Class Podcasting with Anchor.fm

Four years ago, I had the privilege of teaching British Literature in summer school. If you're new here, you need to know that all of my experience is as a math teacher, so this was a dramatic departure from my usual teaching and planning flow. 

However, the year before, I'd had the privilege of teaching Government (this all because my degree and 1st Missouri certification was actually in secondary social studies, but that's a whole other blog post #checkyourprivilege). The year before in Government, I had recorded and published our class discussions on a podcast, and I was quite pleased with how it had gone, so I was excited at this opportunity for more discussion in a literature class. 

I had really high hopes for these Brit Lit recordings, so I got it all set up here, published my intentions, and added a new side panel on this blog linking to it. 

And I never published them. 

Through the beauty of Google Classroom archives and Google Drive, I actually still have all of those recordings, so I'm going to take the opportunity of a question this week from a colleague about podcasting to correct a wrong from 4 years ago and publish these "Brit Lit Perspectives" using the Anchor app.

Here was my colleague's email:

I'm developing a performance assessment for a grad class, as well as an actual end of unit assessment for my students. I found the site "Anchor" which I am really excited about and seems very easy to use. 

However, I have some questions about how students post:

Are there sites that allow me to control content or do all students need to have their own individual podcasts?

This particular site seems like everyone would need to have their own account, using their school gmail, but then I would have no control over posting. Or, all students would have to use my account to post through, and that also doesn't seem productive.  

The way I understood it, she wanted an easy way to gather students' audio files and get them published while still being able to control and censor content as necessary. 

I've been a guest on an Anchor hosted podcast with Connected Learning, so I know it was simple, and a quick Google search verified that you could upload/import audio files to your Anchor account on the web or the app, so this was the suggestion I replied to my friend, the future podcaster: 

1.Have students record their clip with their smartphone or use the site https://online-voice-recorder.com/

2. Students turn in their file to you on Canvas. 

3. You preview as necessary

4. You upload to the anchor app or website the audio files from your account.

I would do it this way because (1) I think you're more likely to get a file turned in to Canvas than waiting on kids to upload to Anchor (and kids don't have another thing to login to), (2) it allows you to preview content for quality and appropriateness, (3) keeps kids from having to "use your account" (I could see one student's files accidentally getting deleted by another) and (4) gives you one place to show off your students' work when you share to a public audience.

Here's how that actually went for me...

1. Sign up for Anchor.fm

 Easy enough...they have the option to make an account or use Facebook, Google, Twitter, or Apple. I used Google, just in case you care. LOL

2. Getting started

What a friendly start page! I can do this! Also, I find myself oddly attracted to the "money" button. LOL. Looks like I need to click the purple button. 

3. Building your podcast

This is the stage where my process (and probably my friend's process, also) are going to be slightly different than "typical" because I will be pulling my old files from Google Drive (and her probably from Canvas, our new LMS because...COVID). For now, though, I am going to record a little preview/trailer blurb. (I'm loving the UI on this page, by the way.)

4. Recording your audio

As I remember, most of the student files you will hear once I publish on Anchor will be from the mic on the iPads I was using, so there will be a ton of ambient noise and the volume levels will vary. This was in part a matter of logistics and design - I wanted them to partner up, so even if they had earbuds with an inline mic, they couldn't use it. I would suggest NOW that you and your students use earbuds with a built in mic, or (if you're really serious about audio) a plug in USB mic. 

This page says they can hear me...I don't know how, so I tested it anyway. (It was correct. My audio was fine.)

My clip was recorded. AND I CAN ADD BACKGROUND MUSIC RIGHT NOW? That's a bonus feature I did not expect that renders useless my somewhat less than amateur skill at mixing audio tracks. Oh well. :)

5. Time to publish your episode!

After saving my episode by clicking on the purple button at the top, I came here to title and give a synopsis. If you a podcast fan, your favorite podcast might also give "show notes." I suspect this is also where I would post those. 

6. Finalizing your podcast details

I'd already named the podcast (although now "Brit Lit Perspectives" feels super lame), but choosing a category proved harder than I suspected. Good news is, it probably doesn't really matter. LOL

7. Cover Art

It's like judging a book by its cover...it's not "good" to do, but everyone does it anyway. 

Choose a photo, or upload your own. If you're feeling cute, you'll make something in Canva real quick. At first I picked the "Choose one for me" option, which seemed good enough, but Canva is just so easy, it's a crime to NOT use.

For real..I was able to make this in 5 minutes.

Too late for me now, but I could have done most of what I just made in Canva on this screen. Moving on!

8. Distribution

When I did this year's ago with Government Class and He REALLY Said That, getting your podcast on iTunes and other devices was a thing you had to Google and hope you did correctly. Now, you click a button. Beautiful.

9. You Have a Podcast Now

I clicked on the dashboard button and that's it! I'm a podcaster again! I appreciate the feedback this "Welcome to Anchor!" checklist gave me.

10. Adding your students' audio

This is what you really want to do!

1. Start a NEW episode and record an intro, setting up your listeners for that pure, silky student-created content.
2. Go to Google Drive, Classroom, Canvas, or whatever LMS or saving situation you are using for students' assignments and use the uploader to add the files as clips to your episode.
3. For an added touch of quality, use the transitions tab to drag over clips that smooth the transition from one students submission to the next.

