the host gets into the recording studio and records the narration. That can happen only after getting "tape" — sound from lots of interviews and audio from other recordings.

Let's take a look at the script of an audio segment. Here's one from the NPR Training team featuring a story from NPR's Ailsa Chang . There's not one correct way to write a script for a podcast — but it helps to indicate where your narrators will speak, and where you'll be using sounds or interview clips recorded beforehand, and how long these clips last.

Starting the story

First things first. So, you've figured out how you want your podcast to be structured and you've gathered the sound you need. Whether you're scripting the entire podcast or not, you probably need to write out at least one part: the very beginning.

Here's a post from NPR Training with some ideas about how to start, no matter how you're structuring your podcast.

After you've scripted the podcast, it's time to record the narration from the host or hosts from your group or class.

If you're hosting or narrating the podcast, you might be a little nervous about recording your voice. But here's something important to remember: Your voice is what makes you — and your podcast — sound unique. You want to sound natural, alert and energetic. You want to sound like you — the real you. Everyone stumbles over their words. And when that happens here at NPR, we often go back to the script and write shorter sentences that are easier to read and won't leave you feeling out of breathe. The key is to try to sound how you would if you were talking to a friend.

Here's another tip: Keep the frogs out of your throat by keeping a glass of water next to you while you're recording.

Mixing is the process of editing and arranging audio clips in a way that sounds seamless and natural to a listener. After you and your podcasting team record sounds from interviews, events or other sources, you'll need to arrange them in sound-editing software, like Audacity , which is available online as a free download.

• Don't leave audio mixing until the last minute. Mixing is time-consuming, especially if you're using new software or listening to long recordings. It can take many hours just to edit a few minutes of a podcast. Give yourself sufficient time to mix audio before you need to submit the podcast. Remember, the deadline for this contest is March 24.
• Take the mixing process step by step. Prioritize things you need to do to make your podcast sound the best it can. Before you can do anything else, you need to cut your sound down to the clips you need, get them in order and adjust their volume levels so they're not too loud or too soft in a listener's ears. These are all things you can do in any audio editing software.
• If you're already an audio mixing pro and you want some more guidance, check out this guide put together by Rob Byers of Minnesota Public Radio and NPR's training team.

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Making a Podcast That Matters: A Guide With 21 Examples From Students

This step-by-step format takes you from finding the right topic to researching, outlining and scripting, all illustrated with examples from the student winners of our previous Podcast Contests.

By Nicole Daniels and Katherine Schulten

There is no better way to understand what makes a successful submission to one of our contests than to study the work of the previous winners. And even if your students aren’t planning to send their final compositions to our competition, showing them the successful moves kids their own age have made can encourage them to experiment themselves.

That’s why we’ve gone back and listened to past winning podcasts and used them as examples for every step of the process of making your own.

What can you learn from the way one teenager interviews members of her family who have been incarcerated? From how another marks the transitions between the beginning, middle and end of his podcast about a famous April Fool’s hoax? From the way two young women have a seemingly unscripted conversation about “Their Eyes Were Watching God” on their podcast about Black writers?

We hope you’ll find many ideas here to borrow and adapt for your own work, and we hope you’ll submit it to our annual Student Podcast Contest when you’re finished.

Step I: Choose a topic.

First, make a list. What are your favorite podcasts? Do you love them because they explore a topic you’re passionate about, because you’re interested in the hosts or guests, or for some other reason?

Then, categorize your list by topic and style. Would you describe the formats of the podcasts you enjoy most as chiefly news reporting, or are they better described as interviews, conversations or storytelling?

Looking at your list, do you notice any trends? Do certain themes or topics come up often? Are there topics you wish you could find a great podcast on, but haven’t yet?

Your next task is to make as long a list of ideas for your own podcast as you can. Put down anything you think might be fun to investigate, discuss, describe or bring to life, and when you’ve run out of ideas, use these questions to add more:

When you hang out with friends, what are things you like to talk about? Do your friends think of you as an “expert” on particular issues or topics? Which? Why?

What are your favorite types of entertainment? What TV shows, movies, books, music, museums and sports do you like best?

What hobbies or skills do you have? What do you know a lot about, no matter how small, that others don’t?

What are some topics you think it might be fun to learn more about?

What issues are you passionate about, in your community or in the world?

What in your immediate surroundings might spark an idea? Is there a family member you could interview, a neighborhood problem you could investigate or a personal story you could tell?

Take a look at our categorized list of over 1,000 writing prompts for students . Many podcasts we’ve received in the past — including some that have won — have gotten their start when students answered one of these questions. What new ideas do they inspire in you?

Finally, take inspiration from our previous winners and the breadth of topics they’ve covered.

One thing to notice : All of these podcasters chose a topic that could be adequately covered in the five minutes we allow. Though some take on big issues like climate change, sexism or gun control, they’ve grounded their pieces in a small, local or personal aspect of the issue that they can thoroughly explore in a short amount of time.

