In my class in mid-April, we were working on a skill that is inherent to us as humans: sorting.
We are taught formally how to do this in kindergarten, and we build on it throughout our lives, particularly in the school setting.
Sorting, or categorizing, is essentially the work we do when we write paragraphs, grouping similar ideas. It’s what we do in math when we look for patterns, learning how to determine odd and even numbers, primes and composites. It’s how we classify animals in science. And it’s how we approach the world: This person is like me or not.
One researcher, John Anderson of Carnegie Mellon University, posited decades ago that there are three reasons humans categorize: Creating a linguistic label that we can all learn; Recognizing feature overlap; and Denoting similar functions. In a more recent article in Scientific American, researchers at Harvard found that we are hard-wired to categorize what we see.
So it’s an important skill to learn for students in a Western teaching environment. My students have been learning about how to label items, so that they can later build on the meta-awareness of categorizing.
For some projects, the task is open.
How do you want to sort these things? (Buttons, shells, rocks…)
For others, there is a right and wrong way:
On this particular day, after I shared with Flynn artist Susan Palmer that we were working on sorting, she came up with a way we could work on sorting things in the environment. Susan’s specialty is movement and drama/storytelling.
In looking at the elements of drama, we’ve been working on many of these elements all year. This was about creating (one of our school’s Graduation Expectations), imitation (an element of Drama, see left), and presentation (one of my department’s standards).
So the main activity focused on these questions:
What do you see on the land? What do you see in the air? What do you see in the water?
We brainstormed lists and then our job was to create movements and sounds for the words we came up with that fit into these physical environments. You can see the results of our group performances below. We had to choose one of the items we had brainstormed for each environment and create a picture as a group.
We were fortunate to have with us on this day Gina Haddock, director of development at the Flynn, and Kitty Coppak, representing the Oakland Foundation, which supports our work with the Flynn.
Doing such performances allows students in a low-stakes environment to get up in front of peers, which builds self-esteem in using the language.
Do we look silly? Yes. But it’s silly with a purpose.
As part of the class we also worked on handshakes:
We also worked on performance through a game called 1-10. The purpose of this is to work together with a partner to build a picture while counting. Again, it’s low-stakes and demands creativity from both partners:
Although the activities may seem deceptively simple, what we are building is (hopefully) something that students can use in years to come as they grow linguistically and academically.
I am overjoyed that Gina and Kitty were able to join us. I love letting people in our classroom to play with us!