The teacher acts as a facilitator, providing materials and guiding the students focus. The students inquiry process drives the instruction during an exploration. Language provides motivation for sequencing events into a logical format. Communication occurs between peers, the facilitator, or within the learner himself. Working in groups, learners support each other s understanding as they articulate their observations, ideas, questions and hypotheses.
Language provides a tool of communicable labels.
These labels, applied to elements of abstract exploration, give the learner a means of sharing these explorations. Explanations from the facilitator can provide names that correspond to historical and standard language, for student findings and events. Introducing labels, after the child has had a direct experience, is far more meaningful than before that experience. The experiential base she has built offers the student an attachment place for the label. Common language enhances the sharing and communication between facilitator and students.