Harry's Observation In The Mathematics Classroom

During the close observation, I noticed that throuhout this activity Harry was very focused and calm. He did not required any support or scaffolding from the teacher. I have known this student for over two years and I know that his goal most of the time is to accomplish tasks. During this math activity Harry verbally indentified all of the shpes he used (dimond instead of rhombus). He acquired new gerometry related vocabulary by learning from the teacher that dimond shape in geometry/math is called rhombus. He was capable of using correct motion in accurate direction (corrected himself at the end). His visual discrimination allowed him to manuver object to recreate the picture sucessfully. He demonstrated understanding of shapes by manipluating them and by
He advanced his cognitive skills as he independently developed his own strategy to solve a problem during this activity. During the clinical interview, Harry demonstarted his ability of reasoning and independent thinking skills. Not only he used a new strategy by comparing the actual object in his hand with the tamplate, but also verbally explained that he followed color clues in this activity. This cativity allowed him to deepend his math/geaometry knoweldge as well as develop new skills.
It is important to mention that this was Harry’s first encounter with this type of activity (duplicating pictures). Previously, in our classroom, we focused on matching shapes and colors activities. Observation, video recording as well as the clinical interview helped me to indentify Harry’s math abilities as well as his development of spatial visualization and imagery skills. As the student clearly showed his ability to duplicate the picture by using colorful pattern blocks, the next step would be to expose him to recreate a picture/template without