Obviously reprocal learning can happen successfully. Any process involving reflection and progressive re-evaluation has long term learning benefits - a similar process is supposed to happen when preparing a presentation or an essay, right? Having to externalize a thought/concept causes one to tease/comb out the mental tangles, right? Deeper processing helps better encoding into long term memory and connections to other concepts are forged.
I was once (decades ago now) quite into Lev Vygotsky and I am convinced of the existence of the ZPD. Within this zone, learning is optimal but it does require some degree of grouping by ability (ZPD bands, if you will) even in a heterogenous classroom. This after all is why Math club competitions are so effective, i would think - which validates recprocal learning when applied correctly.
Not to 'dis' other perfectly wonderful kids in our SD I have yet to meet any with the same ballpark of interest, let alone ability in Maths as my DD. This is a function of living in a small rural district more than a boast about my DD's LOG btw, which I fully realise is dwarfed by many kids represented by their proxies on this board.
My main fear is that putting her alone into a classroom of kids 2-3 years older will be socially isolating anyway - both within her grade 'peer group and the other class. Additionally, another class designed for an NT audience i(no tracking here) is just not going to progress and her speed to concept acquisition.
Last edited by madeinuk; 04/25/15 03:15 AM.
