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I founded Listenwise to inspire individuals to fulfill their potential through the power of listening. In the last 5 years, podcasting has really exploded but we’ve only begun to see its impact in the classroom. Over that time, we’ve learned so much and there is so much more to do.  

I’ve learned that we need to continue investing in Listenwise to provide a broad solution to help all learners and teachers. We need to add a full range of content to support younger students as well as students who are at earlier stages of their language acquisition. We also have recognized the difficulty of teaching listening comprehension without measures of listening complexity and performance. Now we are on the cusp of bringing Lexile measures for listening to Listenwise. However it is very difficult for us to make these types of investments while keeping Listenwise affordable for a wide range of schools. It is time for us to make some changes to our free product in order to ensure Listenwise can meet everyone’s needs. 

Beginning on March 1, 2020, “current events” will be the primary content in our free version. ELA, Social Studies and Science podcasts and lessons will no longer be available without a paid Premium subscription.The free product still has a lot to be enthusiastic about… 

  • 1000+ current events with new ones added every school day, 
  • perfectly chosen stories about important events in the world, 
  • really engaging content for listening practice, 
  • and our very popular debate fridays. 

Plus features to make it easy to use in the classroom such as listening comprehension questions and the ability to share the audio directly with students using Google classroom.

We have tried to give plenty of advance notice to all impacted users so they can plan accordingly. If you’ve been using our free product, please check your email for some special options available to you for access to the full Listenwise collection for the rest of this school year or contact us! 

More details on the content and features that will make up our free and paid products moving forward can be found on our plans chart.

We believe this is the right path forward to build a sustainable future for Listenwise and our community so we can continue developing high-quality lessons and features that support students building listening comprehension skills for years to come. We value our users and look forward to achieving the mission with you. 

Please feel free to send us your feedback about these changes or other comments/concerns at feedback@listenwise.com

Sincerely,

Monica Brady-Myerov

Founder and CEO


The connection between listening and reading makes a clear case for using audio stories to promote literacy, and until now Listenwise has focused on bringing great audio to middle- and high-school classrooms. We have listened to your thoughtful feedback from conference conversations, classroom visits, customer surveys, etc., and we are excited to announce that we are expanding our collection to include high-quality podcast lessons for lower level classes. Look for elementary lessons coming in January 2020!

In the meantime, educators can preview an elementary Listenwise lesson and learn how one 4th grade teacher taught it to her students. 

A Classroom Snapshot

Elementary teacher Gretchen Hummon recently taught the Bird Mystery lesson to her 4th grade class in Leominster, MA. She taught the lesson during her literacy block, highlighting connections to her curriculum in both ELA and science. Grechen used the instructional materials provided, sometimes adapting them to meet her specific goals, and incorporated her regular literacy strategies and routines into the lesson.

Before Listening

To activate prior knowledge, Gretchen opened the lesson by asking students “What do you know about birds?” She called on students and then asked them to write their responses on the whiteboard.

Next, she followed up on a point made by one student and asked “What do you know about bird migration?” prompting students to turn and talk with a neighbor. After they had chatted, she invited them to report their responses to the whole class. She then introduced the podcast “Bird Mystery” and asked students to predict what they thought the story might be about, noting that many reading strategies (such as prediction) also apply to listening. She reminded students that the reading strategy of the week was asking and answering questions, then distributed printed t-chart listening organizers and asked students to jot down their questions as they listened. 

During the First Listen

Gretchen then played the audio story for students on her computer. As they listened, students noted their questions on the t-chart, demonstrating their engagement with the story: 

  • Why does the bird have an antenna?
  • Why are birds in trouble?
  • How do they know to go to South America and back?

After the First Listen

After they finished listening to the story, Gretchen asked students to turn and talk about each of the listening comprehension questions in sequence. As students shared responses with the class, Gretchen probed, clarified, and asked for elaboration. She invited students to share their own questions and discussed some of those as well. She also introduced vocabulary words from the story that she had listed on a chart.

Sometimes she read the sentence from the podcast transcript to provide context for a word. Other times she asked students to use the word in a sentence of their own. Over the course of the lesson, Gretchen made a mark on the chart each time a word was used, which was a familiar weekly vocabulary routine in her classroom. 

During the Second Listen

Next, Gretchen asked students to listen to the podcast again. This time, she directed them to listen for vocabulary words as well as for understanding. She projected the interactive transcript on the screen so students could follow along with highlighted text in sync with the audio. 