Have a listen:

“ How the Worst Procrastinator I Know Led Seattle’s March for Our Lives ” Aliyah Musaliar and Maya Konz narrowed the focus of their podcast to a gun-violence protest in their community, and more specifically, to the lead organizer, who has had to overcome her own issues in order to lead.

“ Sexism at Lillian Osborne ” Kaia Janmohamed used cultural references and quotes from reporters, politicians and activists, but she narrowed her exploration of sexism to experiences at her own school.

“ The Truth About Your Seat Belt ” Molly Cleary used facts, statistics and interviews with peers, but then shared her personal connection to the dangers of not wearing a seatbelt.

“ A Day in the Life of an Anxious High Schooler ” This podcast is personal: Cece Benz shows the listener how anxiety affects the experience of a typical day of high school.

“ Shots Fired ” Alina Kulman narrates the story of a battle over gun rights in a small Rhode Island town.

“ The Evolution of Dating Culture: A Podcast With My Parents! ” Arí Gibson holds a discussion with her parents about how dating culture has changed over time.

“ What Makes a Tune Memorable? ” Sanjaya Haritsa dives into the world of music theory and the science of the human brain to explore the question: What makes a tune memorable?

Which of these is most like something on your list — either in terms of topic or technique? Why?

Step II: Decide on a format.

As you’ve already observed, podcasts can be a conversation or a solo-cast monologue. They can feature an in-depth interview with just one person, or weave together several shorter interviews with experts who have different takes on a topic. They can be audio investigations that showcase reporting, or radio theater featuring multiple characters and a compelling plot. Or, they can be crossovers that mix and experiment with several of these styles.

Before going further, have a listen to a few ways our winning students have made these formats come to life. As you go, ask yourself: What do I notice or admire about this podcast? What lessons might it have for my work?

Solo-cast : “ When I’m Older ” by Abby Overstrom

Long-Form Interview : “ How My 90-Year-Old Neighbor, a Holocaust Survivor, Sees America Today ” by Lila Shroff

Informational Reporting : “ Juuling in My School ” by Lukasz Paul and Krystian Psujek

Conversation : “ Black Ink ” by Kaela Wilkinson and Jalen Lewis

Podcast Theater : “ Alexa, the Start of the Robot Revolution ” by Silas Bartol and Mila Barnes-Bukher

Then ask yourself …

Which format, or formats, might be most effective for my podcast? Why?

What are the strengths of this format?

What might be weakness or challenges, if any?

Step III: Research the subject.

Now that you have a topic and format, you’ll need to research to learn more — whether getting a firm grasp on the background information you’ll need, figuring out whom to interview, or deciding what questions to ask.

For instance, to make “ Ram’s Evolution ,” about Paul McCartney’s second album, Tomer Keysar had to know a lot about not only the artist himself and his history with the Beatles, but also about music history and journalism.

To make “ Period Poverty ,” Genevieve Schweitzer had to educate herself on the issue in general, as it appears nationally and internationally, but she also had to find out how the problem presents in her own local area.

And for “ August 2 Stories ,” Emma Melling needed to understand the local history around a 2017 gas explosion that killed two people at the Minnehaha Academy so that her interview could fit well into a larger narrative about the incident.

Now you’re going to listen closely to two podcasts and make a list to answer this question as you go: What research and preparation do you think the podcasters had to do in advance to speak knowledgeably about the subject and conduct the interviews?

“ With the Opioid Crisis, Don’t Stop at Narcan ” by Kristina Vakhman

“ My Incarcerated Family ” by Samantha Zazueta

Finally, consider your own next steps. Do you need to set up any interviews? Is there something you should read or watch related to your subject? What have other people written or said about it? What background information will listeners need in order to understand the context, and how can you convey that?

Step IV: Create a storyboard or outline.

Our contest rubric stresses the need for a clear beginning, middle and end that together create a “complete listening experience" regardless of format. Below, we focus on how three student podcasts handle these sections, and the transitions between them.

As you listen, think about how sound can be used to mark beginnings, middles and ends. And, as always, consider what compositional strategies you might borrow from these students for your own work.

Beginnings: A successful podcast engages the listener right from the start, and there are many ways to do that. Listen to the openings of these three podcasts paying attention to the topic: How do they introduce the focus? When, exactly, do you know what the podcast is going to be about?

00:00 to 00:45 — “ The Ides of March: An Uprising to Save the Earth ” by Madeleine Klass

00:00 to 1:11 — “ The Best Pitcher That Never Was ” by Harrison Larner

00:00 to 00:45 — “ Depression Memes and Me: Why I Stopped Looking at Depression Memes ” by Zuheera Ali

Middles: The middle of your podcast should build on themes and ideas that were introduced in the beginning, but take the listener deeper. Listen to the following excerpts and ask yourself how the middle keeps your attention, and furthers what was introduced in the first minute or so.

