1. Montessori
Early Childhood
Early Childhood (ages 3-6/preK & Kindergarten)
Lower Elementary (ages 6-9/grades 1-3
Upper Elementary (ages 9-12/grades 4-6)
Adolescent/Middle School (ages 12-15/grades 6-9)
2. Agenda
Who was Maria Montessori?
Primary tenants of Montessori Educational Philosophy
Planes of Development
Sensitive Periods
Absorbent Mind
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6. Innovator, Feminist, Idealist
In the years following, and for the rest of her life, Maria dedicated herself
to advancing her child-centered approach to education.
As a public figure, Maria also campaigned vigorously on behalf of
women’s rights. She wrote and spoke frequently on the need for greater
opportunities for women, and was recognized in Italy and beyond as a
leading feminist voice.
Maria Montessori pursued her ideals in turbulent times. Living through
war and political upheaval inspired her to add peace education to the
Montessori curriculum.
At war’s end she returned to Europe, spending her final years in
Amsterdam. She died peacefully, in a friend’s garden, on May 6, 1952.
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9. Prepared Environment
Structure and Order
Beauty
Nature/Reality
Social Environment
Intellectual Environment
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10. The Role of the Teacher
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11. Multi-age Classroom Setting
Interaction
Learning from Each Other
Work at Child’s Own Pace
Community
Familiarity
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13. Neuroscience of Learning
By engaging as many senses as possible in the learning
process, learning becomes a neurological vs exclusively
a cognitive process
Through Repetition/Practice Learning increases the
development of neuro-connections
Brain Development is Time Sensitive
Use it or Lose It
Pruning begins at birth
Maturation of the Neural Bridge by age of 13
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14. Sensory Learning
Using multi-sensory, hands-on materials foster the
proliferation of neural connections among different
lobes of the cerebellum. Using materials that rely on
self-correction and active, discovery learning activate
the pre-frontal cortex (the most ‘advanced” part of a
child’s brain in terms of evolutionary development and
higher powers of thinking).
Michael Duffy – Math Works
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15. Individualized Learning
Not inhibited nor constrained based on that of their
peers
Actively recording, monitoring, and educating the
individual child across every dimension of the
curriculum
Constant assessment of skill/concept acquisition
Scientific analysis for amendments, diversity,
modifications, and accommodations
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16. Choice/Life Skills
3 hour work cycle
Life Skills
Responsibility
Time Management
Autonomy
Prioritization
Independence
Self advocacy
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17. What do you want
from the child?
Life-long Learners
Successful
Curious, Creative
Happiness, Independence
Responsibility, Self-Discipline
Peaceful, Compassionate
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19. Importance of Early Years
“The most important period of life is not the age of the
university studies, but the first one, the period from birth to
the age of six. For that is the time when man’s intelligence
itself, his greatest implement, is begin formed. But not only
his intelligence; the full totality of his psychic powers….At
no other age has the child greater need of intelligent help
and any obstacle that impedes his creative work will lessen the
chance he has of achieving perfection.”
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21. Sensitive Periods
Periods of intense fascination for learning a particular
characteristic or skill, such as going up and down steps,
pulling things into order, counting or reading.
It is easier for a child to learn a particular skill during the
corresponding sensitive period than at any other time in her
life.
In a Montessori classroom, the child is allowed the freedom
to select individual activities that correspond to her own
periods of interest.
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24. First Plane (Age 0-6)
Early Childhood/Creation of the Person
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25. Second Plane (Ages 6-12)
Childhood/Construction of the Intelligence
Intellectual Period
“He wants to know everything. His thirst for knowledge is so insatiable
that generally, people are at their wit’s end about it.” (Maria Montessori,
Lecture at the University of Amsterdam, 1950).
Sense of order is internalized
Driven to reason the "how", "why", and "where" behind things
Ability to imagine beyond the concrete
Social development seeks independence and is monitored by a deep
sense of morality and justice. Functioning within peer group “micro
societies” enables the child to test the limits of right and wrong.
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26. Third Plan (Ages 12-18)
Construction of Social Self
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27. Fourth Plan (Ages 18-24 & beyond)
Adulthood (Construction of Self
Understanding)
Characterized by construction of the spiritual.
Conscious discernment of right and wrong.
Seeking to know one’s own place within the world.
Financial Independence – “I can get it myself”.
