Rockwell 2Observation 10 - Narrative Description December 11, 2019 -CH got out the blocks by herself, and then proceeded to construct the blocks into the pattern that she was following on the paper. -Two other kids joined CH and built the pattern on their pieces of paper. -Each of the kids were called in to go to the bathroom and most of them listened to the teacher. -RS was playing with playdough and he wanted to flatten it out, so he went and got a pencil to use like a rolling pin. -LU was playing with a few different colored playdoughs, all at once but she didn’t mix them together. When she was done, she put each color back in the correct compartment on the tray. -NO was drawing a picture, and she switched from orange to blue, orange to blue, every time she drew a design. -When each kid was finished matching the blocks to the pattern, they all put the blocks back into the basket carefully. -When the kids were told to pick up, everyone helped, even if they weren’t doing the activity they still helped to pick it up. -From what I could hear, since they left the room, it seemed like most of the kids were able to put on their outdoor clothes with little help. (There were still some who needed help but a majority of them didn’t need a lot of help).
Rockwell 3REFLECTION Observation 10 - Narrative Description Although I observed some kids working together or on the same activity, I found that many of them didn’t actually talk to one another. So I would say that they used both their inter and intra personal multiple intelligence skills. A couple other multiple intelligence skills that I saw in use were spatial, and logical-mathematical. These I saw were demonstrated when the kids were using playdough, drawing, and putting the blocks over the picture. While I was observing, I also saw many of the kids use developmental standard skills as well. Some being, emotional development- self concept, visual arts, fine motor, and measurement and data. Similar to the multiple intelligence skills, these developmental standards correlate to the same activities. The kids used the concept of visual arts and measurement and data when they used the playdough and the blocks. Within these activities they also used their fine motor skills, just like when they were drawing. When I was observing, many of the kids could do these skills. I didn’t really see any have a hard/more difficult time picking up these skills. With that said, I did notice that some were more “advanced” than others when it came to certain activities. For example, when some of the kids were following the pattern on the paper with blocks, some of the kids finished a lo faster than others. It’s not a bad thing that some were slower, it’s just that they need more time to practice these skills to get better at them.