An example part 4

Teacher We are going to leave the sticks now but I want you to think about what we have done.
John Put sticks in order.
Teacher What did we have to think about to do this job?
Nahir Long and longer and longer.
Barry Yes and then no bit sticking out so you knew it fitted.
Fran Looking for the stairs … make them the same size.
Rhana Putting the sticks like stairs with each one a little bit longer each time.
Teacher So when we put things in order …
Rhana You have to look at each one and think where it goes in order.
Teacher So what kind of thinking is that? The teacher draws the lesson to a close by expressing a way of ordering. It can be seen that each child moved forward to some degree in this lesson.

Later lessons showed that when seriation was used again the children remembered some of the learning from this activity and used it as a starting point for their current challenge.

Barry Thinking … in size.
Nahir Big, bigger and bigger.
Fran About size.
Teacher Today when we put sticks in order, we had to think about the length … yes. Sometimes when you put things in order, you think about …?
Rhana Big and small.
Teacher Well maybe biggest to smallest, yes, or fattest to …
Fran Thinnest.
Barry Or longest to short.
Teacher OK. Longest to shortest, very good. So one kind of thinking is about thinking of things in order. What else can you put in order?
Fran Our shoes.
Barry Ourselves.
Nahir Books.
Rhana You can put anything in order if they’re different.
Teacher Yes, you can. You can see what’s different and then choose that to put things in order.

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Lets Think Handbook Copyright © by Alex Black. All Rights Reserved.

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