Where and When Would I Use This Strategy?

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Where and When?

DR-TA has a natural tendency to be used as a during reading activity. This strategy does implement pre and post reading elements however. One example of this is that DR-TA often asks students to analyze a text based on its title, this is done before the actual text is read. Post-reading is also utilized in DR-TA, as there are follow-up questions commonly used. Students can be asked to validate their hypothesis made at the end of readings; they must demonstrate why they believe this. Questions such as what do you think would happen next and why would be appropriate post-reading activities. DR-TA can also be effectively incorporated as an introductory activity or as a review.

Where will this class be held? And how will I arrange the space in order to accomplish my goals?

Primarily this would be done at student’s desks and tables. From my own experience in the History 12 classroom, we each had individual desks and these were distributed in a circular fashion. I liked this organization of space because everyone faced each other, and it seemed to naturally encourage classroom dialogue and discussion.

What are the logistics necessary for successful outcome of strategy?

Teachers need to utilize a black or white board. This is a resource that can frame the activity by writing down questions that will be asked. A black/white board can also give instructions as to what passages or page numbers to read. Students also need to be participating in order for the strategy to work effectively. They need to feel secure in that they can contribute meaningfully without repercussions. Materials such as blank index cards, or sheets of paper, can help mark where students will be reading to (Vacca et al, 2005).

Where is this lesson taking place? How might I over the physical limitations of my environment?

I envision the DR-TA activity taking place inside a classroom during my lesson. As a field trip, the DR-TA would be interesting to try. Students could visit museum, stopping at various attractions along the way. The teacher could bring students to a historical statue or monument and then begin the DR-TA strategy. They could ask questions like, “Before you read a description or the title of this statue, who do you think it could be/represent and why?” Students would be using previous knowledge in order to predict their hypotheses. You could also ask students to watch a video clip in the library or computer lab. They would be individually pausing the clip at sequences (such as commercial breaks) and asking/answering questions. As there are noise rules in some of these environments, students could be writing instead of verbally communicating. Afterwards, students could bring a group discussion into effect once they returned back to the classroom.