This presentation is for language teachers working with adults.It is on what is Montessori Method in general and how to apply it to teach 2nd language to adults.
This document provides biographical information about Alan Evans and outlines some of his experiences working with children in various educational settings over several decades. It also discusses several influential educational theorists such as Maria Montessori, John Dewey, Rudolf Steiner, and others. The document advocates for an approach to education that involves observing children according to their nature, providing freedom within limits, and engaging children through hands-on experiences and play-based learning.
Maria Montessori was an Italian physician and educator born in 1870 who developed the Montessori method of education. She founded the first Casa dei Bambini, or Children's House, in 1907 for normal children aged 3-6 in Florence, Italy. Montessori observed that the children needed little persuading to do everyday tasks and puzzles, and benefited from a "prepared environment" of child-sized furniture and materials. Through this interaction and experience, the children developed high intellectual and social abilities at young ages. Key components of the Montessori method include respecting each child, making children the center of learning, encouraging freedom, observation, and multi-sensory learning materials to achieve the main goal of
Montessori education is an educational approach developed by Italian physician and educator Maria Montessori based on her extensive research with "phrenasthenic" or "special needs" children and characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological, physical, and social development. Although a range of practices exists under the name "Montessori", the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential:
Maria Montessori was an Italian physician and educator who developed an innovative educational method known as the Montessori Method. Her method stressed observation, experimentation, and allowing students to make their own choices in the classroom, breaking from traditional teaching approaches. She believed that each child should be treated as an individual and given the freedom to develop naturally through their own efforts.
The document discusses the Montessori method of education. It was developed by Maria Montessori, an Italian physician, in 1909. The key ideas of the Montessori method are that education should work with the nature of the child by allowing them freedom to work at their own pace using hands-on materials. This self-directed learning helps children develop self-discipline, social skills, and academic competence. The Montessori method benefits children by cultivating their natural desire to learn and work.
This document discusses theories of early childhood education and learning. It explains that theories attempt to explain how learning occurs in children and are used to develop guidance on child development and appropriate teaching practices. Theories help early childhood educators evaluate learning, plan instruction, and communicate with parents on how children learn and develop. Overall, theories provide a framework to understand the learning process and guide decisions about supporting children's optimal growth.
The Montessori method focuses on individualized, self-directed learning for children. Key aspects include uninterrupted 3-hour work periods, multi-age classrooms, specialized learning materials, and individualized instruction from teachers trained in Montessori lessons and principles. The goal is to nurture independent, intrinsically motivated learners by allowing children freedom to follow their interests within a carefully prepared environment.
Johann Heinrich Pestalozzi was an influential Swiss pedagogue who focused on intuitive and sensory learning. He believed education should be child-centered and focus on developing students' abilities through observation and hands-on experience rather than rote memorization. Some of his key philosophies included promoting natural child development, integrating intellectual, physical and social skills, and having teachers act as nurturing guides rather than strict instructors. His ideas influenced early childhood education in the 19th century and emphasized learning through real-world activities instead of textbooks.
This document provides biographical information about Alan Evans and outlines some of his experiences working with children in various educational settings over several decades. It also discusses several influential educational theorists such as Maria Montessori, John Dewey, Rudolf Steiner, and others. The document advocates for an approach to education that involves observing children according to their nature, providing freedom within limits, and engaging children through hands-on experiences and play-based learning.
Maria Montessori was an Italian physician and educator born in 1870 who developed the Montessori method of education. She founded the first Casa dei Bambini, or Children's House, in 1907 for normal children aged 3-6 in Florence, Italy. Montessori observed that the children needed little persuading to do everyday tasks and puzzles, and benefited from a "prepared environment" of child-sized furniture and materials. Through this interaction and experience, the children developed high intellectual and social abilities at young ages. Key components of the Montessori method include respecting each child, making children the center of learning, encouraging freedom, observation, and multi-sensory learning materials to achieve the main goal of
Montessori education is an educational approach developed by Italian physician and educator Maria Montessori based on her extensive research with "phrenasthenic" or "special needs" children and characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological, physical, and social development. Although a range of practices exists under the name "Montessori", the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential:
Maria Montessori was an Italian physician and educator who developed an innovative educational method known as the Montessori Method. Her method stressed observation, experimentation, and allowing students to make their own choices in the classroom, breaking from traditional teaching approaches. She believed that each child should be treated as an individual and given the freedom to develop naturally through their own efforts.
The document discusses the Montessori method of education. It was developed by Maria Montessori, an Italian physician, in 1909. The key ideas of the Montessori method are that education should work with the nature of the child by allowing them freedom to work at their own pace using hands-on materials. This self-directed learning helps children develop self-discipline, social skills, and academic competence. The Montessori method benefits children by cultivating their natural desire to learn and work.
This document discusses theories of early childhood education and learning. It explains that theories attempt to explain how learning occurs in children and are used to develop guidance on child development and appropriate teaching practices. Theories help early childhood educators evaluate learning, plan instruction, and communicate with parents on how children learn and develop. Overall, theories provide a framework to understand the learning process and guide decisions about supporting children's optimal growth.
The Montessori method focuses on individualized, self-directed learning for children. Key aspects include uninterrupted 3-hour work periods, multi-age classrooms, specialized learning materials, and individualized instruction from teachers trained in Montessori lessons and principles. The goal is to nurture independent, intrinsically motivated learners by allowing children freedom to follow their interests within a carefully prepared environment.
Johann Heinrich Pestalozzi was an influential Swiss pedagogue who focused on intuitive and sensory learning. He believed education should be child-centered and focus on developing students' abilities through observation and hands-on experience rather than rote memorization. Some of his key philosophies included promoting natural child development, integrating intellectual, physical and social skills, and having teachers act as nurturing guides rather than strict instructors. His ideas influenced early childhood education in the 19th century and emphasized learning through real-world activities instead of textbooks.
The document provides an overview of the history and major theories in early childhood education. It discusses influential European figures like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, and Steiner who made important contributions to the field. It also summarizes major developmental and learning theories including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document aims to give students context on the evolution of the field and demonstrate connections between psychology and early childhood education.
Rationale Supporting Early Childhood Educationsower
The document provides an overview of the history and evolution of early childhood education. It discusses several influential European figures such as Comenius, Locke, Rousseau, and Froebel who made important contributions to the field. It then outlines key developmental and learning theories that inform the modern understanding of early childhood, including those proposed by Piaget, Vygotsky, Gardner, and Gesell. The document concludes by discussing how different educational approaches, such as Montessori and Reggio Emilia, apply these developmental theories.
Maria Montessori developed an educational method for young children that focused on self-directed learning. She believed children should be free to explore their environment and learn through their senses. The Montessori method uses child-centered, hands-on materials and a prepared learning environment to allow children to progress individually at their own pace with the teacher acting as a guide. It emphasizes respect for the child and their natural instincts to learn.
Benefits of Montessori education - Montessori education provides a number of benefits as compared to the other methods of education. Some of these are:
-- No burden on students
-- Focus on the overall growth of the child
-- Learn from surrounding and by working on their own
-- Help children learn at their own pace
-- Different age group persons in the same class
-- The child chooses to work on a particular project and time to be taken..
