Using Podcasts in the Spanish Classroom

Okay, let's imagine we are back in our high school Spanish classroom.  The teacher pulls out the outdated CD/Cassette player, and we all know it's time for the dreaded task: listening!  But why did we dread this activity so much? For one, we were mostly only accustomed to listening to our one Spanish teacher and their accent.  Two, didn't it always seem like the speakers on the audio spoke so much faster than the "teaching pace" used in the class regularly? And three, there wasn't always some pressure associated with it- like a graded quiz or test?

Listening is a key skill required for foreign language learning, and often students aren't exposed to it (or variations of it) enough. My suggestion today is: Podcasts.  I think they are a great way to UP the level of Spanish being heard by your students and to help take away the "fear" so often associated with these types of listening activities.  Actually, a creative teacher can turn these listening activities with Podcasts into something fun!  WebSpanish at Podomatic.com has a ton of short 2-3 minute audio podcasts from beginner to upper intermediate which you can easily find time for in your classroom.

“¿Qué vas a hacer este fin de semana?”  is a 2 minute Podcast at the "Upper Basic" level for students to hear a quick conversation between two people about their weekend plans.  One fun way to use this specific audio in your classroom would be as an "Exit Slip." Students all listen to the Podcast together in class and need to either answer a question about the weekend plans discussed (like what movie are they going to go see?) or write down their own response about one of the plans mentioned in the audio.    Students could be required to answer in the appropriate verb form (ellos van a ....), and this would allow the teacher to see if the grammar learning objective has been met.  Additionally, this would help students better their interpretive communication as they listen, interpret, and and analyze what is heard.

Other ideas for Podcasts in the language classroom:

• Use it as part of your "Flipped Classroom" and have students listen to or watch video podcasts for homework introducing new grammar, vocabulary, or cultural concepts
• Have students make their own podcasts and listen to their classmates 
• Create learning stations around the classroom with different podcasts to listen to

Comic Strips in the Spanish Classroom

I never had the opportunity to make a comic strip when I was in school, but during my time teaching abroad in Costa Rica I had my fourth grade class make a comic book strip about one of the stories we had just read in class.  My school didn't have much technology (no wifi, no computers in the classrooms), so I had printed off copies of comic strips for my kids to use.  They absolutely LOVED it. They got to be creative and artistic, while at the same time improving their writing skills.  This project allowed me to check for reading comprehension, too. Would I do this again? Absolutely.  Imagine the possibilities in a school where you could use technology, too! One of the sites my grad professor pointed us too this week was Strip Generator. It's an easy to use platform where you can pick your comic book layout, and add characters and text/thought bubbles by clicking and dragging.

So how can we use tools like Strip Generator in a foreign language classroom? I think creating comics are a fun and excellent tool for students to use when learning a language. It can be a great tool to practice vocabulary or demonstrate ability with a specific grammar concept. I made an example comic for my students to practice talking about the future by using "Ir (conjugated) + a" and "Ir (conjugated) + a + ir (infinitive) + a" called ¿Que va  a hacer Pilar?

If I had my students create their own comic strips using this same grammatical form, the performance indicators they would demonstrate at the intermediate level are:

• Communicate using high frequency and personalized vocabulary within familiar themes or topics- Students should be able to use a variety of vocabulary to communicate future plans
• Comprehend simple stories, routine correspondence, short descriptive texts or other selections within familiar contexts-Students should be able to follow and understand the comic strips, and demonstrate this ability of correspondence by showing conversations between characters
• Produce sentences, series of sentences, and some connected sentences- Students should be able to produce complete sentences using the grammatical form being assessed that together make a cohesive comic strip story.

How I would assess my students: Well, I think this depends on how you choose to use comic strips in your classroom.  For this particular task, I would assess students based on:

• Completion
• Grammatical Accuracy 
• Comprehension

These comic strips could then be shared as a whole class discussion, with individual partners, or posted onto a virtual classroom blog page for students to read and comment on their classmates' work.  How fun!