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| Kids practicing their math/dance patterns on my dance board before we started class this morning. |
The room was hot all day. The kids were overly concerned about things being fair in terms of who got to show their work. They were also a bit squirrel-y (and my focus could have been better) but we all worked hard on the process of creating a second 4-beat pattern, Pattern B.
The math involved in today's activities included:
- observing and comparing moving patterns and identifying relevant properties
- increased focus on using precise language to describe the math/dance steps
- increased emphasis on focusing/identifying one relevant property at a time in the dancing (movement, foot position, direction)
- continued growth in understanding and noticing sameness in the dancing (unison/congruence) including rights and lefts for foot placement and for direction of turns
My takeaway on today:
Compared to other days, this day was a huge challenge (in a good way). I have always known that Pattern B is challenging, even without hearing what the kids noticed. But their notices were so full of details today, way more than the first few days, about the process of making a new pattern as different as possible from their first pattern.
My wonder from today:
I'm still pondering what to do with these noticings. It's already a great tool for assessing what and how they're thinking about the material. But I keep thinking there has to be something specific I can *do* with this information. And then I think that maybe that the explicit process of reflecting like this is helpful in itself for my learners, but I can't quite put my finger on why that might be exactly. So, for now, I will be content with what I have and look forward to the final two days of this residency.
In case you're interested, my original wonderings/goals re: adding Notice/Wonder to how I facilitate Math in Your Feet can be found here.
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WHAT THEY NOTICED....
Observations on process
- We had to do two patterns so people had to know Pattern A and Pattern B and it's confusing...they have to know which one.
- [Me and my partner] would share our ideas and then we would do them all and then figure out which one was the easiest and the one we could do all together.
- It was hard because of the turns [So you gave your self a challenging pattern?] Yep.
- Pattern B took more time [to make] because we had to come up with different ideas and if we had two or more turns we had to do less
- The first time I did it wrong and the second time I did it right.
- It's hard to do the same thing as your partner.
- We got confused a lot and we stepped on teach others feet and we got confused. [Why?] Because we kept on changing it and sometimes we'd remember A and mess up Pattern B.
- It doesn't take long to decide on a Pattern B if you talk and give ideas out to your partner.
- It was really loud in here when we were creating Pattern B
- Our Pattern B was very easy [to dance]
- We had to change our Pattern B because our first one was too hard. [What made it hard for you?] We did all this tricky stuff and turned around a lot and crossed our feet a lot and it got hard so we changed it.
- Our slide had good sound but we need to work on the sound for the step
- People were making mistakes which is a good thing because if you make a mistake it's a FAIL which is a "first attempt in learning.
- I heard people being respectful to each other
- People were messing around
Observations on properties and equivalence (sameness and difference)
- Some people had jumps in Pattern A but in Pattern B they had turns and slides
- There was a lot of 90 degree turns
- We couldn't do the same pattern on Pattern B. We had to be different
- A lot of people came up with really different B patterns [compared to Pattern A]
- If people had lots of spins in Pattern A they did not do a lot of spins in Pattern B
- Everybody jumped at least once in Pattern B
- We did the same beats and the same feet for this pattern
- It took us a long time to get our B fully finished
WONDERS (similar to yesterday; I'm including the ones that stood out to me)
- I wonder what the rules are for [making] Pattern C?
- If every partner can agree with the other partner. [So, were you noticing that you were having some difficulties?] Ummm...a little. [Did you guys come up with a Pattern B?] Yeah.
- If everybody's A and B patterns will go good together?
You ask yourself, "I'm still pondering what to do with these noticings."
ReplyDeleteIf the act of verbalizing noticings is a process for the leaner, I wonder if it's more for them to "do" and use them more than the facilitator. As I've used Notice and Wonder® more and more I don't worry if the learner states them quietly (and others can't sometimes hear) and I don't worry if the learner says almost or even exactly what another learner says -- I think not worrying about those two things is because I've realized that the activity is for each individual learner and not necessarily for the "whole" or me?
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