Text box/bag activity
This strategy is beneficial because it helps build prior knowledge
before reading. Learners are able to build meaning when they directly
interact with objects. The artifacts connect prior knowledge to the
words/objects that will be featured in the text (Miller & Veatch,
2011, p. 59).
The Text Box/Bag Activity begins with the teacher gathering props that are connected to the upcoming text. Allow the objects to be placed in a central location in the classroom, but if the props that are needed are not available, the objects can be viewed on a computer or an interactive board (Miller & Veatch, 2011, p. 59). This dialog shows how the teacher can help facilitate the instruction through what she says and how she responds to the students.
Procedure
VariationsOne way that I would you this strategy in math, would be for a measurement lesson. In the bag I would put different measurement tools and possibly objects that could be measured different ways, using different tools.
I could also use the strategy when teaching fractions. I could place different objects in the bag that would show different fractions and students would be able to see how to make different fractions. Tied into writing
This strategy allows students to make inferences and to communicate their understanding of a concept through a prop or an object. The students work collaboratively to discuss a theory for the object with the guidance of an adult.
CCSS.ELA-Literacy.W.6-8.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension (Common Core State Standards Initiative, 2015). |
Kimberly Carey
Course: EEC 428 Professor: Dr. Lori Piowloski Minnesota State University, Mankato Using Props in the Geography Classroom
(Educationgovuk, 2012)
This teacher does a slight variation of the strategy by choosing the objects that each student will get to investigate and infer about. Students get a chance to talk and discuss with their partners about their reasoning and then come back together as a group to share.
Inference Game
(Knatim, 2011)
This teacher uses the strategy in a group setting and pulls the objects out for the students to observe and think about. She does a great job of asking the students some questions to get them to continue thinking and to have a reasoning behind what they are communicating the object might be used for or the concept behind the object.
Using Props to Solve word problems in math
(Magan, 2013)
These students are using props to help solve a word problem along with the help of an adult. This is a slight variation of the activity, allowing students to be more incharge of their learning through the use of the props to convey a concept and to help solve a word problem.
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References
Common Core State Standards Initiative. (2015). English Language Arts Standards. Retrieved from http://www.corestandards.org/ELA-Literacy/W/6/
Educationgovuk. (2012, March 27). Using props to teach geography at secondary school level [Video file]. Retrieved from https://www.youtube.com/watch?v=bCCzzsXWXPw
Knatim. (2011, November 2). Precision teaching: inference game [Video file]. Retrieved from https://www.youtube.com/watch?t=44&v=z-Vu_CqyEpo
Magan, L. (2013, June 20). How to teach your child to solve maths word problems that include the word after [Video file]. Retrieved from https://www.youtube.com/watch?v=KpSSDV9kO-Y
Miller, M., & Veatch, N. (2011). Literacy in context (linc): choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Educationgovuk. (2012, March 27). Using props to teach geography at secondary school level [Video file]. Retrieved from https://www.youtube.com/watch?v=bCCzzsXWXPw
Knatim. (2011, November 2). Precision teaching: inference game [Video file]. Retrieved from https://www.youtube.com/watch?t=44&v=z-Vu_CqyEpo
Magan, L. (2013, June 20). How to teach your child to solve maths word problems that include the word after [Video file]. Retrieved from https://www.youtube.com/watch?v=KpSSDV9kO-Y
Miller, M., & Veatch, N. (2011). Literacy in context (linc): choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.