After the Second Listen

After the class had listened to the podcast a second time, Gretchen asked students to get a Chromebook from the class cart and log into their Google accounts. She had assigned the online quiz accompanying the “Bird Mystery” lesson through Google Classroom. Students logged into their accounts and took the listening comprehension quiz independently. 

Finally, Gretchen asked students to write in their writing notebooks about birds, using vocabulary words if possible, and/or to reflect on the podcast lesson. 

Once all students had finished the quiz, Gretchen projected the questions on the screen and discussed with students which strategies they used and why they chose the answers they did. This offered the opportunity for students to learn from each other and for their teacher to better understand their thinking to inform further instruction. Reviewing students’ completed listening organizers and writing notebook entries also provided insight into students listening comprehension strengths and weaknesses. 

There are many ways to implement each lesson, and this snapshot offers just one example of how Listenwise stories can be integrated into dynamic elementary instruction. A new collection of elementary lessons will be available in January 2020! 

Careful listening is a valuable lifelong skill. It helps us learn language, integrate stories from our past, forge human relationships, and succeed in school and the workplace. Starting from a very early age, listening is a key skill in helping children learn to read and become better readers. 

With reading scores either dropping or holding steady on the National Assessment for Educational Progress (NAEP), we see an important opportunity nationwide to teach listening to support reading comprehension. On the 2019 NAEP Reading Assessment, two out of three students did not meet the standards for reading proficiency in the 4th or 8th grade, and only 35% of 4th graders in the U.S demonstrated reading proficiency. Listening is a missing piece of the literacy puzzle.

Research establishing the link between listening and reading goes back decades. In a 2018 webinar, literacy expert Timothy Shanahan explained that many studies have shown a large and significant relationship between children’s early language development, including listening, and later reading achievement. Given the strong link between listening and reading, it stands to reason that improving listening comprehension skills leads to stronger reading skills. However, there has been a notable lack of research in this area, in part because valid, reliable measures of listening comprehension have been lacking. 

This is soon to change with a new Lexile® listening framework developed by Metametrics, the creators of the Lexile® reading framework. In January 2020, a new research-based measure of audio passage complexity and student listening comprehension will be released. With valid and reliable measures of both listening comprehension and reading comprehension, further research into the relationship between the two and how they impact literacy will be possible. The new listening measure has significant implications for teaching listening and supporting literacy in the classroom. (Look for the measures to be incorporated into the Listenwise product in late January 2020!)


What is the connection between listening and reading?

As noted in our previous blog post on the relationship between listening and reading, to understand the link between listening and reading, it helps to start with a model of reading. The “simple view” (Gough & Tunmer, 1986) breaks reading into two basic components: decoding and language comprehension. Researchers agree that most differences in students’ reading performance can be explained by variations in these two factors. Instruction in the early grades typically emphasizes decoding, or sounding out and recognizing words to translate printed text into oral language. But to become good readers, students also need listening comprehension skills, or the ability to understand language and make meaning of those words and the messages they convey.


How can listening help with reading?

As the academic emphasis moves from “learning to read” to “reading to learn,” language comprehension assumes a more prominent role. Children who have mastered decoding but lack strong comprehension skills – known as “poor comprehenders” (Hogan, 2014) – tend to fall behind as texts become more conceptually complex, containing more academic vocabulary and requiring more background knowledge to understand. 

Listening can support crucial skills necessary for improving reading. Dozens of studies have documented the importance of two key areas influencing reading level: vocabulary and background knowledge (Shanahan, 2018). Students with larger vocabularies can read and understand more complex texts. And students with background knowledge of a subject perform better on reading tests than those who encounter the subject for the first time, even if they are lower level readers (Recht & Leslie, 1988).  With these factors in mind, education journalist Natalie Wexler makes the case for asking students to take a deep dive into one subject area rather than only practicing decontextualized reading skills. Building knowledge and vocabulary around one subject, bit by bit, through different inputs, motivates students and equips them with the foundation they need to continue improving their reading. 

Students are typically able to listen at two grade levels higher than their reading level, making listening an effective way to expose kids to complex concepts and new vocabulary. Teaching with engaging, high quality audio stories, such as those curated by Listenwise, offers opportunities for students to learn academic language and build background knowledge about a host of important topics. Struggling readers and English learners can especially benefit from listening because it allows them to engage with higher level content and participate more actively in discussions than they otherwise might. Students can focus on developing comprehension strategies such as making inferences and identifying the main idea, which apply to both listening and reading, through the engaging medium of audio, without the cognitive load of decoding.  