Sociocognitive model por wendy velascowendyvelasco
This document discusses Vygotsky's sociocognitive model of learning and development. It states that according to Vygotsky, culture is the prime factor in individual development, as humans are the only species that has formed culture. A child's cognitive development is affected by the culture they are immersed in, including their family environment. Initially, interacting adults bear most of the responsibility for guiding a child's problem solving, but gradually transfer responsibility to the child. Language is the main form of interaction through which adults transmit cultural knowledge to children.
The Bank Street Approach focuses on both the intellectual and social-emotional development of children. It arranges the learning environment into conventional interest areas that are clearly defined yet allow flexibility. The curriculum is integrated around unifying themes and is designed to help children master their school environment while extending learning into the community. Teachers play both teaching and guidance roles by recognizing each child's abilities and making appropriate adjustments to help develop their sense of self.
John Dewey was an influential American philosopher and educational reformer. He defined education as the development of an individual's capacities to control their environment and fulfill their potential. Dewey saw education as a lifelong process with both psychological and sociological aspects. Some of his most important works focused on the relationship between schools and society. He advocated for a broader curriculum that emphasized total personal development over just intellectual skills. Dewey's method of teaching was based on learning by doing through hands-on activities and problem-solving related to students' lives and interests. He saw the teacher's role as a guide who helps students learn through their own experiences and discoveries.
This document discusses the importance of understanding the history and theories of early childhood education. It explains that knowledge of the past helps to inform current practice. The major theories of educating young children are also discussed, and the approach used should be consistent with beliefs about how children learn. Several focus questions are provided to guide understanding of how the beliefs of important educators have influenced the field. The document emphasizes that studying the philosophy and ideas of historical figures ensures their dreams of educating all children can continue to be built upon.
This document discusses Maria Montessori's theory of the four planes of development. It describes the first two planes:
1) Ages 0-6, where children need independence, order, and practical activities to develop physically and socially.
2) Ages 6-12, where children undergo physical and psychological changes and seek intellectual understanding through abstract concepts and exploring ethics. They need a wider social environment beyond the home.
3) The third and fourth planes are not described in detail.
Montessori education is an educational approach developed by Maria Montessori that focuses on independence, freedom within limits, and respecting a child's natural development. Some key aspects include mixed-age classrooms, student choice of activities, uninterrupted work time, and using specialized materials to discover concepts rather than direct instruction. Montessori observed distinct periods of development from birth to age 6, 6 to 12, and 12 to 18, and designed her educational methods accordingly, such as the absorbent mind of young children that takes in information effortlessly. The prepared environment is tailored to human tendencies and characteristics of different ages to allow independent development.
The document discusses several early childhood education models including Montessori, Bank Street, Waldorf, High Scope, and Reggio Emilia. Each model has distinct approaches to the environment, children, teachers, materials, and curriculum. For example, Montessori focuses on didactic materials in organized classrooms while Bank Street builds on children's experiences in interest areas. The Reggio Emilia model emphasizes aesthetics, child-led projects, and teacher documentation.
John Dewey was an American philosopher and educational reformer whose ideas greatly influenced education and social reform. He defined education as the development of an individual's capacities to control their environment and fulfill their potential. Dewey advocated for a broader curriculum that emphasized the total development of students, not just intellectual skills. He developed a method of teaching based on learning by doing activities and connecting lessons to students' lives through problem-solving projects. Dewey saw the teacher's role as a guide who helps students discover knowledge through their own experiences and activities, rather than just transmitting information.
The document discusses theories of child development that have influenced approaches to teaching English as a foreign language to young children. It outlines Piaget's, Vygotsky's, and Bruner's theories on cognitive development and learning. Specifically, it focuses on how these theories emphasize a child-centered approach, learning through social interaction and play, and scaffolding learning based on a child's developmental level. The document also discusses implications for EFL classrooms, including using tasks that allow children to communicate, make mistakes, and work individually or collaboratively.
Johann Heinrich Pestalozzi was an 18th century Swiss educator considered the father of modern education. He believed education should be centered on the child through hands-on, practical learning experiences. Pestalozzi opened an influential school in Switzerland that emphasized observation, experience, and socialization. His child-centered methods influenced many later educational philosophers and prioritized developing the whole child.
This document outlines four pedagogical principles and teaching strategies for peace education. The principles are holism, formation, critical empowerment, and teaching/learning strategies. Teaching strategies include small group work, role play and simulation, guided discussion, student practice, negotiation exercises, case studies, and opinion polls. The goal is to educate students in a way that moves beyond just knowledge to also develop the heart and spirit, encourages action and social transformation, and employs interactive learning techniques.
Maria Montessori was an Italian physician and educator known for developing the Montessori Method of education. Her method stresses developing a child's own initiative and natural abilities through practical play and hands-on learning. It allows children to develop at their own pace. Montessori observed that educators could gain a better understanding of child development through this approach. Her educational philosophy focused on letting young children use their senses to explore materials and manipulate their environment to support learning.
Introduction to the Montessori Method in the Primary Classroomguest5e5c40
The document provides an introduction to Montessori primary classrooms. It discusses how Dr. Maria Montessori developed her educational method while working with special needs children in the late 19th/early 20th century. Some key Montessori principles are choice of activities, movement, and repetition to aid learning. The prepared environment features child-sized furniture and hands-on materials to engage the senses and develop practical life, language, math, and sensorial skills.
What is montessori education? |FloretzAcademyFloretzAcademy
Choosing a FloretzAcademy
A montessori environment for your child has many benefits. Known for individually paced learning and fostering independence, the Montessori Method also encourages empathy, a passion for social work , and a joy in lifelong learning.
Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly—a skill set for the 21st century.
The document outlines several philosophies and approaches to early childhood education, including inquiry-based learning, Montessori, culturally responsive teaching, and the Reggio Emilia approach. It discusses four foundations of early learning: intentional teaching, pedagogical documentation, environment as a third teacher, and learning through play. The philosophies emphasize making education culturally relevant, student-centered, and focused on developing the whole child.
Maria Montessori was an Italian physician and educator born in 1870 who developed the philosophical approach to educating children that bears her name. She observed that children progress through distinct developmental planes from birth to age 6, age 6 to 12, age 12 to 18, and age 18 to 24. During the first plane from birth to age 6, she noted the absorbent mind and sensitive periods where children are highly attuned to different stimuli. Her educational method aims to foster independence, observation of children, following the child's interests and needs, correcting mistakes gently, and providing a prepared learning environment. The teacher's role is to observe children and prepare materials to support their development according to Montessori's theories.
Maria montessori maria montessori maria montessori contribution to educatio...SudhaPandeya
Maria Montessori was an Italian physician and educator who developed an educational method centered around the way children naturally learn. She opened the first Montessori school in Rome in 1907. Montessori education emphasizes independence, viewing children as eager to learn in a well-prepared environment without conventional testing. It has since spread worldwide with thousands of Montessori schools.
The document provides information on the Montessori method of teaching. It discusses how Maria Montessori developed this educational philosophy based on her observations of how children naturally learn. Some key points covered include:
- Montessori believed children have sensitive periods for learning and should be allowed freedom to choose activities within a prepared environment.
- She developed specialized instructional materials called "didactic apparatus" to aid sensory learning.
- The teacher's role is to observe children and remove obstacles, rather than act as a direct instructor.
- Montessori education aims to holistically support intellectual, physical, emotional and social development through individualized learning.
