Participate and share: Poster 
Purpose and Objectives:
Rhetoric is the art of persuasion, a study of the views and techniques of the “tools” writers or speakers use to inform, persuade, or motivate their audiences. What does this ancient art of discourse look like today in the 21st Century? Students are put at the center of the lesson, as they are given autonomy in exploring their voices as future global citizens. Students are presented with materials and engaged in activities that mimic game-like elements to engage the learning.
This session explores podcasting in various domains: history of rhetoric, history of podcasting, script writing, technologies (hardware/software), and benefits/limitations. The process design of project-based learning through the creation of podcast projects encourages guides. It supports teaching-ers and students in learning and mastering technology skills they might need to acquire. It also prepares them to apply the technologies to other learning efforts beyond their immediate application in these projects.
The Technology class teaches the UN Global Goals in conjunction with podcasting, as these goals will act as the content students will create projects about. The Podcasting Your Rhetoric unit is a 5 - 6 week curriculum plan.
An In-house Professional session will be provided to the ELA Department within the urban middle school.
Objectives:
By the end of “board game play,” participants will gain the following strategies, activities, and models to deploy podcasting in their respective fields:
Models employed (include a brief description).
Developing Responsible and Autonomous Learners: Addressing the whole learner developmentally appropriately includes establishing positive student relationships and listening to each learner’s voice in creating productive learning climates (McCombs).
Lesson plans or instructional activities/strategies employed (include a brief description of your instructional electronic resources or tools used).
Gameplay learning: Gameplay in school isn’t just about having fun; using games and gaming principles to enhance instruction (Nguyen, 2021).
ELA-related activities incorporated aspects of podcasting.
90 Minutes Poster Session Break down:
There will be an estimate of 3 - 4 rotations of board game “play time” that will cover the introduction and objectives of the game, 15 minutes of “play” time, navigating through each square of the board game, and ending with 5 minutes of Q&A. The board game's goal is not to make it to the finish line the fastest but to explore different elements of benefits, cross-curricular, and limitations of working with podcasts.
Introduction to the “Board Game”: 5 minutes
Overview of the board game “Welcome Players.”
The Audience will participate in a game board-style presentation to navigate through the experience of planning, creating, and curating a podcast. Each game board square will be an experience that showcases activities related to learning the UN Global Goals and podcasting.
The central Game Board (representing the Technology class learning of podcasting) will be the poster.
Presenting objectives of the session
Rolling dice to navigate “play” the board game: 15 minutes
Process: The audience (1 to 1 or groups) will engage as a singular player led by the lead presenter, the Technology Teacher. They will roll virtual dice to move between squares to land on different aspects covered in the podcasting learning unit. For each square landed, the Technology Teacher will curate the process or activity within its respective square.
Co-presenters (ELA teachers) will present for their respective boards targeting their grade level.
Q&A: 5 minutes
This will be when presenters will answer the audience's questions, comments, and concerns.
References
Boston University Center for Teaching & Learning. (n.d.). Project-Based Learning: Teaching Guide | Center for Teaching & Learning. Boston University. Retrieved September 29, 2023, from https://www.bu.edu/ctl/guides/project-based-learning/
Buck, D. (n.d.). Why Study or Participate in the SDGs? – Essentials for ENGL-121. Pressbooks @ Howard Community College. Retrieved September 27, 2023, from https://pressbooks.howardcc.edu/essentials/chapter/why-study-or-participate-in-the-sdgs/
Godsey, M. (n.d.). The Benefits of Using Podcasts in the Classroom. Reading Rockets. Retrieved September 27, 2023, from https://www.readingrockets.org/topics/comprehension/articles/benefits-using-podcasts-classroom
Gura, M., & Reissman, R. (2016). Project-based Literacy: Fun Literacy Projects for Powerful Common Core Learning. Information Age Publishing, Incorporated.
Kharbach, PhD, M. (2023, May 18). Podcasting in Education: Teacher's Guide. Educators Technology. Retrieved September 27, 2023, from https://www.educatorstechnology.com/2023/01/teachers-guide-on-use-of-podcasting-in.html
McCombs, B. (n.d.). Developing responsible and autonomous learners: A key to motivating students. American Psychological Association. Retrieved September 28, 2023, from https://www.apa.org/education-career/k12/learners
Nguyen, H. P. (2021, March 26). How to Use Gameplay to Enhance Classroom Learning. Edutopia. Retrieved September 28, 2023, from https://www.edutopia.org/article/how-use-gameplay-enhance-classroom-learning/
Sterling, S. (2021, May). Educating for the Future We Want. Great Transition Initiative: Toward a Transformative Vision and Praxis. Retrieved September 27, 2023, from https://greattransition.org/gti-forum/pedagogy-transition-sterling?gclid=Cj0KCQjwpc-oBhCGARIsAH6ote8-Dyxj12Skl_SQy8eOdyzt3uSieIK0cwm-V3TcYie9u50Wyokv1mEaAvP4EALw_wcB
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