Because our role is now to rove around the classroom and check
for understanding, we can quickly assess student progress and
make immediate modi cations.
other teachers in the use of our voda-casting model. In doing so, the participants have enthusiastically adopted
and adapted the model for their spe-
ci c content areas. For example, foreign language teachers are recording
conversations and grammar lessons
for the students to watch, and they use
class time for conversational use of the
language; a math teacher has created
tutorial lessons for speci c mathematical topics; and a middle school team is
using our model to record lab instructions to gain additional class time for
the completion of the actual lab. (See
“Podcasting Lectures Catching on in
K– 12” on page 26.)
assessments all at their own pace. Benchmarks are in place for students interested
in meeting minimum requirements, and
advanced topics are available for students interested in getting ahead.
is model allows a very gi ed student to complete both chemistry and AP
chemistry in one year, and it can potentially put an end to the idea that learning
is linked to seat time instead of mastery
of the content.
Our vision for the future of our
model is that of guided independent
study, individualized education, and
inquiry-based science education. As a
result of the success of our model, we
have received $11,000 in grant money
to help out t our classrooms with
new scienti c data-collection devices.
Someday we hope to receive additional support to equip our classrooms
with computers so students can more
e ciently work at their own pace.
Beginning this year, students watch
the podcast lecture, do their assignments, conduct lab experiments, nish
projects, and take authentic and written
Bergmann’s Web page: www.wpsdk12.
Hatak’s blog: http://21chatak.blogspot.
Hatak’s podcasting blog: http://hatakappodcast.
Sams’s Web page: www.wpsdk12.org/~asams
Web site on how to start vodcasting lessons:
Jonathan Bergmann teaches
science at Woodland Park
High School in Woodland Park,
Colorado. In 2002 he
was awarded the prestigious
Presidential Award for Excellence
in Science and Math Teaching.
Aaron Sams teaches science
at Woodland Park High School in
Woodland Park, Colorado. As the
recipient of various technology
grants, he has had the opportunity to experiment with a range
of technological teaching tools.
with the tools
you need to and Resources for create exciting, the K- 12 community
topical lesson plans and
curriculum. Like an Instructional
Media Center in the real world,
you will find...
• a solid foundation for
supporting standards and
• classroom projects, lessons,
units, field trips, extended
studies, and international
databases in almost every
subject and across subjects,
• references and projects to
challenge your students,
• ideas & resources to integrate
the new media tools,
• tips for school, family, industry,
and community partnerships,
• tools for planning, using and
managing your own
• professional development and
The K- 12 Instructional Media
Center is chockfull of the best-of-breed resources for designing,
implementing, and refreshing
lesson plans and curriculum.
Your One-Stop Resource
For Curriculum And
Used as a professional development
resource by the Stanford School of
Education and the Exploratorium,
K12IMC.org is a non-profit resource,
maintained by Dr. Bonnie Tenenbaum.
Check it out today!