The document provides an overview of the history and major theories in early childhood education. It discusses influential European figures like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, and Steiner who made important contributions to the field. It also summarizes major developmental and learning theories including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document aims to give students context on the evolution of the field and demonstrate connections between psychology and early childhood education.
Rationale Supporting Early Childhood Educationsower
The document provides an overview of the history and evolution of early childhood education. It discusses several influential European figures such as Comenius, Locke, Rousseau, and Froebel who made important contributions to the field. It then outlines key developmental and learning theories that inform the modern understanding of early childhood, including those proposed by Piaget, Vygotsky, Gardner, and Gesell. The document concludes by discussing how different educational approaches, such as Montessori and Reggio Emilia, apply these developmental theories.
Maria Montessori developed an educational method for young children that focused on self-directed learning. She believed children should be free to explore their environment and learn through their senses. The Montessori method uses child-centered, hands-on materials and a prepared learning environment to allow children to progress individually at their own pace with the teacher acting as a guide. It emphasizes respect for the child and their natural instincts to learn.
Benefits of Montessori education - Montessori education provides a number of benefits as compared to the other methods of education. Some of these are:
-- No burden on students
-- Focus on the overall growth of the child
-- Learn from surrounding and by working on their own
-- Help children learn at their own pace
-- Different age group persons in the same class
-- The child chooses to work on a particular project and time to be taken..
Sociocognitive model por wendy velascowendyvelasco
This document discusses Vygotsky's sociocognitive model of learning and development. It states that according to Vygotsky, culture is the prime factor in individual development, as humans are the only species that has formed culture. A child's cognitive development is affected by the culture they are immersed in, including their family environment. Initially, interacting adults bear most of the responsibility for guiding a child's problem solving, but gradually transfer responsibility to the child. Language is the main form of interaction through which adults transmit cultural knowledge to children.
The Bank Street Approach focuses on both the intellectual and social-emotional development of children. It arranges the learning environment into conventional interest areas that are clearly defined yet allow flexibility. The curriculum is integrated around unifying themes and is designed to help children master their school environment while extending learning into the community. Teachers play both teaching and guidance roles by recognizing each child's abilities and making appropriate adjustments to help develop their sense of self.
John Dewey was an influential American philosopher and educational reformer. He defined education as the development of an individual's capacities to control their environment and fulfill their potential. Dewey saw education as a lifelong process with both psychological and sociological aspects. Some of his most important works focused on the relationship between schools and society. He advocated for a broader curriculum that emphasized total personal development over just intellectual skills. Dewey's method of teaching was based on learning by doing through hands-on activities and problem-solving related to students' lives and interests. He saw the teacher's role as a guide who helps students learn through their own experiences and discoveries.
This document discusses the importance of understanding the history and theories of early childhood education. It explains that knowledge of the past helps to inform current practice. The major theories of educating young children are also discussed, and the approach used should be consistent with beliefs about how children learn. Several focus questions are provided to guide understanding of how the beliefs of important educators have influenced the field. The document emphasizes that studying the philosophy and ideas of historical figures ensures their dreams of educating all children can continue to be built upon.
This document discusses Maria Montessori's theory of the four planes of development. It describes the first two planes:
1) Ages 0-6, where children need independence, order, and practical activities to develop physically and socially.
2) Ages 6-12, where children undergo physical and psychological changes and seek intellectual understanding through abstract concepts and exploring ethics. They need a wider social environment beyond the home.
3) The third and fourth planes are not described in detail.
Montessori education is an educational approach developed by Maria Montessori that focuses on independence, freedom within limits, and respecting a child's natural development. Some key aspects include mixed-age classrooms, student choice of activities, uninterrupted work time, and using specialized materials to discover concepts rather than direct instruction. Montessori observed distinct periods of development from birth to age 6, 6 to 12, and 12 to 18, and designed her educational methods accordingly, such as the absorbent mind of young children that takes in information effortlessly. The prepared environment is tailored to human tendencies and characteristics of different ages to allow independent development.
The document discusses several early childhood education models including Montessori, Bank Street, Waldorf, High Scope, and Reggio Emilia. Each model has distinct approaches to the environment, children, teachers, materials, and curriculum. For example, Montessori focuses on didactic materials in organized classrooms while Bank Street builds on children's experiences in interest areas. The Reggio Emilia model emphasizes aesthetics, child-led projects, and teacher documentation.
John Dewey was an American philosopher and educational reformer whose ideas greatly influenced education and social reform. He defined education as the development of an individual's capacities to control their environment and fulfill their potential. Dewey advocated for a broader curriculum that emphasized the total development of students, not just intellectual skills. He developed a method of teaching based on learning by doing activities and connecting lessons to students' lives through problem-solving projects. Dewey saw the teacher's role as a guide who helps students discover knowledge through their own experiences and activities, rather than just transmitting information.
The document discusses theories of child development that have influenced approaches to teaching English as a foreign language to young children. It outlines Piaget's, Vygotsky's, and Bruner's theories on cognitive development and learning. Specifically, it focuses on how these theories emphasize a child-centered approach, learning through social interaction and play, and scaffolding learning based on a child's developmental level. The document also discusses implications for EFL classrooms, including using tasks that allow children to communicate, make mistakes, and work individually or collaboratively.
Johann Heinrich Pestalozzi was an 18th century Swiss educator considered the father of modern education. He believed education should be centered on the child through hands-on, practical learning experiences. Pestalozzi opened an influential school in Switzerland that emphasized observation, experience, and socialization. His child-centered methods influenced many later educational philosophers and prioritized developing the whole child.
This document outlines four pedagogical principles and teaching strategies for peace education. The principles are holism, formation, critical empowerment, and teaching/learning strategies. Teaching strategies include small group work, role play and simulation, guided discussion, student practice, negotiation exercises, case studies, and opinion polls. The goal is to educate students in a way that moves beyond just knowledge to also develop the heart and spirit, encourages action and social transformation, and employs interactive learning techniques.
Maria Montessori was an Italian physician and educator known for developing the Montessori Method of education. Her method stresses developing a child's own initiative and natural abilities through practical play and hands-on learning. It allows children to develop at their own pace. Montessori observed that educators could gain a better understanding of child development through this approach. Her educational philosophy focused on letting young children use their senses to explore materials and manipulate their environment to support learning.
Introduction to the Montessori Method in the Primary Classroomguest5e5c40
The document provides an introduction to Montessori primary classrooms. It discusses how Dr. Maria Montessori developed her educational method while working with special needs children in the late 19th/early 20th century. Some key Montessori principles are choice of activities, movement, and repetition to aid learning. The prepared environment features child-sized furniture and hands-on materials to engage the senses and develop practical life, language, math, and sensorial skills.
What is montessori education? |FloretzAcademyFloretzAcademy
Choosing a FloretzAcademy
A montessori environment for your child has many benefits. Known for individually paced learning and fostering independence, the Montessori Method also encourages empathy, a passion for social work , and a joy in lifelong learning.
Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly—a skill set for the 21st century.
The document outlines several philosophies and approaches to early childhood education, including inquiry-based learning, Montessori, culturally responsive teaching, and the Reggio Emilia approach. It discusses four foundations of early learning: intentional teaching, pedagogical documentation, environment as a third teacher, and learning through play. The philosophies emphasize making education culturally relevant, student-centered, and focused on developing the whole child.