11. Final Touches

I clicked save with my episode of students audio and got back to the episode details. Hey! This is where I get to specify the season and episode number! Another Anchor win. So easy.

12. Sharing is caring!

Okay, so obviously I want to share this now. Looks like I can share using these buttons as one option. 

Using "public site" seems good for posting back to your class website or LMS, (Canvas, Google Classroom, etc) and for spamming all of your friends and family via DM and email.

13. The final product

Look how good that public page above looks! I can't believe how easy this was...all of this work was about 2 and a half hours, and that includes the screenshots and commentary for this blog!

https://anchor.fm/chuck-baker3/episodes/Why-do-we-study-Brit-Lit-ehlent/a-a2s2g1o

3 Act Math Story - AP Stats - Ferguson Protestors

We're discussing sampling techniques in AP Stats right now, and I think a lot has been discussed in conventional and social media since the August 9th shooting of Michael Brown about the "real" Ferguson.

I teach in the district covering Ferguson, MO, so I've had students in my classes that I'm sure can identify with the popular claim, "I am Mike Brown."

I ran across this article in the NY Post over the weekend criticizing CNN's reporting of the looting, violence, and arson following the grand jury decision on November 24th.

The question that comes to mind first when I see this image paired with this headline is, "Well, how would we know?" There are so many variables playing into reporting of the protests. Who is "from" Ferguson? What is the line between "peaceful" and "violent"? Because St. Louis County is so fragmented with numerous municipalities, is there a big difference between being "from" Ferguson and being "from" one of the numerous small cities/villages/towns that border the Ferguson city limits?

Who's "more" of a part of Ferguson, the demonstrators at night or the people that come to clean up in the morning?

As I included in the teacher notes of this story when I posted on 101qs.com, I don't know if there is an "answer" to this question, but I think its a fantastic opportunity to talk about representative sampling, potential bias, and thinking through demographic and survey data that would be relevant in painting the most "real" picture of the attitudes of Ferguson residents.

The story on 101qs with aligned common core standards and accompanying questions, notes, and resources is here:

Representative Sample - Is CNN Lying in its reporting of #Ferguson? - 3 Act Math Story

Evaluating as a 3-Act Story

• The image-headline combo is great for getting a reaction or response from students (perhaps too much in my specific case).
• The question is open-ended and there are several avenues students could take to support or refute the claim made by they New York Post writer.
• I included several potential resources, including the link to the nypost.com story, census bureau quick facts for Ferguson, MO, a survey report from May 2014 evaluating the effectiveness of government services, and a map of Ferguson breaking down the wards. There are probably a few other data sources kids might need depending what path they go down, but from the teacher perspective of someone else using it in their classroom, I think its quite useful.
• Since there's not a specific, black-and-white answer, there isn't a lot of closure. I could include a video of Ferguson residents actually peacefully demonstrating, or the dozens and dozens of volunteers that have helped clean up day after day, but that's not as rewarding as "here's the answer. Ta-da!"

In closing I would ask you to rate by the simplest barometer of success for a 3-Act Math story: Is this "perplexing?"

Declaring Racism "Over" Misses the Point for Students

My wife recently reshared this video from +FCKH8 on Facebook featuring children and teens from #Ferguson on the subject of racism and white privilege.

I actually didn't watch it until another friend had commented on the sharing from "Young Conservatives," who criticized the video for playing the race card, hypocritical claims, blame-shifting, and opportunistically "only" giving nearly 40% of the cost of the t-shirts they were selling to an organization fighting racism.

One of the most common reactions to "stop being racist," that I've seen is the declaration, "I'm colorblind. I don't see race. I treat everyone equally." I guess I get the point - this is probably often said with the best of intentions, but I believe its ignorant and naive.

It doesn't matter if white (and/or majority) people want to declare racism dead, if black (and/or other minority) people still believe they're experiencing racism. The best (because it was the hardest) lesson I've learned in my eight years of marriage is that the intentions or rationality of your actions and words matter less to someone else than your tone and the way they perceive your actions and words. "Perception is reality," my wife would calmly remind me later, after the hurt had subsided.

To say to your students that the color of their skin (and their experience in that skin) doesn't matter to you or isn't at least a consideration in the way you build relationships or consider relevance for your lessons is to belittle a part of their identity.

If your students identify with Mike Brown because he looks like them, then they identify with his story, too. You don't have to understand it, you just have to feel it. Listen to it. Let it happen.

This rings true across ethnicities. One of the least culturally responsive things I've done in the classroom occurred my 2nd year in summer school. I had about a dozen kids in an Algebra 1 class, I think consisting of all but one being African-American. Something I was proud of in that summer course was figuring out how effective making my kids take brain breaks could be. If the kids spent a good chunk of time on-task, they would get to nominate a song to be played while they did NO math for the duration. My white student was kind of disconnected from the school community in general, but the day I finally saw him feel a part of that class was on one of the last days of the session, when I forced a nomination out of him and we listened to some of his music. It happened to be "white" music (AC/DC), but the point was that in the name of being culturally responsive to the majority of the class, I burned the minority. Treating every student the same will always leave some students disconnected relationally. I never asked him directly, but even from observing his kid's demeanor, I could tell that his perception was that who he was didn't fit in with that classroom most of the summer.

Here's what I think you have to understand if you feel offended by this video - as long as some of your students perceive that the educational (and real world) experience will be different for them because of their race, you have a responsibility to at least acknowledge that racism might still be "a thing."