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SOAPSTone
SOAPSTone
SOAPSTone is a method used to analyze primary sources. Primary sources are sources that were created at the time of an event. SOAPSTone asks students to identify the speaker, occasion, audience, purpose, subject, and tone of the primary source under study. The speaker is who created the source. The occasion is when and where the source was created. The audience is who might have read or seen the source at the time of creation. The purpose is why the source was created. The subject of the source is the topic. The tone is how the author presented the source. SOAPSTone is a great way for students to analyze and gain a deeper understanding for sources. I really like SOAPSTone because it challenges students to look at the credibility of sources. I would use this in elementary school grades because they are being encouraged to look at primary sources to learn social studies material.
In the document to the right, I did a SOAPSTone for three primary sources that I then created a lesson plan for. I think this was beneficial for me to do before writing the lesson plan because it ensured that I chose quality sources. It gave me practice in filling out a SOAPSTone, so that I could model it for the lesson I was planning.
Before, During, and After Reading (BDA)
Before, During, and After Reading (BDA)
Before, During, and After reading strategies are different reading strategies that help students interact with a text at different points in the lesson. In the Before strategies, students are engaging in previews of the text. They are also using their background knowledge to make predictions. In the During strategies, the students are interacting with the text to build connections within the text and to help them with their comprehension of the text. In the After reading strategies, the students are responding to the text in the form of a summary or evaluation. The BDA reading strategies can be done as a class, in small groups, or individually. They work well with scaffolding. There are also hundreds of before, during, and after reading strategy activities. I really like BDA strategies because students are very engaged when using them. They help students get the most out of their reading.
In the document to the right, there is a list of 27 BDA reading strategies with a description of how to use the strategy and how it connects to reading. There are also three links within the document that lead to even more BDA reading strategies. This is a good resource because there are many BDA strategies complied into one place.
Frayer Model
Frayer Model
The Frayer Model is a teaching aid that teachers use when teaching vocabulary to students. The Frayer Model takes students through creating their own definition of the word, creating examples of the word, creating nonexamples of the word, and either drawing a picture of the word or using it in a sentence. This model allows for students to gain a deeper understanding for the vocabulary words they are learning about. I like this strategy because the students are actively engaging in the process of learning the vocabulary words. Because they have to create their own definition, examples, nonexamples, and a sketch or a sentence, the students are more likely to remember the meaning of the words. I would use this in elementary classrooms in any subject that the students are learning vocabulary in.
In the documents to the right, I created two versions of a Frayer Model. I used these resources in a direct instruction lesson. The Google Slides presentation was used to teach the students the vocabulary works, and the Google Docs was the worksheet the students would fill out based off of the presentation.
Inquiry-Based Games
Inquiry-Based Games
Inquiry-based games are a part of games based learning. They require the player’s inquiry to guide the game. The students must ask themselves questions to play the game. They must solve the questions they ask to progress through the game. These games are great activities to promote collaboration. These games are very student-centered because these students are actively asking and answering questions as they play the game. They are inquiring into the game. I like inquiry-based games because the students are an active part in the game. Games are also a great way for students to learn because they are learning through play. I would use inquiry-based games in my classroom because they teach students how to ask questions.
Simulation Games
Simulation Games
Simulation Games are also a part of games based learning. Simulation games simulate different experiences. The students are placed within the simulation and they are required to make choices that effect how the game progresses. These types of games allow students to experiment with different choices at low stakes. They also allow students to learn from the choices because they can play the simulation multiple times. Simulation games promote the development of problem-solution skills because students are faced with problems in the simulation, and they must develop a solution to the problem. I would use simulation games in the classroom because they teach students about experiences that might be hard to create within the classroom, and the students find simulation games very engaging. I like that students get to experiment with problem-solution skills in simulation games.
The document below includes various types of games that can be incorporated into games based learning. Specifically, the inquiry-based games are located on pages 7-9. They include the games Geoguessr and Geocaching. Additionally, simulation games are located on pages 2-4, and they include Oregon Trail and Merchant Empire. It includes how the games are played and how they are beneficial to students learning.
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