Maria Montessori was an Italian physician and educator born in 1870 who developed the philosophical approach to educating children that bears her name. She observed that children progress through distinct developmental planes from birth to age 6, age 6 to 12, age 12 to 18, and age 18 to 24. During the first plane from birth to age 6, she noted the absorbent mind and sensitive periods where children are highly attuned to different stimuli. Her educational method aims to foster independence, observation of children, following the child's interests and needs, correcting mistakes gently, and providing a prepared learning environment. The teacher's role is to observe children and prepare materials to support their development according to Montessori's theories.
Maria montessori maria montessori maria montessori contribution to educatio...SudhaPandeya
Maria Montessori was an Italian physician and educator who developed an educational method centered around the way children naturally learn. She opened the first Montessori school in Rome in 1907. Montessori education emphasizes independence, viewing children as eager to learn in a well-prepared environment without conventional testing. It has since spread worldwide with thousands of Montessori schools.
The document provides information on the Montessori method of teaching. It discusses how Maria Montessori developed this educational philosophy based on her observations of how children naturally learn. Some key points covered include:
- Montessori believed children have sensitive periods for learning and should be allowed freedom to choose activities within a prepared environment.
- She developed specialized instructional materials called "didactic apparatus" to aid sensory learning.
- The teacher's role is to observe children and remove obstacles, rather than act as a direct instructor.
- Montessori education aims to holistically support intellectual, physical, emotional and social development through individualized learning.
Guiding Growth: Montessori Programs for Holistic Developmentashishrazobyte
What are Montessori Programs?
-The Montessori Program, established by Dr Maria Montessori, prioritizes learning around the child within a precisely arranged setting. It values respect for each child, hands-on exploration, mixed-age grouping, and freedom within limits. Through self-directed learning and holistic development, it aims to cultivate independence, curiosity, and a love for learning.
Theories of Child Development session 2.pptxNabaeghaNajam1
The document discusses theories of child development, focusing on the Development Interaction Approach. This approach is based on theories by Erikson, Dewey, Piaget, and Mitchell. It covers 5 domains of development - physical, social, emotional, language, and cognitive skills. Several child development theories are also summarized, including Kolb's experiential learning theory, Piaget's constructivist theory, and Vygotsky's socio-cultural learning theory. The document also discusses observations and theories of Maria Montessori on child development and education.
The document discusses principles of socio-constructivism in language teaching, emphasizing active learning through scaffolding, collaboration, and using cultural tools. It stresses adapting activities to students' cognitive, physical, social and emotional development. Good early education considers teacher expertise, motivation through engaging strategies, and involving families in out-of-school learning. A creative classroom environment utilizes multiple intelligences, multimodality, play, and reflection to engage young learners and facilitate their knowledge construction.
This document provides biographical information about Alan Evans and outlines some of his experiences working with children in various educational settings. It also discusses several influential educational theorists and their core philosophies, including Montessori, Froebel, Dewey, Steiner and others. Common themes across different educational theories are identified, such as observing the child, education beginning from a young age, and learning through the senses and real-life experiences.
There are 11 pioneers (educational mentors), who constructed their philosophies and theories of education, that formative the ideas of school curriculum and method of teaching in classroom's today.
The document discusses the sociocultural perspective on cognitive development. It explains that according to this view, how we learn and think is primarily shaped by our social and cultural environment. Culture influences cognitive development through child-rearing practices and what types of problems children are exposed to in their daily lives. Vygotsky argued that higher mental functions originate through social interactions and are then internalized. Children's intellectual development occurs within their zone of proximal development through guided participation and scaffolding provided by more skilled members of their culture. Different cultures will socialize cognition in different ways depending on their beliefs and tasks required to function within that culture.
The document discusses the Montessori Method of education. It begins by briefly exploring the revised Irish primary school curriculum and how it compares to the Montessori Method. It then summarizes the key components of the Montessori curriculum, which includes practical life exercises, sensorial activities, number work, and language. The document argues that the Montessori Method aligns well with the new curriculum's emphasis on creative expression and allowing children to learn at their own pace.
Airaa Blog 1N - Why choose Montessori Education_.docxurvimehta31
Why choose Montessori Education?
Maria Montessori developed the innovative, multidimensional Montessori educational approach in 1897.
Many of us are familiar with the Primary Montessori programme, which runs till the age of six, but the Elementary Montessori opens up a world of great explorations and opportunities for older children. Maria Montessori developed the Montessori method from the elementary level to the university level while she was in India.
Montessori schools offer a hands-on approach that incorporates all five senses to encourage independence and social skills. If you're looking for an educational setting which will help your child succeed both now and, in the future, a Montessori school shall be the right choice for them.
Children excel in Montessori schools because they are given more opportunities for creative expression. The fact that Montessori education teaches kids how to master practical skills like cooking, cleaning, and washing is just one of its many benefits.
Here are the fantastic advantages of a Montessori Education:
The Montessori education of each student is highly individualised:
The fact that Montessori education is wholly centred on the child, as opposed to conventional preschools, which place a greater emphasis on the teacher, is one of its finest features.
Children are therefore allowed to explore activities and subjects in Montessori classrooms at their speed. The freedom to pursue hobbies is given to students.
Children, adults, and the learning environment interact dynamically in a Montessori classroom. The Montessori Method was created with the idea that children enjoy learning and can succeed in an encouraging setting.
The curriculum emphasises hands-on learning:
The Montessori Method's emphasis on hands-on learning, especially in the early learning years, is one of its most advantageous features.
Students participate in activities that teach language, math, culture, and practical life values, with an emphasis on concrete rather than abstract learning.
At Montessori schools, children are assisted in learning how to do tasks independently rather than being taught what to do or being shown what to do.
Montessori education places a high priority on social skills:
The development of social skills is a top priority in Montessori education, which is yet another wonderful benefit. In contrast to traditional education, which emphasizes academics, Montessori education places an emphasis on social behaviour, including how students interact with their peers, teachers, and other people.
Children who learn social skills grow up to be more approachable and confident people. One of Montessori education's main benefits is that it gives kids ( the freedom to experiment with a range of educational games, toys, and activities in an unstructured environment.
Martin Luther advocated universal education and literacy for all children. Pestalozzi believed in a child-centered approach focusing on intellectual, emotional, and physical development. Froebel opened the first kindergarten and emphasized learning through play and self-activity. Montessori placed the child at the center of learning and believed in a prepared environment. Piaget's theory was that children learn through hands-on experiences and problem solving. Dewey advocated for an integrated, learner-centered curriculum that prepares children for life.
The document discusses the importance of lifelong learning. It describes how the author has always had a curious nature and enjoyed learning new things from a young age. It details some of the author's educational and career experiences that have sparked further learning. The author expresses how pursuing an MLIS degree will help achieve professional goals of providing access to resources and demonstrating that new technology need not deter access to information.
the LESSON 4. in foundation of educationDonnaBergado
John Amos Comenius was a 17th century education reformer known as the Father of Modern Education. He advocated for universal education for all children and proposed reforms such as making learning rapid, pleasant and thorough. Jean Jacques Rousseau believed education should follow natural laws and the child's nature, with freedom and minimal structure. Johann Heinrich Pestalozzi believed education should develop the head, heart and hands through child-centered learning. Johann Friedrich Herbart contributed to establishing psychology and pedagogy as academic disciplines and viewed character building as the goal of education over knowledge alone.
