By Claudine Grenier, Teacher
Instagram: prof_au_secondaire
In this Secondary V (grade 11) French class, students were invited to take on an unconventional challenge: producing a True Crime podcast. This genre—hugely popular among youth (and many adults)—offered rich opportunities to develop writing skills (narrative, descriptive, persuasive) and oral communication skills, such as analyzing the characteristics of a podcast and producing original audio content.
What began as a media literacy project soon became much more. Supported by digital tools, it evolved into a powerful example of inclusion and differentiated instruction in action. Without these technologies, implementing this kind of personalized learning would have been extremely difficult.
The choice of the True Crime format was deliberate. With its suspenseful and immersive qualities, it captured students’ attention and encouraged sustained engagement. Throughout the project, students drew on a range of competencies: reading and listening to sources, scriptwriting, oral practice, and audio editing. Because the tasks were authentic and relevant, student motivation increased significantly—even among those who typically participated less.
To ensure all students could actively contribute, a differentiated work plan was created using digital tools. Students progressed at their own pace, chose tasks aligned with their strengths (writing, grammar, recording, research, editing), and received tailored instructional support.
Here, digital tools played a pivotal role. They supported the integration of Response to Intervention (RTI) strategies in writing instruction: closely monitoring student work, providing timely feedback, and offering intensive support where needed. These tools enabled teachers to adjust instruction for individual needs—without slowing the class as a whole.
For example, students were tasked with writing a descriptive sequence portraying the day of the crime.
All students were held to the same final expectations, but the level of support was adapted to their needs.
Platforms such as iDoceo and Google Classroom allowed feedback to be delivered quickly, so students could revise their work and track their own progress. Each team then selected the best-written text to serve as the script for their podcast episode. This approach gave students access to high-quality models that clarified expectations and supported excellence.
Another key advantage of digital tools was their capacity to maintain detailed records. Using iDoceo, it was possible to document observations, track student progress, and plan targeted interventions. Meanwhile, students used Google Classroom to access instructions, submit drafts, and review feedback.
These digital records became valuable reference points—supporting both student self-assessment and teacher decision-making. They helped monitor group dynamics and individual participation, informing professional judgment at the end of the unit. Feedback through iDoceo could even be delivered via shorthand codes or colour-coding, saving valuable time during corrections.
This project reaffirmed that digital technology is not an end in itself, but a powerful ally when used strategically. By making learning more flexible, inclusive, and motivating, digital tools help ensure that every student finds their place in a collaborative learning experience. The True Crime podcast was just the beginning—this experience highlights the potential for similar student-driven projects across genres and subject areas. The goal remains the same: empowering every student to succeed.
Curious about how digital technology boosts student motivation in reading, writing, and math?Check out the latest issue of Engaged Learning professional magazine: Motivating Through Technology to Inspire Reading, Writing and Counting. This edition explores practical strategies and tools that spark engagement and help students thrive across subjects.
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