1:20 to 2:20 — “ The Ides of March: An Uprising to Save the Earth ”

1:30 to 3:28 — “ The Best Pitcher That Never Was ”

1:30 to 2:40 — “ Depression Memes and Me: Why I Stopped Looking at Depression Memes ”

Endings: Like the ending of any artistic piece, a podcast’s final minutes should provide satisfaction and closure — and can often either challenge you or leave you thinking. Go to the minute mark listed below and listen through to the end, noting how each piece does that. Again, what ideas can you borrow for your own work?

4:30 — “ The Ides of March: An Uprising to Save the Earth ”

3:30 — “ The Best Pitcher That Never Was ”

3:00 — “ Depression Memes and Me: Why I Stopped Looking at Depression Memes ”

Finally, it might help at this point to fill out your own podcast planning form (PDF). It begins with a focus question or idea that can help structure your work; guides you through thinking about narration, storytelling, sound and interviewing; and leaves you at the stage where you can construct an outline.

Step V: Write the script.

At this point you have a proposed outline for what your podcast will sound like, from start to finish. Now you just need to fill in the details.

For Podcasts With Interviews: Your main challenge is figuring out what questions you will ask. Listen to “ How My 90-Year-Old Neighbor, a Holocaust Survivor, Sees America Today ,” by Lila Shroff, and reflect:

What do you notice about how the interview begins?

How does Lila use her voice and narration to guide the listener through her neighbor’s story?

What other techniques and stylistic elements does Lila use to enhance the story?

One technique that can be effective is to invite the interviewee to do something, as Lila does in her podcast. Listen to two more examples for additional ideas about how this might work, and notice how asking the interviewees to do a particular thing can open up or guide the conversation:

“ Steel City Academy Podcast ” by Erin Addison, Evan Addison and Andrew Arevalo

“ Depression Memes and Me: Why I Stopped Looking at Depression Memes ” by Zuheera Ali

Whom will you interview? What will you ask? And is there something specific you might ask them to do as you talk?

For Podcasts With Stories or Narration: If you are performing or reading a story, narrative or essay, you will need to write the piece first. And if you are using narration to introduce interviews or other sound elements, you may need to script that as well.

Listen to Cece Benz’s first-person narrative podcast, “ A Day in the Life of an Anxious High Schooler .” It begins:

[Alarm clock beeping.] No. It’s 7 already? I just went to bed. I can’t do this again. I just need to turn my mind off. Is there like an off switch or something? Cause I’d love to find it. [Shuffling.] Great, just great. I am suddenly attacked by dog kisses. This is bad. This is really bad. There are thousands of tiny bacteria entering my pores and infecting me and I’m going to slowly die. So, I guess today is the day. See ya! Actually, no.

What do you notice about Cece’s podcast? What do you think was effective? What writing do you think she had to do in advance?

For Podcasts With Conversations: You may want your podcast to sound like you’re having an off-the-cuff or improvised conversation. That’s great, and you may be able to improvise while recording. But it is often helpful to draft a script outline or sketch, if not a complete script, before recording.

Listen to “ Black Ink ,” a conversation podcast by Kaela Wilkinson and Jalen Lewis. Here’s a partial transcript of how it begins:

Hi, and welcome back to “Black Ink,” the podcast where we talk about notable books by black authors. I’m your host Jalen. And I’m Kaela. And this week we’re going to be reviewing “Their Eyes Were Watching God” by Zora Neale-Hurston. I wouldn’t be surprised if a lot of you have read this book because it’s definitely somewhat of a classic. Right. So we’re going to be doing a brief recap of the book, but mostly we want to focus on some of the themes and social commentary that Hurston included because even though she wrote it in the 1930s it’s definitely still relevant.

Reflect on how they conduct this conversation. In your opinion, what elements are effective? What pre-writing do you think they did? What aspects are probably unscripted, but still important?

Finally, invite students to study some of the transcripts from popular Times podcasts. What can they discover by looking at transcripts from “ The Daily ,” “ Still Processing ” and “ Modern Love ”? For instance, how do these podcasts vary the voices of the different speakers with music, sound effects and archival material? How is that rhythm different in a news show like “The Daily” and a pop-culture conversation like “Still Processing”? How does the variety and rhythm affect the listening experience?

Additional Steps: Record, edit and publish.

What happens next?

Well, here’s where our how-to lesson plan comes in. It can guide you on the art and science of choosing a recording device, finding royalty-free music and sound effects, using editing software, and getting your polished work out into the world. We hope you’ll submit to our annual contest.

Nicole Daniels has been a staff editor with The Learning Network since 2019. More about Nicole Daniels

Katherine Schulten has been a Learning Network editor since 2006. Before that, she spent 19 years in New York City public schools as an English teacher, school-newspaper adviser and literacy coach. More about Katherine Schulten

Getting Started with Student Podcast Assignments

Podcasts are a series of audio only programs.  Most are released on a regular basis – every day, every week or a couple of times each month – and can deal with most any topic imaginable.    Podcasting has been around the Internet for some years, but has recently gained new interest with the popularity of Serial and other new podcast series , as well as easier access to mobile technologies that let you download and listen to podcasts “on the go”.

