0@Loc: Curtis/quilt/quilt6.cha1@PID: 11312/t-00001874-12@Begin3@Languages: eng4@Participants: TEA Carmen_Curtis Teacher, STU Student, INV Investigator5@ID: eng|Curtis|TEA|||||Teacher|||6@ID: eng|Curtis|STU|||||Student|||7@ID: eng|Curtis|INV|||||Investigator|||8@Media: quilt6, video9@Situation: The following is a documentation of five weeks of geometry10explorations by 2nd graders at Country View Elementary11School in Verona, Wisconsin12*TEA: they need to see all of this learning as intergrated and right a13process (.) a continuim not just each day we did something and that14day was forgotten and the next day we'll do something different and15then we'll forget it and then we'll do something different each day.16▶17*TEA: we'll have spent over a month on this uint when it's concluded and18they need to be aware that they came a long ways in a month. ▶19*TEA: they came more than a month in that month of learning about quilts.20▶21*TEA: becaues they learned stuff that they had never know and they are22able to do things they couldn't do before. ▶23*TEA: and things they thought they knew about they know much more about.24▶25*TEA: and uh why do you place such a premium on that? ▶26*TEA: that's a [/] that's a lot of your teaching time is devoted to27that. ▶28*TEA: um well hearing what someone else has learned helps you think +"/.29▶30*TEA: +" oh yeah I've learned that too. ▶31*TEA: or gives you um a chance to piggy back and say +"/. ▶32*TEA: +" well yeah she learned that and that made me think I've also33learned this. ▶34*TEA: and um building their self esteem their good feelings about math35their convidence in math. ▶36*TEA: they can't be confident about themselves as mathematicians if37someone's not constantly letting them know what they should feel38good about. ▶39*TEA: no just good job in math today. ▶40*TEA: no what is it that you did that was good in math today. ▶41*TEA: you thought about this. ▶42*TEA: and you sorted through this difficult problem. ▶43*TEA: and you learned how to do this. ▶44*TEA: which you didn't know how to do. ▶45*TEA: I want those I statements. ▶46*TEA: those statements about themselves. ▶47*TEA: coming from them more and more and more as the year goes on. ▶48*TEA: by the end of the year my children are very verbal about what49they're able to do in math. ▶50*TEA: and what they enjoy about math. ▶51*TEA: and um what's challenging about math for them but why that's okay52with them. ▶53@Comment: Thoughout the unit Carmen takes every chance to make their54history of learning visable she does this in several ways.55She uses journal writting to capture the changes in56children's thinking. She keeps a running vocabulary list to57collect the new words the children encounter. And she uses58the walls of the classroom as a visual record of their59quilting work. The look of the classroom changes from week60to week as their body of knowledge grows. ▶61@New Episode62@Comment: In the final week the children make use of all their63learning in two very different activies. In small groups64they build a second quilt with greater attetion paid to the65aesthetic outcomes of their color and shape design66decisions.67@Situation: Final week-Integration68@Date: 19-DEC-199469*TEA: Alright.70*TEA: which parts do you want to all go together by color? ▶71*STU: like this part and this part this <part and> [>] that part. ▶72*TEA: <okay> [<] . ▶73*TEA: okay so you want the red orange triangles to meet the other red74orange triangles. ▶75*TEA: you want the red rectangles to meet the other red rectangles. ▶76@Comment: Individually they experiment with a companion computer77program that allows them to build variations of quilts78directly on the screen.79*INV: okay let's see what happens. ▶80*STU: &=laugh . ▶81@Bg: symmetry - fold82*INV: is that quilt symmetric? ▶83*STU: symmetrical: +... ▶84*STU: yes. ▶85*INV: how do you know that? ▶86*STU: because these two would touch each other there in the same spots. ▶87*INV: uhhuh. ▶88*STU: these two +... ▶89*INV: you mean if you do the line down here. ▶90*STU: yeah. ▶91*INV: and you folded it over . ▶92*INV: yeah. ▶93*STU: I'm thinking of folding it. ▶94@Eg: symmetry - fold95@Bg: symmetry - diagonal96*INV: is t here any other line of symmetry