One recorder was assigned to the students for grade 3, 4 and 5 and they were cleaned at the end of grade 5. These recorders stayed at school and were for practice in class as they belonged to the school. It was always optional to buy recorders for home practice. I also encouraged my students to borrow one from cousins or older siblings so that parents only had to buy one. Your email address will not be published.
Solve before submitting! This site uses Akismet to reduce spam. Learn how your comment data is processed. Tammy Axt. March 31, Assessment , Differentiated Instruction , General. I have learned: Never start the program without taking a period to do an activity on building community.
When I first starting doing the program, I used to dive right in as I felt that I had such limited time with the students. However, during the program, inevitably someone received a belt before someone else and another student struggled to get through the first song. Now most students will high five each other every time someone passes, no matter what level they are at.
Feedback needs to be quick and easy for students to understand. I used to give elaborate feedback to students on pages and pages of paper and I realized that all that writing took up too much class time.
Also, the students never read it and it was not helpful in moving the students forward. Also, I want to get through at least ten students in a period. This requires my assessment to be quick, specific and to the point. I have attached the template that I use for my assessment tracking. There is only one of me in the room. I have learned to accept the fact that I see my students for 40 minutes and I cannot help everyone every period. You previously purchased this article through ReadCube.
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Learn more Check out. Volume 38 , Issue 4 April Pages Related Information. Close Figure Viewer. Browse All Figures Return to Figure. Previous Figure Next Figure. Email or Customer ID. Have the class share how the storytelling activity went. Did students incorporate the elements and techniques of effective storytelling discussed in class? Students should now be at least a little familiar with the elements that make for good podcasts and storytelling. Analyzing and practicing effective interviewing techniques, another ingredient central to many podcasts. Warm Up: One-Minute Interviews.
From the list they already highlighted, ask students to choose a prompt they could pose as a podcast interview question. Tell students they are going to practice taking on the role of interviewer and interviewee, and they will have one minute to conduct an interview.
Interviews should take up the entire minute, so if there is extra time, interviewers should be ready to ask follow-up questions. Set the timer to one minute and have students interview a partner. When time is up, have partners switch roles for the next minute. After both interviews are completed, discuss the activity as a class. How did the one-minute interviews go? Did the interviewee speak for the entire time?
Did the interviewer ask any follow-up questions? What kinds of follow-up questions worked well? Students should take notes using this handout PDF. As a class, watch this Radio Rookies video above about a particular type of interview — the vox pop, or on-the-street, interview. Students should continue adding notes on interview techniques. After the video, do a quick share. Activity: Elements of an Interview.
Vox pops are just one kind of interview. Often interviews are prepared, meaning the interviewee has time to think about the questions in advance as opposed to the vox pop and the interview includes multiple questions and takes place in a more formal, or at least quiet, setting.
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In their small groups, students should listen to the three brief audio clips below and take notes on the same handout. Students might even guess what the missing questions were. Then regroup as a class. What interviewing techniques did you hear? Which ones do you think are the most essential to good interviewing?
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Which techniques might be most helpful to you in making your podcasts? Make sure you discuss the difference between open-ended questions which require more thought and closed-ended questions which elicit a simple one-word answer , and how the first kind makes for better interviews. Mini-Lesson: Using a Smartphone to Record. If you have fancy microphones or microcassette recorders, you can skip this next part. But if your students will be using their smartphones as personal recording devices, then make sure everyone is familiar with these basics:.
To finish, press the same button again. It should be free of background sound and loud enough to hear, but not so loud that it crackles.