Faculty have used podcasts to let students explore writing and creating multimedia.   Students might do original research, conduct interviews, and then prepare a script, record and edit a short ten minute program.   Podcasts work well in classes where students are progressing through original research or exploring a topic through a semester, using a podcast episode every few weeks to distill and analyze what they are learning.

Podcasting can be done in Duke classes using commonly available tools – student laptops or mobile devices, free audio software, and Duke’s multimedia streaming platform, Warpwire .

Preparing Students for the Assignment

Students will need to be able to record and edit the podcast on either their computer, a tablet, or a smartphone.   Typically, the free software package Audacity , supported here at Duke, is used for recording and editing.

Students can use OIT’s Multimedia Project Studio for recording and editing.  OIT also offers training and self-paced options through LinkedIn Learning .

Students will need to fill out a release form for public distribution of their work.  In addition, students will need to get others not involved in the class that are recorded to sign a permission and release form for recording and webcasting.  (Sample forms are located in Duke’s Scholarly Communications Toolkit .)

Setting Up and Using Your Podcast

After your students have created podcast episodes as mp3 (audio) files, you can use Warpwire to offer the episodes to listeners.  Create a new Warpwire Media Library for the podcast.  Then make sure that the Library is publicly accessible in the Sharing settings . You can then upload episodes to the Media Library.  To promote the podcast, obtain a URL for the RSS feed of the Media Library – listeners or viewers can enter this URL in their podcast aggregator.

Tell Us About Your Experience

If you’re creating podcasts in your course at Duke, let us know – we would love to feature your site on the CIT blog and would welcome guest faculty bloggers to describe their experiences with podcasts and other types of class assignments.

If you would like a consultation about creating student assignments around podcasts or would like advice on other aspects of teaching at Duke, email the CIT to set up a time to talk with a consultant .

• Podcasts to Inspire Your Classroom Practice (GradHacker blog at Inside Higher Ed)
• Student Thoughts About Podcasting Assignments (Evan Cordulack at the College of William and Mary)
• Podcasts as an Assessment Tool (Christopher M. Buddle, Arthropod Ecology blog at McGill University)
• Sample Rubric for Assessing Student Podcasts (A+ Rubric, University of Wisconsin-Stout)

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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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Going Digital | Creating a Podcast Assignment

• Designing the Assignment
• Digital Intensive SLOs
• Additional Resources

The Basics #

What is a podcast assignment .

A podcast is a produced audio recording of a monologue, interview, or conversation focused on a specific topic.

Why might you want to create a podcast assignment?

• An option for creating AI-resistant assignments
• If replacing presentations, frees up class time for other things 
• Gives students options to demonstrate proficiency (UDL) 
• Help with classroom engagement & anxiety reduction​
• Gives students experience with digital tools 
• Step towards designating a class DI 

What kind of assignments can this replace? 

• Essays 
• Research Projects 
• Journals 
• In-Class Presentations 
• Group Projects

Designing the Assignment #

1. decide on goals and scale .

If you are creating a podcasting assignment, you likely are hoping the students will develop some technical proficiency. But perhaps your main goal is to give students an alternative method to demonstrate understanding of the course content. Both are valid goals, and being clear about how much priority you assign to each one will help in designing the assignment (and ultimately your grading criteria).

If you are creating this assignment to be a final project or other large assignment, you may want to break it down into smaller parts with due dates for each (much like a research paper). Some possible steps are:

• Topic selection 
• Source selection 
• Draft script/outline/interview questions 
• Final podcast

Smaller projects, such as weekly mini-podcasts replacing a journaling assignment, may need fewer steps and shorter timelines, but don’t expect high production quality! Recording and editing a podcast takes time.

2. Recommend resources

Some students may already have tools they prefer, while others will have no prior experience with these tools. Unless you have a specific reason, there’s not need to require use of a certain tool for recording or editing, but it’s a good idea to offer your students some options. Below are a few we suggest.

Recording Tools

No amount of post-production editing can beat recording high-quality audio from the start! Often a computer microphone or standard earbuds will do just fine, but encourage your students to make a test recording using the equipment they intend to use. This way they can identify whether their current equipment will be sufficient for the project before making a long recording that they have to throw out for poor quality.

If students need or want higher-quality equipment, they can use the following resources:

HCC Info Desk Equipment Checkout

The HCC offers microphones and audio recorders for free checkout at the Info Desk on the second floor.

Podcast Studio & Vocal Booth

The HCC has spaces designed for audio recording and editing. The Vocal Booth on the 1st floor is open 24 hours and has a microphone suitable for recording a single subject. The Podcasting Studio on the 4th floor is open during DKC open hours and includes four microphones for larger interviews or group panels.