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28. Motivation/Intrinsic Reward
“Intrinsic motivation is the desire to engage in an
activity for its own sake. Extrinsic motivation is
participating in an activity because of some other
benefit that doing so will bring” – Alfie Kohn
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29. Non-Competitive Atmosphere
Because the children work independently with the
materials, there is no competition in the Montessori
classroom
Each child relates only to his own previous work, and his
progress is not compared to the achievement of other
youngsters.
Competition should not be introduced until after the child
has gained confidence in the use of basic skills
“Never let a child risk failure, until he has a reasonable chance of
success” – Dr Montessori
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30. Human Tendencies
Natural Impulses that Drive Humans to Achieve
Order Repetition and Exactness
Orientation and Exploration Abstraction
Communication Self Perfection
Activity, Manipulation and
Work
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31. Montessori Approach
Develop the child’s self-discipline
Source of discipline comes from within each individual
child
Can control his/her own actions and make positive choices
regarding personal behavior
Self-discipline is directly related to development of the
child’s will
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32. Practical Life http://www.youtube.com/watch?
v=ItqJCvOyWrA
Sensorial http://www.youtube.com/watch?
v=NlnHVxJKEiM
Curriculum
Learning to Write
From Writing to Readinghttp://www.youtube.com/watch?
v=1fbs-Qr8lf8
Introduction to Mathematics
http://www.youtube.com/watch?v=mIFQjONnn1g
Geography, Cultural Arts,
Botanyhttp://www.youtube.com/watch?v=DU7nuUlTf-4
http://www.youtube.com/watch?v=K6eycuVILVc
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34. Three Period Lesson
http://www.youtube.com/watch?v=EH2nZmX0ntc
Used to introduce new concepts, ideas and vocabulary to the
child
The First Period is representing the language to the child
The Second Period allows the child to point to the object after
a verbal clue is given to them, given to help the child build their
auditory memory.
The Third Period allows the teacher to verify the child’s
understanding of the new concepts.
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Psychiatry - She also developed an interest in education, attending classes on pedagogy and immersing herself in educational theory. Her studies led her to observe, and call into question, the prevailing methods of teaching children with intellectual and developmental disabilities. Casa de Babini – Children’s House The youngsters were unruly at first, but soon showed great interest in working with puzzles, learning to prepare meals, and manipulating materials that held lessons in math. She observed how they absorbed knowledge from their surroundings, essentially teaching themselves Co-director – special education:
She lectured widely, wrote articles and books, and developed a program to prepare teachers in the Montessori Method. Through her efforts and the work of her followers, Montessori education was adopted worldwide. But she could do little to avoid being ensnared in world events. Traveling in India in 1940 when hostilities between Italy and Great Britain broke out, she was forced to live in exile for the remainder of the war. There she took the opportunity to train teachers in her method.
NOTES Moving from understanding of physical world to an understanding of abstract concepts Integrated Curriculum Six aspects/principles : Freedom; Structure and Order; Beauty; Nature and Reality; Social Environment; Intellectual Environment Freedom Free to explore and follow his own natural impulses, thus developing his potential and increasing his knowledge of the world around him. Within the prepared environment, the child must experience freedom of movement, freedom of exploration, freedom to interact socially, and freedom from interference from others . This freedom ultimately leads to a greater freedom: freedom of choice . Structure and Order While Structure and Order seem counter-intuitive to the aforementioned freedom, nothing could be further from the truth. Structure and Order in the Montessori classroom accurately reflect the sense of structure and order in the universe. By using the Montessori classroom environment as a microcosm of the universe, the child begins to internalize the order surrounding him, thus making sense of the world in which he lives. Beauty Montessori environments should be beautiful , the environment should suggest a simple harmony. Uncluttered and well-maintained , the environment should reflect peace and tranquility . The environment should invite the learner to come in and work . This atmosphere is easily seen by the attitude of those working there, both child and adult. Nature and Reality Deep respect and reverence for nature . Take children out into nature, rather than keeping them confined in the classroom. Natural materials are preferred in the prepared environment. Real wood, reeds, bamboo, metal, cotton, and glass are preferred to synthetics or plastics. Social Environment Freedom to interact , children learn to encourage and develop a sense of compassion and empathy for others . This social interaction is supported throughout the environment and is encouraged with the nature of multi-age classroom settings. Intellectual Environment The purpose of the Montessori environment is to develop the whole personality of the child, not merely his intellect . Children are given the freedom to fully develop their unique potential through a carefully prepared learning environment.
