Rough and smooth (final)
- 1. Installation: Sailing Smoothly through Rough Terrain Pre-K (2009-10) 2 and a half years
- 2. Multiple Intelligences: Theory to Practice • This documentation demonstrates a fundamental component of a school that is in the spirit of MI theory: – Students are provided the opportunity to engage in experiences across a range of intelligences or domains: • Variety of activities, tools, and materials allow students to: – Problem solve – Make products that have a personal meaning – Experience and nurture a range of intelligences as well as their strengths and interests
- 3. How Construction of a Road becomes a Provocation • The road leading to the school was under construction. Children of Pre-K crossed this road everyday during the construction. • Though the children were not happy with the situation, they were curious to know what was happening. The teachers explained that the road was very bumpy and they were making it smooth. • The children wanted to see how the road was made smooth.
- 4. Children’s Response to the Experience • Through observation of the construction process, children learnt the vocabulary of rough, bumpy and smooth. • Different interventions were provided for them to further explore ‘rough’ and ‘smooth’. • Through play, children started expressing their understanding of the ‘rough road’ and their ideas on how they would make it smooth.
- 5. See, this mat is bumpy. Children identify a doormat as a rough surface, which resembles the rough road.
- 6. Sand nakhawani ane road ne smooth karay. (We can smooth the road by throwing sand.) To smoothen our rough surface, Arjun applies the knowledge he gained during the observation of the construction. He uses sand to smooth out the mat.
- 7. They imitate the workers to carry sand from the sandpit to the mat.
- 8. They try various strategies, such as using their hands or a plate, to spread the sand on the mat.
- 9. They also try to stamp their feet or sit on the sand to smoothen it. I will put the dish and sit on it. It will become smooth road.
- 10. I can make it smooth with the pipe. When one strategy doesn’t work, they come up with another to solve the problem.
- 11. Look! It’s like road roller. Children realize that the bamboos work in a similar fashion as the road roller that is used to smoothen the road.
- 12. The teacher encourages them to look for other materials to make the road smoother. The stone is smooth. We can use it.
- 13. I will put sand in the middle as the road has again become bumpy. The gap created between the two slabs makes the “road” bumpy again. The children continue to work on their goal without getting distracted.
- 14. The children use the rollers to cordon off the “work in progress.” The task is almost complete, as they continue to use sand to fill in the remaining gaps.
- 15. Teacher Reflection • Learning is a natural fall-out when teachers provide opportunities to explore areas that children are genuinely curious about. • Skills, such as learning new vocabulary, problem solving and observation are developed through authentic experiences. • Children can take ownership of a process when teachers take on the role of guide / facilitators.