Student-centred activities for spatial language development MAT workshop 2012 Bruce Duncan, Utas. Eyes and Legs

This activity for three people promotes the development of spatial language.

Equipment A blindfold, a chair and a trinket. Notebooks and pens for discussion.

Procedure 1. One person sits on the chair. They are called the Eyes. 2. One person puts on the blindfold. They are called the Legs. 3. The third person places the trinket so that the Eyes can see it and the Legs can reach it. 4. The Eyes instructs the Legs to collect the trinket. 5. Discuss the following questions and make a note of the helpful language.

Discussion Questions  What language helped the Legs do the right thing? Why?  What language was not helpful or confusing? Why?  How could we make this activity easier?  How could we make it more difficult?  How do we use this language in our daily lives? Student-centred activities for spatial language development MAT workshop 2012 Bruce Duncan, Utas. Fake Statues

This activity for four people promotes the development of spatial language.

Equipment No special equipment is needed. Props, such as a book or a chair, may be used as a variation. Two of each prop will be needed.

Procedure 1. Four people stand in a line, at least 1m apart. Their roles are, from left to right, Sculptor, Statue, Apprentice and Fake. 2. Sculptor and Statue are facing each other. Apprentice and Fake are facing each other. Statue and Apprentice are back to back. 3. The Sculptor creates the Statue by silently arranging their body. The Apprentice must not watch them. 4. When the Sculptor is finished, they instruct the Apprentice in arranging the Fake into a perfect copy of the Statue. 5. When this process is complete, the Apprentice may look at the Statue and compare it with the Fake. 6. Discuss the following questions and make a note of the useful language.

Discussion Questions  Are the two sculptures the same? Why?  What language helped the Apprentice do the right thing? Why?  What language was not helpful or confusing? Why?  How could we make this activity easier?  How could we make it more difficult?  How do we use this language in our daily lives?

Student-centred activities for spatial language development MAT workshop 2012 Bruce Duncan, Utas. Back to Back Building

This activity for two people promotes the development of spatial language.

Equipment 16 interlocking cubes notebooks and pens for discussion

Procedure 1. Separate all the cubes and share evenly between two people. 2. The two people sit comfortably, back to back. One is the designer and the other is the builder. 3. The designer creates a structure with the cubes. The builder must not be able to see it. 4. The designer describes their structure, or gives instructions, so that the builder can build it. 5. When the designer is finished, both people turn around and compare the structures they have made. 6. Discuss the following questions and make a note of the helpful language.

Discussion Questions  Are the two structures the same? Why?  What language helped the builder do the right thing? Why?  What language was not helpful or confusing? Why?  How could we make this activity easier?  How could we make it more difficult?  How do we use this language in our daily lives?