Maria Montessori was an Italian physician and educator who developed the Montessori method of education based on her scientific observations of children, believing that they learn best through hands-on exploration and choice within a prepared environment; her method focuses on educating the whole child and allowing children to develop at their own pace between the ages of 0-6 when they have an "absorbent mind" for learning. The Montessori approach emphasizes developing both academic and life skills through independent and cooperative learning experiences.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
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like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
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Accurate understanding of land use and cover is imperative for the development planning
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. GUIDE FOR THE APPLICATION OF THE
MONTESSORI METHOD TO TEACHING
2nd LANGUAGE IN ADULT EDUCATION
PART 1 :
THE MONTESSORI METHOD FOR ADULTS
1
2. THE MONTESSORI METHOD FOR ADULTS
Introduction: Montessori Method for Adults
Who is Maria Montessori?
Experiences and Indications for Teachers, experts and
common
The Principles of the MMTLA Model
About the Project and Target Groups
2
4. ‘My vision of the future is of the individual passing from
one stage of independence to a higher, by means of their
own activity, through their own effort of will, which
constitutes the inner evolution of the
individual………………………………………………
Maria Montessori
4
introduction
5. "While the whole world admired the progress of my disabled
children, I searched the reasons why children at normal schools
were kept at such a low level, that even my unfortunate students
were able to equal them in exams that measure their intelligence! I
started to convince myself that if similar methods were applied on
normal children, they would develop or free their personality in a
surprising and wonderful way„………………………………………………………...
Maria Montessori
5
6. Montessori Method for learners
• Autonomous learners
• Self-motivated learners
• Uninterupted learning
• Materials
• Strangeness of sounds and
rhythms
• Strangeness of expectations
or assumptions
• Target language grammar
and words
Montessori Learners
The experience of an adult
in learning a language
6
7. Experiences and Indications for Teachers,
experts and common
"second language" is "any language learned after the
first, then also [the] third, [the] fourth, etc. ..."
(Pallotti,
1998: p. 13).
7
8. Teachers should help adult learners to discover, any inner motivations
for choosing to study a second language that adult learners might have.
Three motivations, frequently encountered in adult learners are:
The desire to escape from their daily routines and discover new
cultures and ways of life through learning a new language;
The desire to redeem a previous unsuccessful (and perhaps unhappy)
language learning experience by successfully (and enjoyably) acquiring
a needed second language;
The desire to acquire the breadth of vision (and social prestige)
associated with bilingualism and acquired when languages are taught
not just as grammatical systems, but as new ways of seeing as well as
using it.
8
9. ‘’The environment itself will teach the child, if every error he
makes is manifest to him, without the intervention of a parent or
teacher, who should remain a quiet observer of all that happens ‘’
(Montessori, 1972, p. 38)
9
10. The Absorbent Mind
Learning Environment
Experimentation and Exploration
Observation
Independence
THE PRINCIPLES OF THE MMTLA MODEL
10
11. The main objective of the MMTLA project is to define a method for language
teaching based on the concept of the Montessori’ methodology which can be
adaptive, intuitive, easy to implement, practical and easy way for people of all
ages to understand the concept of learning language and improve much better
and learn languages.
About the Project and Target Groups
11
12. ABOUT THE PROJECT AND TARGET
GROUPS
12
The expected results of the project are:
The language teachers trained on Montessori approach can also
apply this method in their trainings and courses.
Low-skilled adults (over 20) will learn 2nd or 3rd language and
can find better jobs to work that can give a chance of promotion
and improve his/her living standards.
Refugees and immigrants who learn native language of the country
will integrate with citizens easily.
Immigrants and refugees can realize their daily routines without
asking for help.
13. The main objective of the MMTLA project is to define a method for
language teaching based on the concept of the Montessori’ methodology
which can be adaptive, intuitive, easy to implement, practical and easy
way for people of all ages to understand the concept of learning
language and improve much better and learn languages.
ABOUT THE PROJECT AND TARGET GROUPS
13
15. 15
GUIDE FOR THE APPLICATION OF THE
MONTESSORI METHOD TO TEACHING
2nd LANGUAGE IN ADULT EDUCATION
PART 2
1st Principle : Absorbent Mind
Noemi MORRONE
Europe For ALL
16. The absorbent mind is the
sponge-like capacity to absorb
from the environment what is
necessary to create an
individual from his or her
specific culture. It is the
quality of the child’s mind up
to the age of about six, when
there is a transition to the
reasoning mind we have as
adults.
16
16
17. 17
Every little child learns to speak his
mother tongue.
And no one teaches him the vocabulary,
the grammar, or the syntax. It happens every
day in every country at just about
the same time.
It’s a rather amazing feat! If you have tried to
learn a foreign language later in your life, you
know it is not so easy. Yet every little child does
it effortlessly. How? Through the absorbent
mind. If the child is in an environment
where he/she hears the language,
he/she will speak it.
17
18. As the child absorbs words and their meaning along with the
context and the emotions behind the words, she begins to
construct the ability to communicate. Children absorb not only
their language, but the traits of their families and
communities. They learn how and what we eat, and how to
behave in certain situations. Some of it is consciously taught,
but a great deal of it is simply absorbed through this powerful
child mind. Children absorb through a process Montessori called
“mental chemistry,” and actually build themselves and their
identity through what they absorb.
18
18
19. Montessori’s understanding of the power of the absorbent mind
in the first six years of life is a great gift. It teaches us that we
can prepare a rich environment for the young child and, as he
simply lives in the environment, he absorbs from it and learns.
In the Montessori early childhood program for ages 2½
through 6, we introduce the children to all manner of
interesting activities, including language, mathematics, the
sciences, music, art, and geometry.
19
19
20. In Maria Montessori original theory this mind has the
characteristic of absorbing the elements present in the child's
living environment: through experience the child stores
elements without the slightest effort, such as norms, languages
and modes of behavior.The child learns without the real will
and consciousness to do so. This period of the child's life is very
valuable because the foundations of character, intellect and
personality are laid, day after day the child builds himself
according to the experiences he makes in the world.
20
20
22. The absorbing or absorbent mind allows
the realization of a phenomenon that
Montessori, with a beautiful expression,
defines as "mental chemistry": it is as if
a chemical reaction were created
between the environment and the child,
which causes the impressions of the
former to become incarnate in the
mind of the latter, forming and
transforming it, to the point that he
ends up resembling what surrounds
him: "Children become like the thing
they love"
22
22
23. In this sense, therefore, the mind of a child is different from
that of an adult: it does not possess logical thought, rationality,
conscious memory; it is an unconscious mind, not rational,
assimilating and omnivorous, since, being still incapable of
selecting the elements around it, it impregnates itself with
everything that its environment communicates to it.
This does not mean that the mind of a child is inferior to that
of an adult (as we are often led to believe): it is simply
different.
23
23
24. The simplest, such as those of certain African tribes, and the
more complicated, such as the German or Russian, are all
absorbed during exactly the same period of time; and in each
race the child begins to speak around two years of age. This
was certainly the case in the past as well. Roman children will
have spoken that Latin language so complicated in its cases
and declensions and so difficult to be learned by the young
people of our times who attend high school; and, in India, little
children will have spoken Sanskrit, which is of almost
insuperable difficulty for today's scholars. […]
Maria Montessori, la mente del bambino
24
24
26. The principles of the absorbent mind can be applied in the initial
phase and during the adult learning process both in relation to the
learning environment, but above all to the motivation and
welcoming, orienteering of the learners, and the work is only at the
beginning very much: there is still a lot to study and experiment.