Editing Tools

SoundTrap is a free browser-based digital audio workstation (DAW) designed for editing podcasts and music. Users can trim, splice, rearrange, and reduce background noise on audio clips.

• Browser-based 
• User-friendly 
• Can create transcript

Audacity is a free downloadable digital audio workstation (DAW) designed for editing podcasts and music.

• Open-source 
• Less user-friendly but more advance features 
• Cannot generate transcript 

3. Offer support

Make sure your students are aware that they have many options for support for digital assignments (they don’t have to always come to you!).

DKC Class Visits

Consider having the Digital Knowledge Center visit your class to introduce tools and best practices for your assignment. This can go a long way in helping your students get off on the right foot. Visits can be tailored to the needs of your class.

DKC Appointments

If students run into issues, they can book appointments with a Digital Knowledge Center consultant to help get them unstuck.

DKC Online Guides

The Digital Knowledge Center maintains online guides on many tools for digital projects, including “Getting Started” best practices for audio, video, graphic design, and website-building projects.

4. Consider Accessibility 

It is important to consider accessibility in any digital project. In the case of audio projects, there are a few easy ways to improve accessibility.

Provide a transcript

Requiring students to provide a transcript of the spoken words in their podcast improves accessibility and can help you in reviewing and grading projects.

If students create auto-generated transcripts (using Soundtrap for example), it is a good idea to ask them to clean up any errors the software has made before submitting.

Minimize background noise

Recording in a quiet environment and avoiding background music improves accessibility and increases the likelihood of accurate automatic transcript generation.

5. Determine Grading Criteria

Many of the grading criteria you might use for a “traditional” project still hold true for a podcasting assignment. One major difference is that podcasts tend to be less formal and more conversational in their language. You can ask for more formal language for your assignment, but be aware that you may be pushing against the podcasting culture that your students may be familiar with.

As with any assignment, a rubric is a great way to define the grading criteria for yourself and your students. Decide what are the most important learning objectives for your assignment, and assign points accordingly in your rubric.

For example, if technical proficiency with podcasting technology is a major part of your objectives, include these as major elements and award more points for successfully accomplishing those objectives. Alternatively, if demonstrating understanding of the material is the main goal, award more points for successfully communicating the content and fewer points for the technical elements.

Below are some guiding questions and a sample rubric for an assignment focusing on content more than technical proficiency.

Content Issues (Major)

• Does the student address the prompt and fulfill the assignment effectively? 
• Does the student think creatively? 
• Does the student clearly state their argument, or thesis? 
• Is the thesis developed over the course of the assignment?
• Does the student provide evidence? 
• Are sources high-quality and support the thesis? 
• Does the podcast show evidence of organization and revision, or does it seem like a first draft/stream of conscience recording? 

Technical Issues (Minor) 

• Can you hear the speaker clearly and distinctly?
• Does the podcast transition cleanly between cuts?
• Are there extraneous background sounds (mouse clicks, paper shuffling, etc.) that could have been edited out?

Example Rubric 

• Thesis and argument: _/40 
• Organization: _/30 
• Introduction and conclusion: _/10
• Technical issues and accessibility: _/10 
• Sources and citations: _/10 

6. Determine Submission Method

There is no “wrong” way to receive assignment submissions, so choose the one that works best for your learning objectives. Below are a few options.

Canvas Assignment

Canvas is a great submission option if you just want to receive the files directly. You can set the assignment submission type to “File Upload,” and students can upload their audio file and supporting documentation all at once.

Alternatively, if you are interested in having your students think about their work as having life outside of your class, embedding podcasts in a blog post is a great option. This gives students the experience of creating a unified page for the podcast and its supporting materials, similar to many professional podcasts.

Example Professional Podcast Episode Post: 99 Percent Invisible

Example Student Podcast Post

Digital Intensive SLOs #

Each Digital Intensive proposal is considered by the DI committee on a case-by-case basis, so there is no “guaranteed” method to acquire the designation. But below are few examples that may help a podcasting assignment address the DI Student Learning Objectives.

• Require students to share sources for the claims made in their podcasts
• Use the SIFT Method or other criteria to evaluate source credibility
• Converting a written assignment to a podcasting assignment goes a long to addressing this SLO
• Require a transcript alongside the podcast submission to support accessibility
• Instead of requiring a specific tool to create their podcast, ask students to evaluate several and select the one that best fits their needs
• Instead of submitting an audio file in Canvas, ask students to evaluate different sharing platforms (Spotify, iTunes, SoundCloud, etc.) and decide for themselves which one to use

These are just a few options – there are countless ways to accomplish the DI objectives. And remember that a single assignment does not need to address every SLO! A podcasting assignment could address some, while other assignments could address others.

Additional Resources #

Liberated learners – podcasting.

A great resource to share with your students! This walks through the podcasting process from start to finish.

DKC Audio Editing Guides

The Digital Knowledge Center maintains getting-started guides, tool recommendations, and repositories of free media resources for various digital project types.

