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.
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. 
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