Ramps, Pathways & Balls: A Constructivist Endeavor in Physical Knowledge (#7-TEAMWORK CONTINUED))

ACTIVITY: This day was part two in the multi-directional task.  The three senior young ladies were asked to use the materials provided to (with one ball drop) have a ball move forward, then in the opposite direction and lastly return to roll in the first direction (a 'Z' formation).  Today all three students worked together to achieve the goal.

REFLECTIONS: The students were a bit reluctant to complete this task.  They have discovered that (as the activities grow more complex) accomplishing the goal is not as easy as imagined.  The students looked at the materials initially (on the first day) and felt that the activities would be child's play.  The more complex the requirements of the construction became, the more hesitation and frustration I observed.  Even with key questioning and assisted analysis, they wanted to quit or let the clock run.  I also noticed that the construction they were creating was a simple extension of their initial constructions.  The students never thought to change the design of the structure.  They simply added to what they created in previous sessions.  The acts of critically thinking, analyzing, readjusting, and hypothesizing were exhausting for these young ladies.  CAC would just watch pleasantly as she reached her threshold while ALM and BCC became annoyed.  With a bit of coaxing, the group did complete the task but with little enthusiasm.

SURPRISES: I was surprised by the rigidity of the students' thoughts.  They were unwilling to try and attempt a new construction to complete the task even though continuing may have been more difficult than trying a new design.  They wanted the task to be easy and the difficulty they faced seemed to challenge their self-image in relation to their perceived intelligence.  This was especially the case with ALM and BCC.

NEXT STEPS: We will have to break tomorrow due to a school activity for seniors.  During our next session, I will have the students assign each other a task.  I believe this will provide some insight into their thinking by allowing them to construct as a teacher or facilitator of learning.

Ramps, Pathways & Balls: A Constructivist Endeavor in Physical Knowledge (#6-TEAMWORK ADAPTATION)

ACTIVITY: Today all three participants (ALM, BCC & CAC) were given the task of extending a previous task by adding another directional change to their pathways activities.  The students were asked to (with one ball drop) have the ball roll in one direction, the opposite direction, and lastly back in the initial direction.  All three students were allowed to work together to achieve the goal set.  Shortly after they began, ALM was called away to the office and did not return before the session ended.

REFLECTIONS:  BCC and CAC appeared to work well together; however, it was not long after they had begun that BCC became highly frustrated.  She began to blow hard, mumble and was reluctant to answer my guiding questions.  She felt overwhelmed and that the task was too difficult.  I asked BCC and CAC about their final thoughts about their experiences and what they feel they are learning from these activities.  CAC responded cheerfully, "You have to use a lot of knowledge."  BCC grumbled about not having the materials needed to complete the task.  I informed her that she was given what she needed to complete the task.  I also assured her that I would never give them a task without the resources needed to complete the task.  (The students were given pathways, blocks, balls, books, and toilet tissue and paper towel rolls.)  After a few minutes, BCC and I discussed her feelings and she admitted that the task was harder than she imagined.  She stated, "This activity requires a lot of thinking and use of knowledge."  She became emotional and expressed dissatisfaction with her performance.  It seems she felt she should have been able to do the task with ease and was rattled when this did not happen. Needless to say, the task was not completed.

SURPRISES: I cannot say that I was surprised by anything that occurred today.  I was most intrigued by BCC's response to her performance.  I think she had an awakening about efficacy and metacognitive abilities as they relate to her self-worth.  I think this is a very clear illustration of how our teaching philosophies, approaches, and pedagogy affects children's LIVES!

NEXT STEPS:  We will continue with today's task tomorrow.  I plan to hover a little more and provide more guidance at shorter intervals.

Ramps, Patheways & Balls: A Constructivist Endeavor in Physical Knowledge (#5-DIFFERENTIATION CONTINUED)

ACTIVITY: The activities today extended from the previous sessions where ALM and BCC worked together to (with one ball drop) have their ball move in one direction and then the opposite direction while CAC continued her work with the initial task of (with one ball drop) having her ball move in one direction and then turn to another direction.

