Something occurred to me today as I did my rounds, observing the students at work: each student has their own "zone of proximal development." A body of work that is beyond reach for one child, certainly may not be for another. My job is to push each of the students to the edge of their zone.
This reminds me of the Hundred Languages of Children, which is an idea taken from a poem written by Loris Malaguzzi, founder of the Reggio approach. Children have a hundred languages and a hundred ways of thinking and expressing themselves. Let's not take way 99 of them and force them to do things one way.
Me: ¿Que hemos aprendido de las plantas?
Je: Están creciendo flores. Tienen muchas raíces. Primero empieza como una semilla, y sale de la cáscara.
Ad: And (the seed) takes 6 or 5 days to grow.
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| A student working on a fairy book |
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| An imprint of a leaf for close observation. |
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| "The seeds look like eyeballs." |
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"The seed has a plant coming out of it."
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"¿Qué aprendimos de las semillas en la botella?"
Je: "It broke and the flower looks like it is coming out of it. The seed coat broke".
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| Je's drawing of the plant embryo. |
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| J adding to her bar graph of the plant's height. |
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