Brain research is further illuminating the link between listening and reading. Neuroscientists recently discovered that the same parts of the brain are activated whether a person hears words or reads them on a page. The research has implications for students with dyslexia, among others. But it also highlights the important role listening plays in learning, as a helpmate and equal partner to reading. With the new Lexile® listening measure, teachers will be better able to assess and monitor listening comprehension, and education researchers will be able to further investigate the relationship between listening and reading. 

If you are a California educator, you received your SBAC scores recently. In California, the SBAC test is known as the CAASPP. We compared year-to-year growth for our middle school customers using Listenwise and found positive results! 

79% of our middle school users increased their listening scores from 2017 to 2019, and the Listenwise users outperformed the average state growth across California.

We’d like to give a special shoutout to Grant Middle School in Kings Canyon Unified, Kennedy Middle School in Redwood City Elementary School District, and Eagle Peak Middle School in Ukiah Unified for increasing their listening scores!

When we dug into the listening data ofthe 2018–19 SBAC test results from the ELA subsections, we uncovered some interesting findings. As compared to reading, writing, and research,  listening had the lowest percentage of students performing “above standard,” indicating that there is work to be done to help many students absorb complex ideas through listening. But listening also had the highest percentage of students “near standard” and the lowest overall percentage of students “below standard.” Clearly many students already have basic listening skills in place. Educators can use this foundation to develop more sophisticated listening skills in their students, to help them build reading, writing, speaking, and other literacy competencies.

Assigning students a weekly current event or incorporating a Listenwise lesson into each unit can help students further develop their listening skills, build their vocabulary and background knowledge, and learn about a variety of engaging topics that are relevant to their lives and to the world beyond school.

Updated Nov 2019

November is National Native American Heritage Month. Teaching students about the culture, traditions, music, art, and world views of indigenous peoples is important to celebrating our shared sense of humanity. Celebrate this month with your students, and check out some Listenwise stories and other resources that could be helpful in bringing Native American heritage into your classroom this month and throughout the year.

Podcast Lessons for Native American Heritage Month

Explore our Listenwise stories that showcase voices and perspectives of indigenous people and discuss themes of culture, identity, stereotyping, racism, and privilege:

Listen to Students from Crow Reservation in Montana

Listen to this podcast to hear students at Crow Agency Public School on the Crow Reservation in Montana debunk myths and stereotypes about Native American life. Fifth grade teacher Connie Michael was inspired to make this podcast with her students after working with teachers at the Smithsonian Museum of the American Indian, where she learned that students across the country had significant misconceptions about life on a reservation:

Other High Quality Resources for Native American Heritage Month

Here are a few more high-quality resources that can help you bring indigenous peoples’ perspectives into your classroom:

As we head into Thanksgiving later this month, it’s important to recognize that, as Teaching Tolerance explains in their Thanksgiving Mourning lesson, “For some Native Americans, Thanksgiving is no cause for celebration, but rather serves as a reminder of the devastating effect of colonialism on indigenous peoples.” They offer valuable resources to use with students to help them think critically about American holidays and history and to read and listen to different perspectives. 

Teaching Tolerance also offers other teaching resources to help promote understanding of the Native American experience. For example, their lesson Teaching Thanksgiving in a Socially Responsible Way raises the point that “Native Americans have been speaking out and writing back against the colonialist narrative of Thanksgiving for as long as the American narrative has existed.” 

Please share with us in comments any other resources that you use to help promote understanding of indigenous peoples’ cultures, histories, and perspectives.

Engaging students in substantive, meaningful discussions that demand critical and creative thinking can be challenging in any instructional context. When the magic happens, however, such conversations can be the stuff of teachers’ most memorable classroom moments. Well-framed, authentic, respectful academic discussions provide opportunities for students to build effective arguments backed with evidence, make connections between someone else’s experiences and their own, or explain their understanding of a complex phenomenon using academic language.

Learning Benefits of Online Discussions

While face-to-face discussions can work well to support the development of important speaking skills and cultivate positive classroom culture in many circumstances, they also have limitations. For example, face-to-face conversations are linear, meaning that only one person can speak at a time. Often, in the spirit of fairness, teachers try to ensure that many students have a chance to contribute to a group discussion, which can have the effect of discouraging back-and-forth exchanges that probe more deeply into a topic and engage students in thinking collaboratively. 

