https://padlet.com/lilianne_perez/1gig6zjizvye Reflect about the task(s) you tried in your class. What worked well? What surprised you? What did you not consider or anticipate? What was the impact of your prompts? What would you change to support learning? en-us 2018-02-25 22:01:47 UTC 2025-10-31 12:51:28 UTC hello@padlet.com https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238621290 - hadn't done symmetry YET, but they were able to figure it out (using the line btw their desks)
- went really well overall 
- Next Time - more structure with the task, "I need more time", "I'm done"...perhaps give a card to hold up instead of yelling out
- had a group that was stuck, and wasn't sure how to help them ?
- students were interested in what it looked like, "looks like a bow tie"

- asked students where the line of symmetry would be
- identifying some transformations (slide instead of reflection)
- ran out of green tiles, able to make the same shape out of different blocks
- some students got stuck with the symmetry - ODD student
- TRY- magnetic shapes with the line, just to let the student play (more time to play before the flashes)
- want students to have more practice to verbalize their thinking

- Just joined the collaborative --> building on the wipe board, or lego wall to work with symmetry (100 min of on task behaviour), used pentominoes and the grid and each put one piece at a time

- Just joined the collaborative--> Halloween symmetry tasks, wanted to carve a pumpkin, looking at emojis, and seeing which ones are symmetrical.... then went and then carved them into pumpkins !



]]> 2018-03-06 14:31:12 UTC https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238621290 efreema https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238621372 - "Can You Draw This?" Activity: some of the students made a square within the square before drawing in the lines. Also noticed that there was a difference between the ability of Grade 1 and 2 students. Some students seeing the shapes as parts (sequential) vs the whole picture (simultaneous)
- "Pattern Blocks Quick Image" Students talked about remembering the image in their brain and then making it. Then students moved towards become more descriptive with their language, more refined (e.g., I see squares or triangles). As it went on they started to compare it to their environment (e.g., this looks like a timer at home, or something they saw at the Science Centre)
- Students were so engaged in the activities and didn't realize how fast the time was passing
- Students that would normally need a "break" from their learning did not ask for time away from the learning because they were engaged and having fun]]> 2018-03-06 14:31:19 UTC https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238621372 https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238621478 - next time, before beginning the task, give them some vocabulary
- going back and giving them some language that would make the task more accessible
- language is key in kindergarten
- needs lots of visualization opportunities
- "see it, build it" was challenging or some students 
- explicit instruction helps to support the learners 
- some were distracted by others around them when working on " Can you draw it?" - maybe work in very small groups.. even one-on-one]]> 2018-03-06 14:31:25 UTC https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238621478 https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238621913 - many students drew the outside square and then the pattern inside their square
- most Ss did very well.  
- when asked to describe, positional language developed and were moving towards more precise language...this is work that is to be continued
- final pictures were correct, but many had different ways of getting there
- depending on how they saw the picture,  there simpler ways to create patterns 
- is there a connection b/n how Ss drew the patterns and how they form letters?
- what about how the pencil is held?
- heard often "this is easy and fun"
- challenge to create intersection points
- how important is past experience in completing these tasks?
- in blocks tasks, Ss explored different perspectives and symmetry successfully


]]> 2018-03-06 14:31:55 UTC https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238621913 laura_macgillivray https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238622005 -  they were very engaged
- great conversations and language came out of it
- they really liked building with their hands on the manipultive
- the drawing one was more challenging for students
- the flat shapes were easier for students than the 3D 
- amazing to see the language used and how it has developed
- forced the kids to be more specific and the intentionality of the language they used
- the more they do all these tasks, the easier that they become
- their visual memory seems to improve so quickly!
- these tasks are good for all the grades!
- just because we think it might be challenging, it might not be for the kids
- There is a visual spatial component in more than just geometry
- They notice and connect more than we might anticipate them to
- some kids who excelled in one area (like NS) struggled 
- some kids seemed to have an easier time with the spatial reasoning tasks
- resiliency came out
- they had fun without realizing that they were doing math]]> 2018-03-06 14:32:02 UTC https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238622005 chien_ming_huang https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238622141 -some students change the orientation of the lines; some do not yet understand what 'midpoints' are; many do not see the diagrams as lines and shapes, but rather, connect to a real life object (ie. it looks like a pyramid or upside down ice cream cone)
- when doing the task, one student did not see the two lines perpendicular to each other; rather, this student sees the four boxes (squares), and drew them separately.
- many felt the need to draw a square inside the given square (*for future reference; might have prompted them about this from the get go)
- many experience challenge extending lines all the way to the edge
- perhaps one to one conference may help move the student further, how tend to struggle with the explicit instructions of the task
- FI and language acquisition may play a part in student understanding the task


]]> 2018-03-06 14:32:14 UTC https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238622141 lilianne_perez https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238623157 Can you draw this:
-In different classrooms and different grades very similar drawings 
-the way students approach the task may not be how teacher would but still successful in drawing
-one student marked the center points before drawing
-more comfortable with tasks using manipulatives rather than the drawing
-in SSC of grade 4&5, most of the students were very successful in the Can You Draw This task.
-Wondering if their LD has an impact
-when it was more linear students had more success
-once there was overlapping it was less accurate
-noticed that students who make reversals in their writing and numbers had less accurate drawings
-tried the same task a second time three weeks later and noticed some students were much more precise (the students who had already fairly accurate drawings)
-what are the prompting questions?
-we don't want to be teaching them one way of drawing, so then what comes next?
-Do we compare their drawing to the finished drawing and ask certain questions?

Whole Group Discussion Notes:
-needs to be more about what the students see, not how they drew it
-can we help kids within this activity learn about mid point, intersecting lines, parallelism
-there's a lot to learn from this activity - may need to revisit activity many times
-it's the discussion with the students about how they see it and hearing different students' perceptions
-using positional language to describe how they drew it could be a good next step
-an idea for extension could be not showing the drawing but orally giving directions and students draw: 
ex: put your pencil midpoint on the top line and draw a line down]]> 2018-03-06 14:33:34 UTC https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238623157 chien_ming_huang https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238628890 - some students realize when they did it wrong, and are hesitant to let others see what they did
- some students (who are usually strong academically) experience difficulty when doing the symmetry flash; instead, they did the 'slide' (translated image) *could this have anything to do with something similar to those kids who tend to inverse their letters?*
- students were getting really creative when finding their lines of symmetry (ie. using the crack between desks, or using lines on the carpet)
- surprise to see that many who are strong in math (numeracy) actually struggle with this activity (wondering: are they just not dev. there yet? )]]> 2018-03-06 14:40:33 UTC https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238628890 chien_ming_huang https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238635701 - students initially are not necessarily noticing the connection to numbers, but more the design and shape that are familiar to them (ie. "this looks like a house....)]]> 2018-03-06 14:48:52 UTC https://padlet.com/lilianne_perez/1gig6zjizvye/wish/238635701