Objects

Are you finding a multi-sensory object to represent your new concept every time you teach a new concept?  We find that this is one of the first steps SKIPPED when teaching a new concept, but it’s one of the most important steps. Making connections with your students by bringing in a “real world” element is essential.  If you’re not seeing as much progress as you’d like, reevaluate whether or not you are incorporating this step. 

Here’s why:

• By using an object to represent the new concept, you are making a real-life connection for your students.  
• Showing a picture is better than nothing.  However, think about seeing a picture of an ocean compared with seeing the ocean in person.  Big difference, right?  It’s the difference between knowing something and knowing about something. Use an actual object when you can. 
• Don’t just show an object and set it down.  If possible, have one for each student.  If not, pass it around.  Let students touch it, smell it, and manipulate it.  Have them make a connection.
• For higher-level concepts, continue to use an object! It is still important!  Maybe you are teaching /er/ spelled with ‘er’.  Give each of your students an ‘eraser’ as your object.  Perhaps you are teaching -us versus -ous, bring a miniature cactus (there are soft varieties) to school or even an ‘enormous cactus’.  Then have them choose an adjective (ous) and noun (us) to create a logical or humorous combination.  Draw a picture of it and write a story.  
• When teaching morphemes, get creative! Burst a balloon with the morpheme “rupt” written on it! 

All of the steps in teaching a new concept are important.  However, showing an object is crucial.  It helps your students make connections.  Plus, it makes learning fun…for ALL ages!  There are several object ideas located in your manual under the “Teaching a New Concept” section.