there? ▶97*INV: suppose I did uh +... ▶98*INV: diagonal. ▶99*STU: diagonal yeah. ▶100*STU: I think yes. ▶101@Eg: symmetry - diagonal102*STU: I think it is yes. ▶103@Comment: Though the computer program was intended to be used104throughout Carmen choses to work with it at the end of the105unit. ▶106*INV: you were mentioning that the computer was a good design tool. ▶107*TEA: uhhhuh. ▶108*INV: I was wondering if you could talk to us a little bit about what you109meant by that. ▶110*TEA: um well the way we used the computer software [//] the geometry111design software was almost as um a culminating of all that we had112learned. ▶113*TEA: so by the time my kids sat down in front of the software they were114able to generate lots of um design possibitiles very quickly. ▶115*TEA: um and it gave them a chance to actually show themselves and others116how much they had learned. ▶117*TEA: they understood all of those motions and turns and the process by118which a quilt grows from a core square to um a two by two design to119a finished quilt. ▶120*INV: where are we at in the unit now <xxx> [>]. ▶121*TEA: <we are wrapping up> [<]. ▶122*TEA: we are culminating. ▶123*TEA: more quickly than we would be probably if winter break weren't124about to start. ▶125*TEA: but all of the things that depend on talk about actual quilt126designs or finishing actual quilting projects we're trying to finish127up now. ▶128*TEA: we'll come back to ideas like area and perimeter and measurement129after the break and just count on them to have that background of130experiences. ▶131*TEA: but we needed to finish their final quilt designs. ▶132*TEA: um so they worked in groups of three and um first each child133designed their culminating two by two design. ▶134*TEA: they made their own core square and then planned a two by two135design. ▶136*TEA: um trying to make it the most complex (.) the most interesting of137any of the other designs so far. ▶138*TEA: so what they were doing today is piecing together there nine two by139two's together. ▶140*INV: I see like here we've got the standard um triangles. ▶141*TEA: uhhuh. ▶142*INV: but now in this one they split one of triangle in half. ▶143*INV: this is a rather complex core square as a result. ▶144*TEA: by using squares a quarter size than the ones they were used to145xxx. ▶146*INV: oh a quarter sized square that's even more complex. ▶147*TEA: and +... ▶148*INV: oh wow hey look at that. ▶149*INV: oh and then they xxx. ▶150*TEA: and the very smallest. ▶151*TEA: yeah. ▶152*TEA: that has it has it doesn't have a rectangle but it has the other153shapes that we talked about. ▶154*TEA: and that one has a rectangle +... ▶155@Comment: The geometry turned design class took only five weeks yet156the dynamic classroom practices stay with the class for the157rest of the year.158*TEA: I don't know how you get someone comfortable with that. ▶159*TEA: I think once you know if the emphasis all year is on kids and what160they think and how they talk about their thinking. ▶161*TEA: and how you find ways to celebrate the thinking that their doing162and how it's growing and developing. ▶163*TEA: then by the time they get to this unit I know what's something for164me to stop and switch gears for. ▶165*TEA: um if we had never done anything like this before the quilt unit I166think it would be much more lack step. ▶167*TEA: and it would be [//] and it would go how I had it planned and we168would get about as much done in a day as I had planned and then the169next day we would do about what I had planned. ▶170*TEA: but all year these kids have gotten the message from me that I171cared about what you think. ▶172*TEA: you know I want you to try new things. ▶173*TEA: I want you to talk about what you're thinking. ▶174*TEA: you know. ▶175*TEA: no idea is too wild . ▶176*TEA: no idea is too crazy. ▶177*TEA: so by this unit I mean that's just the way we do things. ▶178*TEA: um you know from day one they didn't look at me like +"/. ▶179*STU: +" what is she saying. ▶180*TEA: when I said +"/. ▶181*TEA: +" what do you think about that? ▶182*TEA: their hands shot up and they were ready to tell me what they were183thinking about. ▶184*TEA: so that is just the way the classroom runs. ▶185@End