The approach of the MOMA project, for example, is based on the
effort to overturn the traditional assumptions of being Montessori
with characteristics suitable for the involvement of vulnerable target
groups in formal education systems. In recent times and in the
terms expressed by social pedagogy, these problems have been clearly
expressed by Paulo Freire in his important book 'The pedagogy of the
oppressed’.
26
26
27. The consequent potential revolution of methods in terms of
preventing the concrete risks of a didactic approach not
dedicated to adults can turn out to be just a paper revolution.
The Moma project therefore has the ambition to take
established and tested conclusions: those of Montessori
teaching, to suggest a change of vertical and horizontal target:
change recipients, who become adults; change perspective and
define the contents in terms of "lifelong learning" .
27
27
28. The expected results on which the
hypotheses underlying this project are
based are, therefore, the proposal for an
effective application of the teaching of
Maria to vulnerable target groups, whose
difficulties in being involved in a formal
educational path may also originate in the
cultural resistance of adults and their
distrust of education as a chance to have a
better future. Naturally, the Montessori
method must be thought of in a different
context, especially taking into account the
influence that social communication and
technologies also have in the new research
paths show us the way to adults.
28
28
29. Here lies the future work of
researchers who want to create
new paths inspired by Maria
Montessori's method, trying to
find out to what extent her
studies, her theories and her
achievements are applied in
adult learning from a lifelong
learning perspective.
29
29
30. GUIDE FOR THE APPLICATION OF THE
MONTESSORI METHOD TO TEACHING
2nd LANGUAGE IN ADULT EDUCATION
30
2nd Principle
Learning Environment
Prepared by CJREA ARAD
30
31. 31
Learning environment makes learning a natural process and
keep the learners engaged in the activity.
-physical space – emotional environment
By modeling and encouraging a safe environment and
purposeful rules learners fell motivated to learn and to help
one another.
31
32. A well ordered classroom or environment has a lot of movement and activity.
Students experience a combination of freedom and self –discipline as guided by the
environment.
Some of the key elements that would define the Montessori environment are:
natural materials instead of synthetic (make best use of the natural lightning, use
soft colours, wood - avoid plastic and cluttered areas), no rigid focal points
(organize a fluid learning environment – avoid the teacher being the sole focal
point, or orienting all furniture towards a board, for example), accessible learning
materials (allow learners to choose freely their resources of interest, be sure to
encourage creativity within limits).
32
32
33. 33
• In Montessori classroom, there are adequate spaces
for group and individual activities. In them, the
learner can develop and enhance their skills. All the
areas are designated for certain purposes in the
classroom.
33
34. 34
• Regarding adult education using Montessori principles, the
mixed learning environment could be obtained by mixing
different level learners, in order that the less experienced can
learn from the more experienced ones. At the same time,
coaching skills are trained, as well as cooperation and mutual
understanding between learners.
34
36. The resources which are available in a Montessori class for
adults should be displayed within easy reach for all of the
participants.
All resources form an important part of a Montessori class.
They can lead to developing the learner’s language skills and
motivation.
36
36
37. The educational space in a Montessori class follows a few
guidelines: simplicity, functionality, durability and modularity.
All these attributes offer the adult functional autonomy and
also the possibility to organize the educational activity
according to the Montessori education, i.e. on area of
development.
37
37
38. GUIDE FOR THE APPLICATION OF THE
MONTESSORI METHOD TO TEACHING
2nd LANGUAGE IN ADULT EDUCATION
38
3rd Principle
Experimentation And Exploration
Anabela Mateus
Cofac Cooperativa De Formacao E Animacao Cultural Crl
38
39. 39
• Introduction
• (Montessori-inspired) practical activities to be used in the
teaching of adults
• Preparing the set
• Activities with real-life situations
• Activities to develop fluency, creativity and critical thinking
• Going outside the classroom
• Using video and editing
• The role of music in the class
39
40. Different learning styles correspond to different profiles of
people
• Visual learners (they need to hear the information they are given)
• Kinaesthetic learners (they need to be involved in the activity to understand the
information)
• Logical-mathematical learners (they are methodical and think in logical order)
• Social-interpersonal learners (they communication well with others and like to discuss
ideas and solve problems in a group)
• Solitary-interpersonal learners (they prefer to work alone in a quiet environment
40
40
41. (Montessori-inspired) practical activities to be used in the
teaching of adults
• The Montessori Method was developed having as starting
point the observation of children and the accepted fact that
as an individual a child is different from the next one and,
therefore, learns in different manners at different paces.
41
Transferring the Montessori Method to teaching adults
Teachers identify different types of learners
They develop activities accordingly
The more varied the activities the better the learners react and learn
41
42. Activities meant to develop listening and writing skills
• Watching films and debating
• Listening to songs and writing original ones
• Translating tasks (principle of self-education – people learn
on their own when they are involved and learn from the
others)
42
42
43. Preparing the set
• 1st step identify the profile of learners
• (observation (one of the Montessori principles) is key,
questionnaires
• 2nd step set up the room according to the type of
activity to be carried out
• (people sitting in groups to do group work, u-shaped layout
for debates)
43
43
44. Activities with real-life situations
• The Montessori Method gives importance to problem-solving to
enhance independent behaviour
• Role play activities
• going shopping
• going to the restaurant
• going to the bank
• going to the immigration services
• Games
• (there is always something that appeals to all profiles of learners)
44
44
45. Activities to develop fluency, creativity and critical thinking
• Presentation of topics in front of the class (describing a painting,
presenting a country, giving a cooking class)
• By enhancing the development of independency in learners, the
Montessori Method intends to promote creativity and critical thinking.
• Focus on imagination – reasoning – ability to defend that reasoning –
process used to create it
• Debates – controversial topics stimulate people and allow them to
interact with each other and involve everybody. There may be 2 groups
and one coordinator.
45
45
46. Going outside the classroom
Out-of-the classroom activities promote self-learning,
independency and self-confidence.
visit to a museum (choose an item, collect information on
location, research, explore the context and the story – share
the results with the class PPT, Postcard, Video, etc.)
environment-related topics – field trip – contact with
nature – writing Haiku poems
Discuss the impacts of these activities
46
46
47. Using video and editing
• Sharing procedures and practical experiences and learning from
them is a possibility inspired by the Montessori Method.
• Food
• promotes joy, physical and emotional comfort – learners engage
in the sharing of their culinary experiences with enthusiasm.
• They can film themselves on video preparing a dish and then the
entire class will watch the video and discuss the procedures, ask
for advice, share ideas. All learners can engage in the discussion
and this also promotes self-confidence and self-esteem.
47
47
48. The role of music in the classroom
• Musical plays an important role in the learning of languages in
classroom and in self-learning contexts.
source of entertainment source of reflection
Having the learners brainstorm on what music makes them feel
Choosing different types of music/songs to promote language
competences like speculating (using expressions “what if?”)
Gap filling exercises
Speaking exercises promoting group discussion about the messages
conveyed by the lyrics
48
48
49. Conclusion
• Experimentation and exploration activities can be used with
groups of learners to improve not only their speaking and
writing skills when learning a foreign language but at the
same time enabling them to enhance their interpersonal
skills since most of them involve group work.
