On the third day I was able to attend a coaching session with Daniel and the gifted students. In these sessions the students talk to the guidance teacher about their concerns in order to guide them in their future.

Afterwards I was able to chat with them for a while and they explained to me why they were motivated to take this course. Most of them were the "weirdos" in the class because they were smart, and here they felt better because they didn't judge each other.

At the end of the day I attended a class where the students studied darkness. The teacher had them create a tool that simulated absolute darkness, so the students could observe what happened in the dark and how it affected whether light came in through a small hole and the colour it reflected.

On my penultimate day I attended one of Daniel's classes again. In this one the students had to work cooperatively to acquire all the knowledge from the practice.

The students had to know the characteristics of the plant families, so at the beginning of the session, different information about each type of plant was distributed in groups of four.

The children had to write down the most important information on a piece of paper and meet with the other "experts" to determine whether they had understood it correctly.

Then they met again with the initial group and shared the information that each expert had and put it into a diagram.

On my last day at school I was able to observe a practice with Daniel's pupils (10 years old).

In the session the students could observe how fish float or not depending on whether they inflate their swim bladder. For this, he left them some syringes with which they had to put some screws inside to have weight and try to put air in or not.

They were also able to observe whether the shape of the fish was important or not, so they took a test tube and dropped some pieces of mud (handmade) with different shapes and calculated the time it took to go down.