VIDCAST

I loved working on and creating this vidcast! It was so much fun. Here are the answers to the questions.
1. The name of your podcast series

This podcast/vidcast series is called The Great Gatsby and gives a brief introduction to the book and the 1920s.
2. The core curriculum that the podcast series addresses
This book is commonly covered in the eleventh grade. The core curriculum that is being covered are 1.3.a-f: Comprehension of literary text, a. comprehend literature by analyzing the use of literary elements across genres and cultures, b. compare plots in works of literature (e.g., plot within a plot, multiple points of view, stream of consciousness), c. compare recurring and universal themes in literary works, d. analyze how culture-the shared beliefs, values, and behaviors of a particular society at a particular time and place- is an element of setting, e. analyze the use of irony, tone, and/or mood, f. distinguish poetic narrative from prose.
2.2.c: Extended writing, c. consolidate and synthesize connections between texts, between texts and self, and different world connections.
3. The rationale behind this particular podcast series (why you chose to do this topic/theme, perceived benefits for students, etc.)
We chose this topic to use in a vidcast because it is a great American classic that gets covered in almost every high school in the nation. We thought that by adding in some poetry with pictures, music and a brief history of the book and 1920s, it would add flavor and fun for the students instead of the regular lecture that most students lose interest in within the first five minutes. It is our hope that the students will be motivated to read this book by watching this introduction.
4.How this podcast connects to the NETS and INTASC Standards (be specific)
potential drawbacks to using this series in your future classroom
a discussion of your future plans for the series
NETS: I. TECHNOLOGY OPERATIONS AND CONCEPTS: Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students).B. demonstrate continual growth in technologyknowledge and skills to stay abreast of current and emerging technologies.
III. TEACHING, LEARNING, AND THE CURRICULUM: Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: A. facilitate technology-enhanced experiences that address content standards and student technology standards. B. use technology to support learner-centeredstrategies that address the diverse needs of students. C. apply technology to develop students’ higher order skills and creativity. D. manage student learning activities in atechnology-enhanced environment.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE: Teachers use technology to enhance their productivity and professional practice. Teachers: A. use technology resources to engage in ongoing professional development and lifelong learning. B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. apply technology to increase productivity. D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
INTASC:
STANDARD 1: CONTENT PEDAGOGY: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
1.3 evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery.
1.4 engages students in interpreting ideas from a variety of perspectives.
STANDARD 2: STUDENT DEVELOPMENT: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.
2.1 evaluates student performance to design instruction appropriate for social, cognitive, and emotional development.
STANDARD 3: DIVERSE LEARNERS: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
3.1 designs instruction appropriate to students’ stages of development, learning styles,
strengths and needs.
3.2 selects approaches that provide opportunities for different performance modes.
3.3 accesses appropriate services or resources to meet exceptional learning needs when needed.
3.4 adjusts instruction to accommodate the learning differences or needs of students (time and circumstance of work, tasks assigned, communication and response modes).
3.5 uses knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural) and connects with the learner through types of interaction and assignments.
3.6 creates a learning community that respects individual differences.
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
4.1 selects and uses multiple teaching and learning strategies (a variety of presentations/explanations) to encourage students in critical thinking and problem solving.
STANDARD 6: COMMUNICATION AND TECHNOLOGY: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
6.2 provides support for learner expression in speaking, writing, and other media.
6.3 demonstrates that communication is sensitive to gender and cultural differences (e.g., appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgement of the responsiveness to different modes of communication and participation.
6.4 uses a variety of media communication tools to enrich learning opportunities.