Installation:Sailing Smoothly through Rough

Terrain

Pre-K (2009-10)2 and a half years

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

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.

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.

Children identify a doormat as a rough surface, which resembles the rough road.

See, this mat is bumpy.

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.

They imitate the workers to carry sand from the sandpit to the mat.

They try various strategies, such as using their hands or a plate, to spread the sand on

the mat.

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.

I can make it smooth with the pipe.

When one strategy doesn’t work, they

come up with another to solve the problem.

Children realize that the bamboos work in a similar fashion as the road roller that is

used to smoothen the road.

Look! It’s like road roller.

The stone is smooth. We can

use it.

The teacher encourages them to

look for other materials to make the road smoother.

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.

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.

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.