How to be a storyteller: podcasting in immersion

Deciding to guide students in becoming podcasters and sharing their work is, in my mind, an easy extension of what happens naturally in our language classrooms. The purpose of language is communication. We become better communicators through practice, repetition, and feedback. Podcasting formalizes lots of those natural dialogues.

When I started working with my students at Niitsitapi, we needed a way to record and share the stories so they lived beyond the walls of our classroom and into every classroom in our building and podcasting seemed like a natural place for this work to happen.

What does it mean to be a story teller? What are the elements of a good story?

Podcasting is storytelling. No matter what topic you choose with your students, you are asking them to find a way to make stories matter for the audience. The only way a listener is hooked beyond the initial opening is storytelling. Contextualize math, science, social studies and suddenly you have yourselves a story. And once you have a story it begs to be told…

For the purposes of the first foray into podcasting, there was some freedom for students in knowing that honouring traditional stories meant not making changes or additions to the story. Telling was retelling. And becoming familiar with the elements of a good story gave students confidence to write their own stories and plus the work later.

As the work passed into the second year, it grew from retelling traditional stories to plussing them with many sides. A multi-sided story that includes both science eyes and traditional perspectives. Kids were hooked. We brainstormed all of the many sides that might be important to telling our story.

Once you have the why down, the how is pretty easy.

Studio space:

Finding recording space in busy, noisy schools can be challenging. I found that a quiet corner in the classroom works just fine and, in the end, we adapted our puppet theatre to be the large “box” and insulated it with blankets. I left the upright pipes unchanged, mostly because I didn’t want to buy new joints. If I were designing from scratch I would likely make a few modifications but sometimes design constraints are a good thing. Mostly successfully recording is about teaching students to respect one another in the classroom; if one group is recording the others need to be next to silent. Milk crates stuffed with soft materials was an excellent exploration of a science unit in hearing and sound and make darn good mini studios.


Listen to podcasts and determine elements of a good podcast using kid-friendly podcasts as “mentor texts”. We looked at the types of podcasts and most decided on one or two voices in a conversation, retelling the stories learned.

The amazing team over at Tumble Podcast accepted a Skype session with my students and discussed what makes up a good podcast and offered support on technical elements of recording. One of the tips we liked best: record in a place with lots of “stuffy soft things”.


I had students use this format to organize their thinking for the introduction and this to write the script. Some of my work in another lifetime is in writing for film and television, so I was kind of winging it here with how to write an official podcast script. I showed students examples of my scripts and we discussed the elements that made them “good”. We looked at samples of scripts including this. Finally, I made up my own version of what I wanted it to look like to help organize their work.

The class divided into teams and each took on 1-2 elements of the topic. They researched and brainstormed using a concept web, which they turned into a rough draft. The final draft is a colour-coded script where each student has highlighted their lines with a different colour.


I used the Blue Yeti mic to record my work as a part of my masters in educational technology, so I figured that if it was good enough for that work it was good enough for the classroom. We paired it with garage band on the macbook pros at school. Even this much is not necessary, though… there is absolutely nothing wrong with the production quality you’ll get out of an iPad or iPod in a room with decent acoustics.

Postproduction and publication

After recording, it’s time to edit the audio. I like Garageband for putting things together but find that it’s tricky for young students to do without one-to-one support. If you have time available for it then I’d say go for it and make it fancy… if not, there is nothing wrong with a simple voice recorder on your smart device and hitting pause and record as needed. If you choose to add music be sure to use podcast friendly music and credit the creators. Good habits are important to instill in our students.

We chose to publish our podcast to Soundcloud and place a link to it on our classroom Website and Twitter feed rather than creating an RSS feed and publishing to iTunes, which, I guess means we’re not an official podcast, but with a budget of zero dollars and when this gives us access to everything we needed as school-based podcasters, this fit the bill.

The love of being an author and storyteller is a delicate plant that needs to be nurtured for kiddos. A little praise, a little space for taking risks, a little nudge towards improving the next draft. They’re enjoying the work for now and I can’t wait to share the next iterations.