REFLECTIONS: This activity seemed to push ALM and BCC a bit outside of their comfort zones.  I heard a few grumbles and deep sighing.  I translated these as signals for assistance.  Like each day before, I asked guiding questions.  Usually, my questions follow an audible description of what was constructed.  I usually follow, "Where is the problem?  What happens there?  Why is this happening?  How could you remedy the issue or problem?  What would make the ball move where you want or how you want?"  These questions seem to help.  I am finding that the key to their (questions) usefulness is in pressing the "pause button" on their thinking at just the right moment.  CAC continued the same behaviors as with the previous session.  I found myself spending more time guiding her process of construction.  (This can be seen in the video below.)  Everyone was able to complete the goal today.  The atmosphere was a little tense at moments.

SURPRISES: I was greatly surprised that CAC (when asked) would say the problems with her constructions lay in the ball not having enough speed and the pathway needing to be longer.  I was also shocked by her placement of materials that had no real purpose for use as the book under the first ramp in her structure.  (The ages and stages are not lining up!)  I am perplexed and fascinated simultaneously.

NEXT STEPS: Tomorrow, we will embark upon a new challenge adding an additional directional change.

Ramps, Pathways & Balls: A Constructivist Endeavor in Physical Knowledge (#4-DIFFERENTIATION)

ACTIVITY:  The task for today was solely on CAC.  ALM and BCC were asked to forgo working with the materials (ramps, pathways, blocks, and balls) to allow CAC to complete the task from DAY 1.  CAC was asked to (with one ball drop) have the ball move down the pathway in one direction then go into another direction.  Like ALM and BCC, she worked alone only allowed to communicate with me (the teacher).

REFLECTIONS: CAC was unable to complete the task.  She work for more than 30 minutes to accomplish this the goal to no avail.  She repeated the same motions and behaviors repeatedly (more than five times).  I noticed that instead of dropping the ball at the beginning of the ramp, CAC would drop the ball in the middle section of the ramp.  She did adjust the initial ramp's incline several times but the changes never seemed to be rationalized.  I also noticed that CAC would add more pathways to the bottom of her ramp as she wanted it to turn.  She seemed to think that the longer the pathway became the more it would turn the ball.  I reiterated the instructions.  After this, she began to curve her pathway.  I did ask questions to help guide her thinking but it did not seem to help.  She pleasantly continued the same design as seen in the pictures below.

SURPRISES: I was very surprised to see the disconnect between what was happening with the materials and the rationale shown by CAC.   She did not adjust her thinking or behaviors based on what was happening as she manipulated the materials.  Piaget's stages of development, clearly purport that a child of this age should have developed such knowledge (i.e. relationships, seriation, conservation, analyzation).

NEXT STEPS: CAC will continue working on this task.  I believe she will require more assistance to adjust her thinking as she needs help making connections between what happens and the changes needed to achieve success.

Ramps, Pathways & Balls: A Constructivist Endeavor in Physical Knowledge (#3-TEAMWORK)

ACTIVITY: Today all three participants were present.  The students were instructed to work together as a group to achieve the task.  This meant that they could converse and build one structure together.  The task was to (with one ball drop) have the ball move forward in one direction then move into the opposite direction.  The students were again, positioned on the floor around the structure they were building.  The participants were allowed to use any and all of the materials (ramps, pathways, blocks, and balls) provided.


REFLECTIONS: I immediately noticed that CAC (who was not present the first day) did not participate in the construction.  She tinkered with balls and blocks as she intermittently watched ALM and BCC build the structure.  She was reminded several times that everyone had something to contribute and which meant she should be helping her classmates.  She reluctantly joined at my urging.  CAC never did fully participate or contribute anything useful to the group.  As seen in the pictures below, ALM and BCC created a structure similar to the ones created on the first day.  In order to complete the task, they used blocks at the based of the ramp they constructed to make the ball turn and begin to roll in the opposite direction.  Unfortunately, they were unable to completely master the task in the time allotted.  I prompted their thinking by asking a series of questions.  "Tell me what you were thinking when you used the blocks in this manner.  Why do you think this was an effective use of the materials?  Is there anything you could do differently?  What observations did you make about the materials you are working with?"

