ALEX Learning Activity

This activity provides a teacher-made Google Slides document with a link to an episode of the Smithsonian's Sidedoor Podcast called "The Worst Video Game Ever." With this high-interest topic and student-friendly format, students will practice active listening skills to answer questions about the podcast. This resource can be used in a whole group, small group, or individual setting or as at-home practice. 

This activity was created as a result of the ALEX Resource Development Summit.

Students will practice active listening skills with a 25-minute podcast recording on a high-interest subject.

Students will use a Google Slides document as a guide to answer nine questions while listening to the podcast. 

Students will reflect on the relevance of the podcast to their own experiences with video games or other forms of entertainment and will compose a short answer explaining their opinions and preferences. 

Students will reflect on the credibility of the podcast on the topic and compose a short answer explaining why the podcast is (or is not) a credible source. 

Students will list one or more sources to find more credible information on the topic.

Instructions for Students completing the assignment independently:

Important to know: Students cannot listen to the podcast and type into the document at the same time if they are listening to the podcast via the Google Slideshow. A link to the slideshow on the Smithsonian's streaming site is included for students who wish to (and whose school internet filter allows them to) stream from another site so they can listen and type at the same time.

1. Students listening on their own will need headphones, a writing utensil, and some paper or a copy of the handout to write on.
2. Students should open the slideshow as a presentation, click "start" to begin the podcast, and answer the questions therein on their own paper or on a handout. (Find the handout here.) 
3. As they listen, students will practice active listening to answer questions 1-9 in the Google document, focusing on clues in the podcast to help them answer the questions.
4. After they finish listening and answering on their own paper, they can return to the slideshow in edit mode (exit presentation mode) and type their answers from their paper into the slideshow to submit digitally, or the teacher may choose to have them submit the handout/paper notes. 
5. The first two After Listening questions require students to relate the information from the podcast to their own lives. They will share their opinions and phrase their answers in complete sentences. 
6. The second two After Listening questions require students to consider the credibility of the Podcast and locate another credible source to find more information about the topic.

Instructions if the teacher chooses to play the podcast aloud for a whole class or small group:

1. If you do not want students to have access to the podcast on their own, you may edit the instructions on slides 3 and 4. Slide 4 can be deleted entirely. 
2. Students will need to open the slideshow in edit mode. As they listen, students will answer questions in the Google document that show they are actively listening and focusing on finding the answers to the questions.
3. The first two After Listening questions require students to relate the information from the podcast to their own lives. They will share their opinions and phrase their answers in complete sentences. 
4. The second two After Listening questions require students to consider the credibility of the Podcast and locate another credible source to find more information about the topic.

Read the students' answers to the questions from their Google Slides document or handout, checking for accuracy on questions 1-9. 

For the first 2 questions following the podcast, students should use complete sentences in their responses. These responses should reflect deeper thinking and a relation of the podcast topic to their own lives. 

For the second set of 2 questions following the podcast, students should identify the source of information (the Smithsonian Institute) and explain why the Smithsonian and this podcast episode is considered a credible source of information. Ex: The podcast includes a primary source: The inventor of the game who witnessed the unearthing of the lost video games. The Smithsonian Institute is a highly respected research institution and the world's largest museum, education, & research complex and shares its resources worldwide.

This activity assumes students are already familiar with active listening strategies and how to determine the credibility of sources.

1. Prior to instruction, listen to the podcast from Sidedoor Season 4: The Worst Video Game Ever?  to familiarize yourself with the topic and be able to anticipate student needs as well as questions that may arise.
2. Decide if you want to play the podcast aloud for your students all at one time or if you want them to be able to listen on their own.
3. If you have 1:1 devices, distribute the Google Slides document digitally to students, making sure that each student has his own copy of the slideshow to edit.
4. If you do not have access to 1:1 devices, this activity can be completed with only the handout so students can answer the questions on paper.

The Sidedoor Podcast has many episodes that may appeal to middle school students. More assignments like this could be created based on the students' interests. 

Extension: Have students work alone or in groups of 2-3 students to write a script for a podcast about something that influenced a company or industry's future. What sources could they use to insure the credibility of their podcast? 

A transcript of the episode is available here for students who are deaf or hard of hearing or as a resource for students to go back and check their answers.

This activity can be used as a stand-alone activity or together with the following activities as a complete lesson:

• Introduction to Active Listening: What, Why, and How? (Before)
• Active Listening With Podcasts Independent Assessment (After)