How can we help?

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

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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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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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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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.

• Email & Portal

Podcast Guide

Getting started.

• Useful Software
• Available Equipment
• For Faculty: Using Podcasts in the Classroom
• How to Access Podcasts
• Podcasts to Explore
• Hear This! Podcasts as an Assessment Tool in Higher Education Prof. Chris Buddle, Natural Resource Sciences, writes about a podcast assignment he and his TA designed for a large undergraduate ecology class.
• Four Mistakes I Made When Assigning Podcasts Cordulack, Evan. (2012). "Four Mistakes I Made When Assigning Podcasts." ProfHacker, July 18, 2012: https://www.chronicle.com/blogs/profhacker/four-mistakes-i-made-when-assigning-podcasts/41377.

Sample Assignments Using Podcasts

• Communication Studies This assignment is taken from a course at the University of Western Australia that's meant to explore the medium of podcasting and critically engages with the idea of participatory culture in either the podcast itself or its exegesis.
• Introduction to Digital Media Students are asked to produce a short audio documentary exploring one aspect of how digital technologies or social media are affecting the lives of college students. (This site includes an in-depth PDF file about describing the assignment.)
• Introduction to Public History Students in an Introduction to Public History course at Gettysburg College completed walking tour podcasts. The goal of each group was to explore how different people can attach radically different meanings to the same historical place.
• Interviewing the Experts: Student Produced Podcast This is a journal articles that explores podcasting. Students prepare a team-based research presentation on a topic that incorporates a student produced podcast. They produce and share a podcast in which they interview an expert or knowledgeable individual in the research topic area. By producing podcasts, students have the opportunity to research and analyze information, communicate effectively, and incorporate the opinions of experts in a cutting-edge way.

Sample Rubrics

• Podcast Rubric Created for self-reflection and peer assessment, this sample rubric was created by Ann Bell and licensed under a Creative Commons Attribution-Noncommercial 3.0 License.
• Getting Started with Student Podcast Assignments Riddle, Randy. "Getting Started with Student Podcast Assignments." Duke Learning Innovation, February 5, 2016: https://learninginnovation.duke.edu/blog/2016/02/getting-started-with-student-podcast-assignments/
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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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• Literature Circles
• Process Drama
• Meet the Author
• Science Logs
• Art Critiques
• Historical Audio Diaries
• Oral Histories

Ideas for Podcasting in the Classroom

Students often choose books to read based on the recommendation of their peers. A book talk is a brief overview of a book designed to raise the interest of potential readers. In many ways, it is a sales pitch for the book given by someone who has read it. The teacher should model book talks before asking students to create them.

Begin by selecting one or more books to share with your class. Write a brief, engaging presentation that includes the title, author, genre, setting, and a brief summary. Remember not to give away important plot twists. You may want to describe a key moment of conflict from the book without revealing how the conflict is resolved. Then leave the audience with "If you want to know what happened, read this book!" Use language that will persuade others to read the book. Give the reasons that you liked the book and why you think others should read it. Practice your book talk. Make sure that it is brief and engaging and that it gives enough information for someone to make a decision about whether or not to read the book.

Finally, make an audio recording of each student delivering his or her book talk. Each one will be an episode in the book talk podcast series from your class. Your students will be able to share their work with their families, with other classes in the school and with readers everywhere. See the resources listed on the Classroom Podcasting home page for more information about how to record and publish your podcast.

Because of the digital nature of the podcast, it can be shared with a very wide audience. Assuming that you do not include photographs of the students and that you have the students use first names only, you should be able to share these book talks with the widest possible audience on the internet. If you’d like to add visuals to the audio podcast, you can include students’ illustrations of scenes from the book. As your students complete the assignment, you will be building a classroom library of book talks. Whenever a student in your class is ready to start a new book, he or she can browse your class library of book talks to find a book that might interest him or her. In addition, students from other classes, other schools, or other children outside of school, will be able to use the resource to get book recommendations. The podcast series can also be available to students from year to year. New students can add their own reviews to the existing library. Since many perspectives exist for any book, allow multiple reviews of the same book. The students will respond to different elements within a book and the audience may relate to the perspective of one reviewer more than another.

A typical book report is read by the classroom teacher, possibly heard by the other students in class, and ends there. Using podcasting with book talks extends the audience in time and space. A classmate might listen to your podcast six months later. A child on the other side of the country or the other side of the world may listen to it the next day. Podcasting can transform a typical classroom assignment by making it an authentic opportunity to interact with others. Students will want to do a good job with their book talks not just to get a good grade, but because others will be using their book talks to choose a book. Classroom teachers may want to set up exchange programs where students in different classrooms listen to each others’ book talks.

This exercise could easily be done with students from primary grades through high school. Obviously the level of the reading material varies, but the key elements remain the same. In primary grades, each book talk will be much shorter. In high school, the reviewer can pose higher level questions of the audience. Book talk podcasts could also be created and used by pre-service or in-service teachers recommending children’s books for classroom use or professional development books or articles.