SURPRISES: ALM and BCC found that the balls were not all alike.  They said different colored balls had different weights and density.  They said this could be observed in the way the balls bounced and how they moved when released down the ramps and pathways.  CAC did was either not interested in the task or found it difficult to complete.

NEXT STEPS: The students were not able to complete the task in one session so they will continue to work on this task until completion.  They are very close to mastering the task so I think one additional session will yield success for them.  CAC will need to complete the activity on the first day.  This will allow me to gain a greater insight into possible reasons for her lack of participation today.

Ramps, Pathways & Balls: A Constructivist Endeavor in Physical Knowledge (#2-INDIVIDUAL WORK)

ACTIVITY: Only two of the three participants were in attendance today.  The students were given instructions to work independently.   The students were positioned on the floor opposite of each other with the box of materials between each of them.  They were allowed to observe the constructions of the other student but could not communicate with anyone other than me (the teacher).  The task was to (with only one ball drop) have the ball roll in one direction and then in another (left or right), consistently, using the materials (ramps, pathways, blocks, and balls) provided. 

REFLECTIONS: In order to keep track of my observations and effectively share my reflections, the students will be labeled as ALM, BCC, and CAC.  Both ALM and BCC made quick work of the materials and within ten to twelve minutes had completed the task assigned to them.  During the session, I noticed BCC observed ALM's construction, taking note of what her classmate was building and used what she observed to her advantage.  (BCC used her observations to help her construct knowledge.)  BCC did take a few minutes longer to complete the task than ALM.  ALM also used two balls to complete the task by placing the second ball at the directional turn so that when she dropped the first ball, it made contact with the second ball, stopped, and caused the second ball to move in the second direction.  BCC used one ball to move in both directions.

SURPRISES: ALM surprised me by using more than one ball to complete the task.  She appears to be the most creative and critical thinker of the group.  We shall see! 

NEXT STEPS: Tomorrow's tasks will propose an additional challenge for the students to motivate interest and extend thinking.  

Ramps, Pathways & Balls: A Constructivist Endeavor in Physical Knowledge (#1-INTRODUCTION)

BACKGROUND: In addition to working full-time as a library media specialist, I am also a part-time student at the University of Alabama at Birmingham.  Currently, I am in the coursework stage of UAB's School of Education's doctoral program in early childhood education.  I am enrolled in a course this semester that centers around Jean Piaget's epistemology on how humans construct knowledge and how this applies to the teaching and learning of children.

CONTEXT: Piaget posited that all learning is made up of three kinds of knowledge-social, physical, and logico-mathematical.  Social knowledge is defined as learning acquired socially based on the culture and society in which one lives.  Physical knowledge is defined as learning (related to objects in the world) acquired through perceptual properties.  Logico-mathematical knowledge is defined as learning derived from active mental processes including but not limited to the ability to reason, solve problems, and analyze cause and effect relationships.  

ACTION RESEARCH: This activity is intended for early learners; however, because of time and scheduling constraints, my professor and I have decided to embark upon this endeavor with the students I work with currently.  In an effort to explore physical and logico-mathematical knowledge constructions in children, a small group of high school students will be given an opportunity to work with ramps, pathways, blocks, and balls each day for a two week period for approximately 20-30 minutes per session.  Each session will extend the work of the previous session to observe how students' construction of physical and logico-mathematical knowledge grows and progresses.   These extensions will also serve as a way to motivate, engage, and challenge the students.  There are three students participating in this activity.  The participants are classified as senior high school students.  All participants are female students ranging in ages from 17 to 18 years.  The school in which they are enrolled is located within a small metropolis just outside of Birmingham, Alabama.  The school reports that the majority of its students have a socio-economic status that falls at or below the poverty level.  A majority of its students are classified by race as African-American.  

It's been a long time...

It has been such a long time since my last post.  I have created another blog, joined Twitter, and follow many talented individuals on Instagram.  My social media presence has improved greatly!  So, here I am again, attempting to "keep the party going" with all things literacy, literature, library, and laudable!  Join in with me by commenting, asking questions, or sharing ideas.