Word of the week: Lendemain

Forgive me, here. I’m trying something new… I have long suggested that explicit vocabulary instruction is essential for students in learning how to read. In her book, Proust and the Squid, Wolfe discusses the importance of developing oral language in support of developing literacy, especially for second-language learners. She was speaking specifically about English Language Learners and I am applying her ideas to my context: French Immersion. My students, most of whom French is a second language, but some of whom are acquiring it as a third or fourth language, participate in a weekly PWIM exercise in which we use an image to shake loose as much vocabulary as possible and then use the vocabulary in context.

I recently had the opportunity to work with a teaching partner to team teach a PWIM lesson that lead into a beautiful math discussion, so I HIGHLY encourage the use of PWIM in support of learning. Mathematical discourse.

I have played with the idea of how to help the discussions from our PWIM work continue to live on so that students can access it later.

As a learner myself, I used CBC’s C’est la Vie podcast to learn French vocabulary. I liked that it provided a single word each week and provided multiple ways of using it. Information presented in English with word use in French. I’m going to try that context here and see what happens with not promises that I won’t adapt it at a later time…

So with that, the first of a (weekly) podcast series for my personal use with my students. If it’s useful to you in your context then I’m more than happy to share.


Show Notes:

Bonjour! Welcome to The Value of Wonder! The podcast where we look at new French vocabulary for the Primary French Immersion classroom!

Today we’ll be looking at the word “lendemain”. Lendemain is a word that is used to mean “the next day”, so imagine telling a story in the past… “En vacances, je suis allée faire du ski. Le lendemain, c’était plus relaxe! J’ai pris in café avec ma mère, puis nous avons magasiné au centre d’achats.”

It might also be used in the sense: the day after. For example, if I were talking about a ringette tournament I might say, “le lendemain du tournoi de ringette j’étais fatiguée!”

If I were thinking in bigger terms I might want to use “Pensons au lendemain”, which means, “Let’s think about the future.” In this case, I’m not talking about a day in particular but a general sense of “the days that come after this one”. “Pensons au lendemain” might be used if I were trying to make a big decision… “Je pense à acheter une voiture très dispendieux… un Lambourghini… Mais je dois penser au lendemain… si j’achète un Lamborghini je n’aurais pas les fond pour acheter du café.”

The phrase “les lendemains” might be used to mean consequences. “Les lendemains de ses actions aujourd’hui seront grave.” As in “Les lendemains d’acheter un Lambourghini aujourd’hui seront grave! J’ai besoin de mon café!

The most commonly used way students in primary school will use it is the first meaning, “the next day”. We read the book together, “un dragon sur l’eau” where a little girl goes swimming with her class. She didn’t want to go because the water was cold, but “le lendemain elle est allée à la piscine avec ses amis.”

If you can use “le lendemain” in a sentence to mean the next day, then you will already be a master of its basic meaning. Donc, à la prochaine, les amis! Je vais rendre visite à mon amie vendrendi et le lendemain, j’ai invité ma mère chez moi!

Au revoir et à la prochaine!

Resources: Thoughtco

Making Time for Creativity: One Second Each Day

How do we encourage creativity in the classroom?


Creativity in the classroom… why does it matter and how do we support students in developing creativity?

Creativity in Education-one second each

Script: 1 sec every day

Links from the podcast

1 second every day

Campus Calgary Open Minds

Canada in a Day


Craig, C., Deretchin, L. (2011). Cultivating Curious and Creative Minds: The Role of Teachers and Teacher Educators, Part 2. R&L Education.

Cropley, A. (2001). Creativity in Education and Learning. Sterling, VA: Psychology Press

Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. Chicago, University of Chicago Press.

Halliday, A. (2017). Lynda Barry on How the Smartphone Is Endangering Three Ingredients of Creativity: Loneliness, Uncertainty & Boredom.

Robinson. K. Aronica, L. (2009) The element : how finding your passion changes everything. New York : Penguin Books.

Zomorodi, M. (2017). How Boredom Can Lead to your Most Brilliant Ideas.