Carefully watches the progress of each child and keeps a record on his work Sometimes might need to divert a child from work beyond ability or encourage a child who is hesitant When a child makes a mistake, the teacher refrains from intervening allowing him to discover own error through further manipulation
NOTES: 1. Interaction Creates an atmosphere where children learn to help and be helped by other children, because they interact consistently with children whose age and abilities are varied. Children gain an appreciation for their achievement and the accomplishments of others, and are naturally challenged by the achievements of others. 2. Learning from Each Other Older children learn to be patient and tolerant, serve as role models and teachers for the younger children. When an older child teaches a younger one, it reinforces previously learned concepts and is actually an aid in complete mastery of concepts. Younger children learn about courtesy, manners, and conflict resolution by watching the older children in the class. VOICE, POWER, PRIVILEDGE 3. Work at Child ’s Own Pace: Because teachers do not have to set the instruction pace by a whole group, each child is given the ability to learn at his or her own pace Not constrained nor inhibited based on the learning propensities of their classmates. 4. Community: By staying in a classroom for a three year period, children develop a strong sense of community and stability. This community aids the development of students as role models for one another. Tolerance for problem-solving, conflict resolution. 5. Familiarity: Being in the same classroom year after year allows a teacher to truly learn each individual child ’s learning abilities, style, and developmental level to better be able to set the learning agenda as well as build on strengths and work on weakness
NOTES: The mind learns what the body does
NOTES: Neuro-science of learning The mind learns what the body does By engaging as many senses a possible in the learning process, learning becomes a neurological vs exclusively a cognitive process. Brain Development = More Powerful Brain Repetition/Practice reinforces learning and increases the development of neuro-connections Brain development is time sensitive Spurt of Dendritic branching (neuro-forests) in the right hemisphere btwn 4-7yrs old; in the left hemisphere btwn ages of 9-12; full maturation of the neural bridge by the age of 13 (puberty/middle school)! Use it or Lose it Brain pruning from birth to puberty. “the brain is literally customizing itself for your particular lifestyle from the day that you’re born. Soon after, the brain prunes away unneeded cells and billions of unused connections”.
NOTES Role of the teacher Enlightened Generalist Deep and Broad Knowledge With the 3 yr cycle, teacher has an intimate and in-depth knowledge of the student Following the child, tracking propensities to leverage, aversion to dispel, method to diversify, approaching mastery/prepare for next lesson, review of prior concept Montessori Records Express Parent Conferences Fall, Winter, Spring Tracking progress, specific interests
NOTES Work cycle – uninterrupted, allows child to build and sustain focus and interests in diverse areas Pursue own interests Menu/Restaurant Choose from Basic Food Groups/Feed themselves Their work has relevance, interest to them
Dr Montessori’s work confirmed through modern psychological studies Dr Benjamin Bloom U of Chicago From conception to age 4, the individual develops 50% of his mature intelligence From 4 to 8 he develops another 30% 80% of the child’s mental development takes place before his is 8 yrs old, the importance of favorable conditions can hardly be over emphasized
The child wants to be free to work independently within a structured environment doing real activities with an intelligent purpose
Notes: Physical Changes – losing baby teeth, legs get longer, head is a bit more proportioned to body, physical health is more stable. More Stamina and Energy Able to apply more effort and attention capabilities demonstrate marked increase Formation of self as an individual emerges, versus as a child in a family; assertiveness Curiosity is Limitless Appetite for knowledge is immense, not satisfied with morsels of information, want to grasp the ‘whole’ knowledge Can be described as a “Philosopher”, wanting to know everything about everything New power of mind emerges, searching for “reasons” for facts Reasoning allows us to keep facts & ideas in relationship to each other (transfer of knowledge), thus allowing the ability to compare, deduce and arrive at conclusions New world of independent thought and discovery Imagination excels (heroes)
“ Erd Kinder ” or “ Children of the Land ” – Dr. Montessori envisioned the child practicing for life in society by working together in a sort of hostel. Cultural development which has been ongoing is solidified in this plane. Emotional Independence – “I can stand on my own”.
Fourth Plane – Ages 18 – 24 And Beyond – Adulthood (Construction Of Self Understanding)
NOTES Tootsie Roll Story Encouragement vs Praise Dan Pink Purpose Automony Mastery Rewards, grades, praise, incentives, gold stars squelch human tendencies Temporary compliance
