Here's what happened in Stout Nation this week:
I wanted to do an assessment with my Kinder and 1st grade students on rhythmic syllables and also with my 2nd graders on Do, Re, Mi, and So. I borrowed a set of iPads from the library (to make my student:device ratio 2:1) and condiment cups filled with multiple sizes and colors of sequins from our fab art teacher.
The Kinder and 1st graders made YouTube worthy videos teaching the future Kinder and 1st grade students all about Ta and Ti-Ti. They were AWESOME. Things like this were said, "Hi! My name is Hannah! Today I'll be teaching you about ta and ti-ti. Let's take a look at these sticks. When I have one stick, you should say ta. Let's see what that would sound like...(makes a four beat rhythm using only ta's). Now, you try! (waits for the pretend students to say the four beat rhythm). Okay, when I add three sticks like this (demonstrates), it's going to be ti-ti. Let me show you what that sounds like..." And the videos continued all week long, very similarly to this example one.
My kinder and 1st graders could go up against any 4th grader and teach the snot out of rhythms. I am so proud!
Then, in 2nd grade the students were given a cup of sequins and a staff notation dry erase board. Just like Hannah in our earlier example, they did a great job introducing what they were teaching, teaching it, and letting the audience practice with them.
2nd grade was where my teaching brain TRULY exploded in greatness. Here's what happened:
Two girls were working together. One was the teacher, one had the iPad. The teacher started her video using So, Mi, Re, and Do. The note placement on the staff was a HOT mess, and this student is usually one who is quick to give up when things get too difficult. I was watching her teach while she was making her video and I was trying to find the holes in her learning and figure out how I could reteach her best (she gets pulled all the time for extra services), when her partner stopped recording, put down the iPad, and said, "Hang on, (redacted name), that's not right."
The partner with the iPad stopped right there and retaught our teacher friend what was going on. Our teacher was incredibly receptive, probably because she was listening to a peer doing the reteach, and she tried her video again and DID A GREAT JOB.
I'm going to tell you the truth: that was a complete accident. I hadn't directed the students to reteach if their partner got it wrong, because I was using the entire observed experience to see what I needed to reteach as we move on to expanding our conceptual knowledge.
You guys.
The students did the reteaching.
AND IT WAS HUMBLE.
AND HELPFUL.
AND NON-THREATENING.
AND COMPLETELY CORRECT.
I don't get teaching right 100% of the time. I could make a big huge butcher paper sized list of the mistakes that I still continue to make in my classroom. But pairing these two kiddos up?
I got that right.
Rather, THEY got that right.
#StoutNation