49
49
50. GUIDE FOR THE APPLICATION OF THE
MONTESSORI METHOD TO TEACHING
2nd LANGUAGE IN ADULT EDUCATION
50
4th : OBSERVATION
Magdalena Miladinovic
Vienna Association Of Education Volunteers
50
51. Observation
• One of the most vital teaching tools available to Montessori
teachers
• Observation allows the educator to assess situations,
students and strategies without judgment
• However, in order to be able to observe properly, the
educators need to have a specific behavior which is related to
putting themselves out of the center of the learning
environment, by stepping back, to encourage the idea of
reaching the solution among the students
51
51
52. Observation
• One of the most vital teaching tools available to Montessori
teachers
• Observation allows the educator to assess situations,
students and strategies without judgment
• However, in order to be able to observe properly, the
educators need to have a specific behavior which is related to
putting themselves out of the center of the learning
environment, by stepping back, to encourage the idea of
reaching the solution among the students
52
52
53. Observation
• Through the observation, the educators can learn more
about the student from a scientific and objective perspective.
It is also a way to reinforce the elaboration of programs and
the connection among the students
53
53
54. Developing a Method to allow the Educator to
follow the Progress of the Adult
• According to recent studies, seven teaching methods (‘drama’,
‘exploration’, ‘storytelling', 'routine’, ‘arts’, ‘discussion’ and
‘empathy’),mainly rooted in the last conclusions by Montessori and
Steiner, are main methods for connecting adults with spiritual-
aesthetic, intellectual and physical development.
• The imaginative approach and the related consequence of
considering teaching as the results of multiple facets of human
experience have always been common to a holistic view of
education21. Montessori saw that children need more than
intellectual development. The seven teaching methods applied to
adults, represent an indication which allows the teachers to have a
clear view of the educational progress of their students
54
54
55. Seven teaching Methods to Observe the
Progress of Adult Learners
• Step 1: Intro
• The concept explored by this exercise is the use of an
imaginative educational approach for observing the result
and the cognitive progress of adults with specific learning
needs. The seven steps(‘drama’, ‘exploration’, ‘storytelling’,
‘routine’, ‘arts', 'discussion’ and 'empathy’) will be analyzed
in seven monitoring schemes–MS-to be completed for each
adult
• MSs are completed at the beginning of the training, halfway
through hand at the end
55
55
56. Seven teaching Methods to Observe the
Progress of Adult Learners
• The exercises are simple and short. For each of them the
teacher has to write down a brief comment (two lines) about
the reactions and the response of the learners‘ exercise of
drama', 'exploration’, ‘storytelling’, ‘routine', 'arts’,
‘discussion’ and ‘empathy
• Drama: Choosing a character out of a novel recently read (or
read in the past) but also, depending on the nature of the
learning contents of the course, a scientist or a lawyer, and
interpreting some of their features. (Being the protagonist
for five minutes)
56
56
57. • Exploration: Explain and describe something new that you have just learnt.
• Storytelling: Tell a funny or dramatic story you have read in the newspaper, or you
have personally experienced
• Routine: Tell and explain how you have used something you have learnt during the
course in your daily life
• Arts: Write some verses on the topic given by the teacher/educator/facilitator
• Discussion: One learner starts with an opinion (whatever) saying; About....I think
that.....;the others, forming acircle, in turn have to express their opinions contradicting
the opinion expressed by the colleaguewho has just spoken.
• Empathy: Express an idea about the difficulties found by your colleagues during the
course
57
57
58. Step 3: The MS scheme
• Areas: Ability of storytelling, empathy, expression of opinion,
discovering
Starting point: (0-10)
• Intermediate: (0-10)
• Final: (0-10)
• Comments about Imagination Starting point (0-10)
• Intermediate (0-10), Final (0-10)
58
58
59. Creating a personal educational
“Calendar”
• Self-regulation and personal approach to education are milestones
in the Montessori Method.
• The main idea is to assure a personalized approach to education in
order to promote different learning styles
• Technologies can operate in order to support the process of
personalization of learning.
• In Villa Montesca at the beginning of 20thcentury, Alice
Hallgarten and Maria Montessori experimented with the“Montesca
Calendar”a personal portfolio addressed to children who could
“post” daily learning experiences and observations, but also
physical objects (flowers, stones etc
59
59
60. Creation of the Montesca Calendar
• Step 1: Preparation
The teacher and the adult learner negotiate the time and the
organization of the selected topic. In particular, the teacher
must facilitate the analysis of problems and critical points
which could disfavor taking part in the learning activities
Criticalities negotiation scheme: (learners should answer the
following questions)-WHEN is learning better for me?-HOW is
learning better for me?-WHERE is learning better for me?
60
60
61. • Step 2: Creation of a personal calendar
Each learner will create a personal transparent calendar and the teachers
will have a general scheme of negotiated activities. The teacher helps the
learners to list the resources they have for learning and which devices are
at their disposal (pads, laptops etc...)the teacher indicates the learning
calendar, defining the list of tasks learners should accomplish
Think I KNOW (learning resources and objects that the learner discovered
with information and knowledge about the topic of the course) MY notes
(personal annotations and contributions about the content of the course).
MY results (the feedback to the teacher’s requests and assignments). MY
Problems (indication about the difficulties the learners encounter in the
learning process, content not understood).
61
61
62. • Step 3-Discussion and debate
A Montessori teacher should allow the learners to learn from
their own discoveries and draw their own conclusions. Rather
than supplying the adults with available learning objects from
which they can find answers, the Montessori teacher asks them
how they would solve the problem, actively engaging them in
the learning process and enhancing critical thinking skills.
62
62
63. Observational Learning
• Adults can learn through observation.
• The most of learning happens indirectly, through the
process of watching and imitating others.
• In psychology, this is known as observational learning
• Observational learning is not the same as pure imitation of
another’s behavior. It also encompasses the concept of
behavior avoidance as a result of seeing another person
behave in a certain way with negative consequence
63
63
64. Observational activities in practice:
• Step 1
The teacher presents a case :“There’s a job vacancy that can
allow you to grow professionally in your field and can make
you earn more money”. The learners will have to write a
convincing letter in the language which classes they are
currently attending, proposing themselves as the best
candidates. They will have to underline their professional and
personal characteristics, their experience in the sector, their
qualities and strengths. They will also have to write what
challenges this opportunity can represent for them
64
64
65. • Step 2
The teacher will write the right application letter underlining aspects such
as:- demonstrating the concurrence between the employer’s job
requirements and the skills and qualifications of the job seeker-the
importance of highlighting specific abilities, experiences and talents which
make the job seeker the ideal candidate for the job.
The letter can also be an opportunity for the job seeker to demonstrate
his/her ability to write, communicate and articulate ideas effectively. A
good letter will show the employer how he/she will benefit from hiring the
job seeker, so it is important to point out which extra skills the candidate
will bring with him/her.
It is also possible to show some videos demonstrating how to write the
correct letter in the second language, the adult is currently learning.
65
65
66. • Step 3
The learners will revise or rewrite their original letter, assessing also
the learning process based on observation. Before rewriting the
letter, the following checklist should be filled:
Appearance and inclusion of vital information-Is it an original letter
rather than a mass-produced copy?
-Is the letter clear?
-Is it clear where the employer can reach you?
Have you signed your name boldly and confidently?
Are the writing style, spelling, grammar and syntax, correct?