Fortunately, threaded online discussions accommodate that sort of back-and-forth exchange in a way that does not interfere with ensuring equitable participation. In fact, there is no limit to student responses, and students can reply to each other as much as they would like, so multiple conversation threads can develop in response to a single, generative prompt. In addition, some of the social barriers to participating in a face-to-face discussion are removed in an online discussion. Thus, many students who are not comfortable sharing their thoughts orally in class find it easier to contribute when they have some time to compose their ideas and a bit of distance from their classmates. Of course, just as with classroom discussions, it is important to establish guidelines for participating in online discussions, such as being respectful, and to hold students accountable to those guidelines.

Setting Up Online Discussions in Google Classroom

Google Classroom allows teachers to set up online discussions very easily. When viewing a Listenwise story, after clicking “Share Audio” and then “Share link to Google Classroom,” choose a class, and select “Ask question” when prompted to “Choose action.” Add one of the discussion questions from a Listenwise story (or create a new one), and then provide clear instructions to accompany the link to the story. Make sure that “students can reply to each other” and “students can edit answer” are both selected, so students can engage in dialogue after they have shared their initial response and fix any errors once their responses are posted. As with any assignment, add a due date, and then click on “Ask.” It is also possible to do this from Google Classroom by choosing the “Question” option when creating an assignment.

Moderating Online Discussions

It is helpful to provide clear instructions for how students are expected to participate in an online discussion, including expectations for responding to others. Ideally, the prompt should be open-ended and require that students contribute their own ideas and interact with each other constructively. Listenwise discussion questions are designed to generate dialogue about an audio story by engaging students in higher order thinking about important ideas and connecting those stories to their own experiences. To that end, it is helpful to give students room to respond to each other before entering the discussion. When doing so, it can be useful to model the types of interactions expected of students, such as asking clarifying or probing questions, prompting elaboration, or offering counter-arguments or corroborating examples. It is important not to dominate the discussion so that students feel ownership and freedom to express themselves genuinely. 

While the Google Classroom “Question” discussions are not completely threaded, they do indent at the first reply to a student’s response, which helps to track exchanges. 

Assessing Online Discussion Participation

Another benefit of online discussions is that they create artifacts of student work, unlike face-to-face discussions (unless they are recorded). Student participation can be assessed using a rubric such as this one. Online discussions can provide helpful formative assessments, offering a window into student understanding that can inform subsequent instruction. They can also be used as an intermediary step in the writing process, allowing students to work through their ideas in conversation in preparation for an independent writing assignment. For example, students might discuss a topic such as “Can tolerance be taught?” online and then build upon their contributions and develop them into an argumentative essay. 

If you have used Listenwise stories in online discussions with Google Classroom, please let us know in the comments what you did and how it went!

This post is part of our series on App Smashing with Listenwise.

Listenwise podcasts can be paired with Newsela, offering news stories and differentiated multimedia text sets on a wide variety of topics.

We talked with two of our Listenwise Advocates about how they use  Newsela with Listenwise to meet their teaching goals. Andrew Garnett-Cook teaches 7th and 8th grade social studies in Brookline, MA. Laura Krenicki is a 6th grade geography and world cultures teacher in Colchester, Connecticut.

Laura and Andrew explained why they like using Newsela and Listenwise together:

“I find Listenwise and Newsela pair well because both contain reliable and newsworthy human interest stories,” Laura said. “We want students to be able to compare texts and to find valid sources. Since Listenwise uses NPR stories and Newsela uses content from reliable sources, you know the information has been vetted. In addition, they work well when I am compiling text sets or supplemental materials to teach content and perspectives.”

Andrew said, “Both Listenwise and Newsela are resources that allow teachers to incorporate current events. Both resources also offer tools for differentiated learning. On one of my seventh- grade projects, I had students use both Newsela and Listenwise to explore recent research and news stories connected to the topics they were studying.” 

Last year Andrew used Newsela and Listenwise to build students’ research and writing skills with a project on early human development. He told us that he assigned students a topic connected to the study of human development. Students worked in teams to research their assigned topics using a variety of sources, including Listenwise and Newsela. Then, they presented the results of their research to the class. Andrew’s project fostered student agency by asking them to find sources independently using reliable, high quality instructional materials. 

