ACTIVITY: In a twist-up on constructions, the three senior students were asked to give each other a task to complete. ALM created a task for BCC to complete which was to (with one ball drop) have the ball roll in three different directions with the last directional roll going to the right. BCC created a task for CAC to complete which was to (using two balls and one ball drop) have the first ball roll to meet the second ball triggering it to roll in a different direction. CAC created a task for ALM to complete which was to (with one ball drop) have the ball roll in two consecutive 'Z' formations or zig-zags.
REFLECTION: WOAH! First, the students appeared to assign (the classmate they were given) with tasks that fit each person's performance level PERFECTLY! This was quite interesting to me. ALM was given the most complex task and thus far she has been the most critical and creative thinker of the group. CAC was given the simplest task and thus far she has struggled more than any other student within the group. BCC's task was 'middle of the road' just as her performance has indicated. Like the task that CAC was given, BCC was told to construct a pathway based on past assignments with a little more complexity. In fact, they all gave each other tasks that were modified versions of the tasks that I had already assigned. They did not come up with anything original. I also noticed their continued use of horizontal space. Not one of these young ladies thought to build up instead of out. Even when I questioned them and their responses included the use of more vertical space, they kept reverting back to what they were comfortable with doing. I am not sure if this was them exhibiting a move from what is known towards the unknown or if this was an unwillingness to attempt a task that would require more critical thinking and time for task completion. (I think they were exhibiting a significant amount of laziness.)
SURPRISES: I was quite surprised by the individual insight the students showed when assigning their classmates a construction task. I was also surprised at their low threshold for critical thinking, hypothesizing, and processing. My general consensus is that our students are not accustomed to challenges that activate processes of critical thinking. Their behaviors suggest that these ladies are accustomed to being taught logico-mathematical logic knowledge as if it were social knowledge.
NEXT STEPS: Of course the students did not complete their individual tasks today so we will continue tomorrow. There was a significant amount of jousting and playful banter today hence the unwillingness or inability to focus on the construction tasks. This will have to be curtailed with increased structure and management.
ACTIVITY: In a twist-up on constructions, the three senior students were asked to give each other a task to complete. ALM created a task for BCC to complete which was to (with one ball drop) have the ball roll in three different directions with the last directional roll going to the right. BCC created a task for CAC to complete which was to (using two balls and one ball drop) have the first ball roll to meet the second ball triggering it to roll in a different direction. CAC created a task for ALM to complete which was to (with one ball drop) have the ball roll in two consecutive 'Z' formations or zig-zags. 
REFLECTION: WOAH! First, the students appeared to assign (the classmate they were given) with tasks that fit each person's performance level PERFECTLY! This was quite interesting to me. ALM was given the most complex task and thus far she has been the most critical and creative thinker of the group. CAC was given the simplest task and thus far she has struggled more than any other student within the group. BCC's task was 'middle of the road' just as her performance has indicated. Like the task that CAC was given, BCC was told to construct a pathway based on past assignments with a little more complexity. In fact, they all gave each other tasks that were modified versions of the tasks that I had already assigned. They did not come up with anything original. I also noticed their continued use of horizontal space. Not one of these young ladies thought to build up instead of out. Even when I questioned them and their responses included the use of more vertical space, they kept reverting back to what they were comfortable with doing. I am not sure if this was them exhibiting a move from what is known towards the unknown or if this was an unwillingness to attempt a task that would require more critical thinking and time for task completion. (I think they were exhibiting a significant amount of laziness.) 
SURPRISES: I was quite surprised by the individual insight the students showed when assigning their classmates a construction task. I was also surprised at their low threshold for critical thinking, hypothesizing, and processing. My general consensus is that our students are not accustomed to challenges that activate processes of critical thinking. Their behaviors suggest that these ladies are accustomed to being taught logico-mathematical logic knowledge as if it were social knowledge. 
NEXT STEPS: Of course the students did not complete their individual tasks today so we will continue tomorrow. There was a significant amount of jousting and playful banter today hence the unwillingness or inability to focus on the construction tasks. This will have to be curtailed with increased structure and management.
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