66
66
67. • Does the letter tell the employer why you are writing, and does it
catch his/her attention in the first paragraph?
• Have you used action verbs?
• Is the letter concise and to the point?
• Have you avoided needless detail and autobiographical ramblings?
• Does it avoid clichés, and have you minimized the use of phrases
such as “I feel” and "I believe, "which tend to weaken and dilute
the statements you make about yourself?
• Have you read it from the employer’s perspective?-Does it project
the image of a person the employer would like to get to know
better?
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68. GUIDE FOR THE APPLICATION OF THE
MONTESSORI METHOD TO TEACHING
2nd LANGUAGE IN ADULT EDUCATION
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5th PRINCIPLE: INDEPENDENCE
Renata Ochoa-Dąderska
Institut Badań i Innowacji w Edukacji
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69. 69
Fifth Montessori principle: Independence
• Introduction
• Problem solving abilities
• Self-learning program
• Create own educational program
• Creation of a community of learners using social media
• Conclusion
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71. Introduction
Montessori teaching goal: make the “learner” independent
and be able to do things for him/herself.
This can be achieved only if we give to our learners the
opportunity to express themselves and motivate to be
independent and learn in his own time and without
impositions
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71
72. Introduction
• Being independent for an adult means being able to keep
social relationships and the opportunity to keep a social role
in the Community.
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73. Introduction
To express properly their autonomy the adults have to be able to
express their social skills:
• Skills related to social perception
• Social sensitivity, empathy and interpersonal de-centration.
• Knowledge of social rules and the ability to properly behave in social
situations
• Ability to solve specific interpersonal problems and control social situations.
• Skills conditioning coping in conflict and demanding situations,
assertiveness.
• Effective self-presentation and the ability to influence others.
• Communication skills.
• Cooperative skills
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74. Introduction
To conclude:
• A strategy to assure the basic social skills to adults should be
based on a real analysis of real social problems.
• This workshop will introduce some abilities to be developed
by the Adult educators and learners to be able to implement
the fifth principle of Montessori Method in Teaching 2nd
Language to Adults
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74
75. Problem solving abilities
• First ability be developed by the Adult educators and
learners to be able to implement the fifth principle of
Montessori Method in Teaching 2nd Language to Adults is
Problem solving abilities
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75
76. Problem solving abilities
In 1956, Benjamin Bloom developed a framework for teaching
"thinking”.
You cannot understand a concept if you cannot remember it,
and you cannot apply concepts or theories if you cannot
understand them.
With regard to the PBL environment, group work is essential
as it enables learners to establish their prior and pre-existing
knowledge and to assess collective gaps, raising questions about
the problem and thus developing new ideas and strategies
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76
77. Problem solving abilities
• The competences, skills,
and attitudes that help
students develop in PBL
are:
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In Problem-based Learning , it is a step further and students are invited
to organize and manage their own learning
flexible
knowledge
effective
problem-
solving
students
oriented skills
effective
cooperative
skills
İnternal motivation
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78. self-learning program
The European Parliament and Council of December 18, 2006
learning to learn is defined as "ability consistent and persistent
learning, organizing your own learning process, through
effective management time and information, both individually
and in groups ”.
This competence includes self-awareness learning process and
needs in this regard, identifying available options and the
ability to overcome obstacles in order to be successful in
learning
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79. self-learning program
To build a good self-learning program we need three main
features:
Knowledge of:
• your own strong and weaker pages and preferred ways of
learning;
• own related goals with learning and knowledge, skills and
qualifications necessary to achieve them;
• learning opportunities, training and getting support.
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80. self-learning program
Skills in the field of:
• basic skills reading, writing and counting;
• persistence in learning, concentration on longer periods and
critical reflection on the subject learning goals;
• taking time to both self-study characterized by self-
discipline and common work as part of the learning process,
reap the benefits of diversity group and sharing acquired
knowledge and skills;
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81. self-learning program
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Skills in the field of:
• informational use and communication technologies useful in
the learning process;
• searching, acquiring, processing and assimilation of the new
knowledge and skills;
• Manage your learning, planning and organization patterns
own learning process, as well as shaping your career and
future working life;
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82. self-learning program
Skills in the field of:
• evaluate your work and, if so needs, seeking advice,
information and support;
• critical reflection on the goal learning, especially in the long
term time perspective
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83. self-learning program
Positive attitude with regard to:
• self-motivation and self-confidence learning opportunities
and achieving success in that the process throughout life;
• attitudes towards solving problems (it favours learning out,
and the ability to self-development and overcoming
obstacles);
• use your own and others life experiences;
• the need to look for new ones learning opportunities and
using the process in a variety of situations life.
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84. Create own educational program
The creation of own educational program concern learners and
trainees.
• Learners and trainees will create their ow programs and
ways to learn / develop self-learning opportunities.
In order for the trainee to be able to create his own presentation about
his interests, we first have to teach him how to do it, he must remember
the structure we have given, understand its essence and then apply it
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84
85. Create own educational program
• The learning process is a combination of an active attitude of
the trainee and the trainer
• The main idea to have into account when preparing the
educational programme is to take into account what adult
learners want to know, the relevance of what they are
learning to what they want to achieve
• Adults when participating in language courses looks for the
opportunity to improve their social and personal position in
the society and labour market
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86. Create own educational program
The Montessori method can stimulate the senses and create a
“sensorial” learning environment where new information can
be more effectively retained.
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87. Creation of a community of learners
using social media
Social media have been tested for their usefulness in teaching
and learning, including foreign languages.
Social media promotes self-directed learning, which prepares
learners to search for answers and make decisions
independently
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88. Creation of a community of learners
using social media
Social media allows adult learners more freedom to connect and
collaborate beyond the physical classroom, which means learners
anywhere can start to experience the globally connected world long
before they decide to join a class.
Social media helps co-create resources available on the web - get
feedback, from other learners and trainer.
Social Media and other educational and communication platforms
allow for development the ability to use foreign languages.
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89. Creation of a community of learners
using social media
Benefits of education via social media
• No need of special devices, normal smartphone can be a
good start,
• it is possible to learn at any time and in any place with
Internet access
• possibility to teach / learn alone or with several people at
once (possibility of cooperation and its diversity within a
community of learners),
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90. Creation of a community of learners
using social media
Benefits of education via social media
• allows to establish new contacts based on the language, topic
interests
• increase the ability to express one's opinion, view, also to
argue during network and social discussions,
• shapes social skills.
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91. Conclusion
The workshop introduced some abilities to be developed by the
Adult educators and learners to be able to implement the fifth
principle of Montessori Method in Teaching 2nd Language to
Adults: INDEPENDENCE
Independent learning is a method or learning process where
learners have ownership and control of their learning – they
learn by their own actions and direct, regulate, and assess
their own learning
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91
92. Conclusion
The fifth principle of Montessori Method in Teaching 2nd
Language to Adults can stimulate the senses and create a
“sensorial” learning environment where new information can
be more effectively retained.
The fifth principle of Montessori Method in Teaching 2nd
Language to Adults described in the manual guidebook should
be implemented in our learning activities as we have seen that
Independent learning is a priority in adult learning.
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93. Conclusion
The abilities to be developed by the Adult educators and
learners to be able to implement the fifth principle of
Montessori Method in Teaching 2nd Language to Adults are:
• Problem solving abilities
• Self-learning program
• Create own educational program
• Creation of a community of learners using social media
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