Laura used Listenwise with Newsela in her unit on A Long Walk to Water by Linda Sue Park, where students explored the challenges experienced by refugees. Her goal was to meet Common Core State Standards for 6th grade speaking, listening, and reading. 

Laura created her own text set in Newsela and paired the texts with the following Listenwise podcasts:

Laura’s students were able to make powerful connections to the topic as they listened to authentic voices of refugees and read about the diverse experiences of refugees around the world. They then shared their reflections on Flipgrid.

We asked Andrew and Laura to share tips for other teachers thinking about using Listenwise and Newsela.

Laura emphasized how Newsela and Listenwise can be used to cultivate student agency. “Students appreciate choice!” she said. “If you generate a curated list of articles and podcasts for students, have them all do one or two together, and then offer choice on a third article (or more), they may jigsaw the learning together.” 

Andrew suggested aligning Listenwise Current Events and Newsela News with topics students are already learning as a supplemental resource. He suggested, “Have a good idea of how, for example, current events or other recent news stories can build upon content students are already learning in the classroom.”

What’s the best way to organize Listenwise podcasts and Newsela texts for your students to access? Laura suggested using Wakelet for easy navigation. To find more ideas for using Wakelet with Listenwise, check out our recent blog post about App Smashing Wakelet and Listenwise.

Original blog updated November 2019.

Are you podcasting in your classroom? Podcasting is a great way to provide deeper learning for students and empower them to have their voices heard and shared with a wider audience.  And students love to engage with audio content!

DOWNLOAD OUR FREE TEACHER’S GUIDE TO PODCASTING [PDF].

(Updated the infographic- reposted in October 2018)

Podcasting also hits speaking and listening goals and is a cross-curricular activity. Best of all, you don’t need a lot of equipment to get started. The tools you need to help your students create their own podcast stories are in their pockets or their laptops.  This guide will help you select the technical tools your class will need and part 2 of the blog lays out a curriculum of how to teach them to write like a public radio reporter. See below for some student podcast samples, and a checklist of equipment to get you set up to start creating!

Listen to Mr. Godsey’s Class Podcast emulating the podcast Serial:

Find other podcasting project ideas and listen to other student podcasts and teacher reflections on their podcasting projects through the Student Podcast PODCAST (on Spotify, Sticher, and iTunes).

Anchor is a great app that is a great place to get started with all the basics of podcasting. Or, you can check out this list of basic equipment and software that you need to start podcasting (including your computer). Essentially you need 1) a recording devices, 2) audio editing software and 3) a plan to publish the podcast – and you can find low to no-cost options for each:

1) A Recording Device:

Many computers have built-in microphones. The easiest way to record audio on a desktop or tablet is by using Vocaroo, the free audio recording service. Otherwise to get a better quality recording of the student/reporter’s voice you’ll want a portable mic.  Students can use their smartphones or you can purchase recorders and microphones.

2) Audio Editing Software

  • Soundtrap – (Mac, PC, Chromebook, iPad) FREE trial, low cost subscriptions for schools
  • Garageband (FREE on Mac only)GarageBand comes pre-installed on most Apple computers. Also free on ipads.

3) A Plan to Publish the Podcasts

If you are looking to go deeper with podcasting professional development submit your interest for a PD course put on by Soundtrap and Listenwise.

All the software is quick and easy to learn, but here are some useful Audacity tutorials for beginners:

If you are creating podcasts in your classroom using different technology and tactics, please share ideas with us in comments!

Want to dig deeper? Check out our Podcasting Part 2 blog for ways to help you think about best practices for preparing interviews and stories, and structuring the format and content of your podcast.  Find more podcasting resources on our teacher support center.

Listenwise has just released Collections! These are curated story collections based on popular themes commonly incorporated into the curriculum and addressed in classrooms across subjects and grade levels. A collection such as “The American Dream,” for example, includes a diverse group of stories that embody a generative theme. They can be used together to illustrate various angles on the theme and promote critical thinking and deep discussion among students. 

Collections are essentially audio text sets, which can be used in a variety of ways. Teachers might select a Collection to accompany a literary text (e.g., Death of a Salesman or A Raisin in the Sun) or a topical curriculum unit (i.g., immigration or civil rights) to diversify perspectives on an important universal theme that transcends time and place. Students might select different stories from within a Collection and then discuss as a group how they are connected to each other and to students’ own experiences. Teachers might assign several stories from within a Collection and then facilitate a discussion about common threads. 

