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Home > Topdrawer > Patterns > Assessment > Approaches to assessment > Observation > Understanding of 'chunking'

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Understanding of 'chunking'

Understanding of 'chunking'

An example of a teacher who was aware of the possibility that students knew that units of repeat needed to be the same length but not necessarily identical.

A teacher gave her class the task of making a 'train' of nine cubes in a repeating AAB pattern.

Then she asked the students to show the unit of repeat by breaking their row apart.

As the students worked, the teacher noticed that most students had correctly broken their rows into three lots of three cubes.

However several of them did not have their units aligned.

P_A_AP_AP1_S1_fig1

Some even had one of them reversed.

P_A_AP_AP1_S1_fig2

The teacher was unsure whether these students realised that the unit of repeat is fixed.

So she asked them if all three of their 'chunks' were the same and, if so, to show it.

Here is what one student did.

P_A_AP_AP1_S1_fig3.jpg

Now the teacher was sure that the students did realise that all the units of repeat must be identical.

Yes

Yes

Name Class Section
Document Foundation Year: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects... Infobox 3
Document Source Infobox 3