• Cornett, C. (2003). Creating Meaning Through Literature and the Arts. Upper Saddle River, NJ: Merrill Prentice-Hall, Inc.
• Gambrell, L., & Almasi, J. F. (Eds.). (1998). Lively discussions! Fostering engaged reading. Newark, DE: International Reading Association.
• Tomkins, G. (1998). Fifty Literacy Strategies. Upper Saddle River, NJ: Prentice-Hall, Inc.

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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Podcast Assignment for the Social Work Classroom

Posted By Laurel Hitchcock on Jan 15, 2020 | 0 comments

Editor’s Note: This blog post shares information about a podcast assignment developed and implemented in multiple social work classrooms over the past year.  This assignment is a collaboration between myself and Melanie Sage , Todd Sage & Michael Lynch of the University at Buffalo’s School of Social Work .  We share a copy of the assignment and rubric along with information about why social work educators might want to try this assignment in their own classroom.

Podcasts are now a well-known part of social work education.  With so many different types of social work podcasts, it is easy for an educator to assign a podcast instead of an article, asking students to listen instead of reading.  Examples of podcasts designed specifically for social work include:

• The Social Work Podcast by Dr. Jonathan Singer
• inSocial Work Podcast Series by the University at Buffalo’s School of Social Work

For a more comprehensive list of podcasts, check out this blog post written by one of us (Melanie):

• List of Podcasts for Social Work

Briefly, a podcast is an audio file made available on the Internet for downloading to a portable media player, computer, or other device.  Podcasts are easy to create and do not require many technical skills which making the technology a good fit for student assignment and for faculty who do not have a lot of technology experience.  One of us (Laurel) has been using and writing about podcast assignments for several years.  Here are links to a series of posts she wrote back in 2014 when she first started using podcasts in her classroom:

• Podcasting for Social Work Students, Part 1 – Describing the Assignment
• Podcasting for Social Work Students, Part 2 – Why use podcasting in the classroom
• Podcasting for Social Work Students, Part 3 – Advice for designing the assignment from Jonathan Singer

Jump to today, the four of us decided to collaborate on a project to assess our students’ learning outcomes with a podcast assignment as well as find out if they actually liked podcasting better than a traditional social work assignment (i.e. writing a paper or giving a presentation).  We started by creating a podcast assignment that could be modified for different types of social work classes, including policy, research and practice courses.  We are sharing this assignment here so that anyone can incorporate it into their courses. 

Social Work Podcast Assignment Instructions:

The purpose of this assignment is to help students learn about assessment, evaluation, and/or intervention skills while also learning about technology tools and resources that will help them be informed about social work practice.  In this assignment you will also demonstrate your ability to present yourself in a professional manner, self-awareness, and ability to engage in critical peer consultation.

An audio podcast is a digital audio file made available on the Internet for downloading to a portable media player, computer, or other device.  The content of a podcast can inspire, inform, or entertain an audience.  An audio format can be used as a way to capture people’s attention and direct their concern to the topic you cover in ways that you cannot do in writing. You will save your audio file in an mp3 or mp4 format, which is the default for most recording devices.

Before you record, edit, and upload your podcast, you will:

• Listen to a podcast in class and rate it using the attached rubric
• Review, in class, features of good podcasts, storytelling, and basic audio equipment use
• Try out your recording device during a class period and review the audio with a peer for clarity
• Review, for homework, YouTube videos related to creating podcasts
• Listen to a podcast for homework that is similar to the type of podcast you will create, and create a reflection post that describes and assesses the criteria for interview/storytelling quality, sound quality, editing quality, and content quality.
• Choose a topic, audience, and interview or discussion guide for your podcast. Draft your narrative: what’s the story you want to tell? What do you imagine will flow from this story? What will listeners want to know about your topic? How will you elicit or develop this information?

For your podcast ( you can include your class specific information in this paragraph ), you will either interview someone about a topic relevant to families, discuss a topic relevant to families with a peer/s (up to 3 people), or present on a topic relevant to families.  The content should educate listeners on the issue, increase listener empathy related to the topic, and be engaging storytelling. The tone should be professional casual. Do not read a script. The audience will be your class peers, but should also include an external group (social work students generally, clinical practitioners, members of a specific community, etc).

