Presentation #2: Grading This activity is done with only one set of tablets. Stack the tablets in the center of the work place. Place a control table in front of stack. Stroke the control tablet from top to bottom. Stroke the tablet on the top of the pile; if it is rougher, replace it as the control, placing the smoother tablet in the discard pile. As each new (just smoother) tablet is identified, place in sequence ‘roughest’ beside previously identified tablet(s), which will progress from roughest to smoothest when finished. 5 Invite child to repeat or return materials to shelf. Work of the Teacher: Points of Emphasis: Method of arranging tablets on the table. Touching the tablets without visual cues. Using fingers of the dominant hand. Language: rough, smooth/rougher, roughest/less rough Some tablets look very similar but are different. Points of Interest: Challenge of matching and grading tablets. Work of the Child: Points of Consciousness: Even though the tablets look much the same, they can be distinguished from each other by touch. Control of Child’s touch. Last pairs will not match if an error has been made previously; color coding can be added as a control of error. Variations: Children can play together, handing tablets to each other. Labels for grading. Extensions: Divide sets and play matching at a distance. Source: Martha Monahan, NMI; May 2005
Presentation #2: Grading This activity is done with only one set of tablets. Stack the tablets in the center of the work place. Place a control table in front of stack. Stroke the control tablet from top to bottom. Stroke the tablet on the top of the pile; if it is rougher, replace it as the control, placing the smoother tablet in the discard pile. As each new ‘roughest’ (just smoother) tablet is identified, place in sequence beside previously identified tablet(s), which will progress from roughest to smoothest when finished. 5 Invite child to repeat or return materials to shelf. Work of the Teacher: Points of Emphasis: Method of arranging tablets on the table. Touching the tablets without visual cues. Using fingers of the dominant hand. Language: rough, smooth/rougher, roughest/less rough Points of Interest: Some tablets look very similar but are different. Challenge of matching and grading tablets. Work of the Child: Points of Consciousness: Even though the tablets look much the same, they can be distinguished from each other by touch. Control of Child’s touch. Last pairs will not match if an error has been made previously; color coding can be added as a control of error. Variations: Children can play together, handing tablets to each other. Extensions: Labels for grading. Divide sets and play matching at a distance. Source: Martha Monahan, NMI; May 2005
nmi_final_sensorial_2016_ec_.docx