How do I find Collections?

You can browse the Collections page from the Lessons drop-down menu. This is a good way to see the entire set of Collections, explore whether any are well matched to your curriculum, or consider some new ideas for curriculum development.

When you search the Listenwise library using a keyword related to a topic you are teaching, you’ll see related Collections on the search results page. You can also filter by “Collection.” This can help you find stories that you may not otherwise realize could be connected to your curriculum. 

What are the Collection themes?

We have launched Collections with publication of the eight collections below. We plan to add more, so if there’s a theme you would like to see, please let us know.

  • Coming of Age: These stories focus on young people experiencing challenges and triumphs as they grow up in a complicated world.
  • Perseverance: These stories of individual journeys of accomplishment, full of twists and turns, speak to the power of perseverance, no matter what obstacles threaten to block the way. 
  • Seeking Justice: Spanning multiple countries, decades, and causes, these stories address the importance of advocacy by and on behalf of people suffering injustice of any kind.
  • Shaping Identity: This collection focuses on individuals who feel conflict among aspects of their identities and ultimately come to accept themselves and make deliberate choices about who they want to be.
  • Survival: The stories in this collection look to survivors of harrowing experiences for insight into how a singular uncontrollable event can impact the rest of a person’s life.
  • The American Dream: This collection invites consideration of how the idea of the “American Dream” manifests in reality for people of different backgrounds.
  • The Human Connection: This collection explores the potential effects of seemingly simple human interactions, demonstrating how people are linked by their need to make meaning in their lives through relationships. 
  • The Power of Fear: These stories explore a basic human emotion that can be protective or harmful, illustrating the power of fear in a range of circumstances, including its origins and its consequences

Wakelet is a platform that allows educators to capture, organize, and share online teaching and learning resources. You can save any digital content to Wakelet – articles, videos, social media posts, PDFs, images and much more. Educators have been using Wakelet in many different ways, from portfolios to lesson plans, and now for Listenwise assignments! 

Sourcing a Wakelet Collection in Your Listenwise Assignments

One easy place to start is to assign a Listenwise story and incorporate a Wakelet link in the instructions with additional resources to provide further background and context on the topic for students. Alternatively, you could include the creation of a Wakelet collection as part of the assignment, giving students the chance to curate high quality resources as part of their research. This anchors the assignment on one Listenwise story, allowing students to do independent research on the topic. 

This is what it might look like in Listenwise:

Creating Wakelet Collections and Sourcing Listenwise Content

Another way to engage your students in using quality multimedia sources and participating in topical class discussions is to curate your own collections using Wakelet, incorporating Listenwise stories among the included resources.

Here’s what that could look like in Wakelet:

More Ideas for App Smashing Wakelet & Listenwise

Educator, Glen Weibe, wrote a great blog post highlighting effective ways to use Wakelet paired with Listenwise content. Whether you want to students to write argumentative essays, compare and contrast research, or evaluate different news sources covering the same story, you can curate your own Wakelet collection and incorporate Listenwise podcasts into that collection.

You could create a collection with 20 primary sources (Listenwise stories have great primary source audio!) and ask students to create their own collections taking inspiration from yours. From those 20 sources, they might pick 10 and use Wakelet notes to explain why they thought those 10 were the most important, or they could add their own using shared curation criteria. Educator Paul West writes about the importance of teaching students the skills of curation and shares some other fun project ideas. Check out his blog post!

Another route to take is to assign students to develop a curated Wakelet collection that students have sourced themselves (individually or as a group). Matt Miller from DitchThatTextbook wrote a great blog post on how to use the collaboration feature on Wakelet in your classroom. 

This collaborative process can pave the way for some awesome classroom opportunities, like having students analyze the collections of other groups, making peer review suggestions. 

Or, if you have been podcasting in your classroom (or want to start), have students create their own podcasts and pop them into a Wakelet collection when they are done. Then their classmates can listen and respond to the collections themselves. (See how @herplatt is doing that with his English Learners). You can find a variety of resources to support student podcasting projects in the Listenwise support center. 

There are so many great ways to use Listenwise and Wakelet together – as a helpful resource for assignment organization or as a tool for students to create their own projects.

Let us know in the comments how you are using Listenwise and Wakelet together!