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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET Chapter 1 activity was limited to the chart, which was inaccurate— the only choices were chocolate, vanilla, and strawberry, which didn’t reflect Zachary’s favorite, Cherry Garcia, and his choice of a brown cone required no association of colors with flavors. In addition, by concluding an activity with a “My favorite . . .” chart, the teacher had not left the children won- dering or searching for more. Invest in Organization and Documentation Now read about a different teacher who turned the same subject, ice cream, into a lesson Dewey would probably have identified as a learning experience. A kindergarten teacher had invited a parent to come in and share an old family recipe for peach ice cream. In preparing the children for this visit, she discovered that none of the children had ever tasted peach ice cream before. The teacher asked the children why they thought no one had ever tasted it, and she documented their answers. Here are some of them: n “It’s not at the store.” n “It’s a fruit, not an ice cream.” n “I’m allergic!” n “Chocolate is best.” The teacher asked the children to talk to their families about ice cream. “Do you eat much ice cream? Does your brother or sister have a favorite flavor? Have you ever made ice cream at home?” she asked. The next day the list of infor- mation was much longer: Anthony’s dad liked Rocky Road; Alexa had gone to the Ben & Jerry’s factory to watch them make ice cream; Nina’s grandmother liked orange sherbet, which is sort of like ice cream but not exactly! When the parent came in to help the children make peach ice cream, she used an old-fashioned ice cream maker. 28 COPYRIGHTED MATERIAL