Week+4+-+Adventuring+into+space+&+geometry


 * Group question (for 500 word summary):** //How are conceptual understanding and language developed in this lesson?

Conceptual understanding//
 * Practical manipulation of construction tools helps to stay focused on what they are doing.
 * Utilizes constructivism, by linking new learning with previous lessons - 'When we're working with our pattern blocks, what shape do we call a hexagon, the yellow block?,' 'What do you know about sides?'
 * Co-operative learning - group work, partners, increases learning, 'promotes various thinking processes and skills' including the verbalisation and familiarisation of new terminology, sharing of ideas, and the benefit of different viewpoints and ways of thinking
 * Teach wanders the classroom making suggestions, such as 'Why don't you write the name of the shape you've drawn next to the picture?'
 * Reflection. Included all students, beginning with the easier shapes, then progressing to more difficult shapes. Re-iterated learning. Reflection is thought to improve self awareness, encourage students to take responsibility for their own learning, and become better problem solvers (Reys et al, 2009).
 * Reflection. Included all students, beginning with the easier shapes, then progressing to more difficult shapes. Re-iterated learning. Reflection is thought to improve self awareness, encourage students to take responsibility for their own learning, and become better problem solvers (Reys et al, 2009).

Language   Reys, R., Lindquist, M., Lambdin, D., & Smith, N. (2009). //Helping Children Learn Mathematics (9th edition).// New York: John Wiley & Sons Bennett, B., Rolheiser, C. & Stevahn, L. (1991). //Cooperative Learning://  //Where Heart Meets Mind.// Washington: Professional Development Associates.
 * Self-paced learning (within flexible structure). Students can work at their own speed, while being aware of what they are expected to achieve. Students have the freedom to, at any moment, pause to verbalize what they are seeing, or write their thoughts down
 * The teacher walks around the classroom, prompting discussion by asking questions i.e. 'What shape is that?' By doing this, the teacher is scaffolding the students' learning
 * Teacher demonstrates the difference between a 'side' and a 'fold' by prompting the student into using reasoining to find the correct number of sides of his shape. Together they use a manipulative (the piece of construction paper) to find the answer.
 * Students are encouraged to create names for their shapes, even if they may not necessarily be the correct one (the 'z with two heads'/hexagon). This prompts creativity, and correct names are reinforced during the reflection time at the end of the lesson.

Shapes that I found were: square 4 triangles & 1 square rectangle
 * Learning Activity 4.1: 'Shapes from squares' video**
 * square with triangles pointing out at 2 opposite ends

a llows for scaffolding: working in groups, teacher can make themselves available as needed, walk around classroom assisting, prompting discussion 'what shape is that?' etc, **