The podcast assignment has two parts:

• The intro should be 1-4 minutes and identify you (name and your role as a social work student), and any other people, include the date of the recording, and explain what is talked about during the podcast. It should also mention any distractions (that can’t be edited out) that happen during the podcast. You might also discuss background or relevance of the topic to social work, and what audience might benefit from listening. For best results, this should be created after the podcast is recorded.
• If you are conducting an interview, questions should help weave a story. If you are not interviewing, your narrative should still help weave a story. See story arc presentation handout.
• The podcast should end with a thank you (if interview) or other clear ending (where to find more information on the topic, etc.)
• Interview should be edited to cut distractions where possible, pauses, and add a very short (a few sec) intro/exit music or other appropriate sounds that enhance the recording.
• If you have external references, mention the website/article/etc as “show notes” which will be posted alongside your podcast if shared widely.
• Have a peer review your podcast using the attached rubric. After the review, you may choose to re-record or edit any part of the podcast to address changes. Complete the reflection portion of your assignment. Your reflection should answer these questions: (a) what did it take to create your podcast; (b) what did you learn from creating the podcast, about technology and your topic; (c) how is podcasting similar and different to writing a paper on the topic; (d) how will you use podcasts in the future; (e) if you worked with a partner, describe how you divided the work and who did what.

For a copy of the rubric: Rubric for Social Work Podcast Assignment

Podcast Assignment Checklist:

_______ Audio release signed by all parties attached

_______ File uploaded as an mp3 or mp4

_______Peer review attached

_______Reflection assignment completed

Interview tips:

• Review your questions, topic, and interview plan before you begin, but avoid reading from your notes. Before you start your recording, chat casually about the topic with anyone who will also be part of the recording to help relax and get comfortable with the topic. Test your audio right before recording.
• Interview should not contain sensitive subjects that would cause discomfort if shared widely. Interviewee must minimally agree to share podcast with class, with public sharing optional.
• If you make a mistake, pause for a few seconds and then restart from before you made the mistake. This way it will be easier to find your error and delete it from the audio file.

Quality Recording Tips:

• Keep microphone near speakers’ mouths- this may mean propping it up on something. Point the bottom of the phone (mouth piece) toward the speakers. If you are recording your own voice you can use the phone mouthpiece or even the headphones that have a built-in mic (like the ones that come with an iPhone) for better quality. Do not move mic back and forth while speaking.
• Do not touch microphone/recording device during recording.
• Do not record in too big of a room- acoustics are better in a small space. Consider reserving a private room in a library or using a space in a home when nobody but your interviewee is there.  If your interview is in a public place (for a good reason, such as interviewing someone you don’t know), cut in an audio track to explain where you were and why it is noisy before the interview starts.  Avoid rooms with running fans or other distracting background noise.
• Cell phone can be used stand-alone by speaking into speaking end of phone
• You can use either the “voice memos” or built-in recording device, or an app such as GarageBand, VoiceRecorder, or RecorderPlus
• Lavalier microphones that pin to shirt can be purchased cheaply on amazon or ebay ($12 each) and a splitter (to use two at once) costs $7-20. You can also use headphones that have in-line mics. University libraries often have high quality mics available for checkout.
• Free software (Audacity, GarageBand) allows you to upload your audio content and edit it.
• Free music for intros/etc. is available at https://www.instantmusicnow.com/

Instructor notes:  We recommend that you review these resources from National Public Radio (NPR) in class:

• How audio stories begin: https://training.npr.org/audio/how-audio-stories-begin/
• Understanding story structure in 4 drawings: https://training.npr.org/audio/understanding-story-structure-in-4-drawings/
• These Days, Family Trees Look More Like A Forest (16-minutes):   https://www.npr.org/2011/07/05/137627840/these-days-family-trees-look-more-like-a-forest )

To assess the quality of this assignment, we asked students to complete a post assignment survey for extra credit.  If you are interested in this survey, please reach out to Laurel at [email protected] .

Are you using podcast assignments in your class?  If so, please share your tips and suggestions in the comments below.

How to Cite this Post:

Hitchcock, L.I, Sage, M., Sage, T. & Lynch, M. (2019, January 15). Podcast Assignment for the Social Work Classroom [Blog Post]. Retrieved from: https://laureliversonhitchcock.org/2020/01/15/podcast-assignment-for-the-social-work-classroom/

Author: Laurel Hitchcock

Dr. Hitchcock served as the editor for this blog post. The author is the Guest Blogger (Social Work Educator or Student).

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Track & Field: 2024 State Qualifying Assignments

Apr 23, 2024 | Track & Field

Team sites and assignments for the 2024 Iowa High School Track & Field State Qualifying Meets are now available.

All state qualifying meets are coed through IHSAA and IGHSAU and set to begin at 4 p.m. on Thursday, May 9. Field events will begin at 4 p.m. and track events will begin at 4:45 p.m. 

Qualifiers will advance to the 2024 Iowa High School State Track & Field Championships, scheduled for May 16-18 at Drake Stadium in Des Moines. There will be no more than 24 qualifiers for any event. For state qualifying meet policies and event details, please review the Track & Field manual. 

Tickets for state qualifying meets are $6 plus fees. All sites will utilize HomeTown Ticketing, which creates a digital ticket for spectators. Tickets for all sites and classes will go on sale at 9 a.m. on Monday, May 6 through the IHSAA Tickets page. 

2024 SITES & ASSIGNMENTS

Host sites were announced on April 15. Assignments for each site are available through the classification links below.

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