The Montessori method is based on theories of child development. The method discourages traditional measurements of achievement (grades, tests) children learn in a distinctly different way than adults.
The Montessori method is based on theories of child development. The method discourages traditional measurements of achievement (grades, tests) children learn in a distinctly different way than adults.
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The Montessori method is based on theories of child development. The method discourages traditional measurements of achievement (grades, tests) children learn in a distinctly different way than adults.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online from Scribd
originated by Italian educator Maria Montessori in the late 19th and early 20th century
Austin Montessori 2007-2008
MONTESSORI METHOD Applied primarily in preschool and elementary school settings Some Montessori high schools exist Characterized by an emphasis on self- directed activity on the part of the child and clinical observation on the part of the teacher (often called a "director," "directress," or "guide“) Stresses the importance of adapting the child's learning environment to his developmental level, and of the role of physical activity in absorbing academic concepts and practical skills FEATURES • One distinguishing feature of Montessori at the preschool age is that children direct their own learning, choosing among the sections of a well-structured and stocked classroom including: – Practical Life (fine and gross motor skill development), – Sensorial (sensory and brain development), – Language, – Math, – Geography, – Science and – Art. • The role of a teacher is to introduce children to materials and then remain a “silent CONCEPTS Dr. Montessori advocated children's rights, children working to develop themselves into adults, and that these developments would lead to world peace The Montessori method discourages traditional measurements of achievement (grades, tests) under the premise that it is damaging to the inner growth of children (and adults). Feedback and qualitative analysis of a child's performance does exist but is usually provided in the form of a list of skills, activities and critical points, and sometimes a narrative of the child's achievements, strengths and weaknesses, with emphasis on the improvement of those weaknesses. Children develop and think differently than adults They are not merely "adults in small bodies" PREMISES of a Montessori approach to teaching and learning MONTESSORI APPROACH A view of children as competent beings capable of self-directed learning. That children learn in a distinctly different way from adults. The ultimate importance of observation of the child interacting with her or his environment as the basis for ongoing curriculum development. Presentation of subsequent exercises for skill development and information accumulation are based on the teacher's observation that the child has mastered the current exercise(s). Delineation of sensitive periods of development, during which a child's mind is particularly open to learning specific skills or knowledge, including language development, sensorial experimentation and refinement, and various levels of social MONTESSORI APPROACH A belief in the "absorbent mind", that children from birth to around age 6 possess limitless motivation to achieve competence within their environment and to perfect skills and understandings. This phenomenon is characterized by the young child's capacity for repetition of activities within sensitive period categories, such as exhaustive babbling as language practice leading to language competence. That children are masters of their environment, which has been specifically prepared for them to be academic, comfortable, and allow a maximum amount of independence. That children learn through discovery, so didactic materials that are self-correcting are used as much as possible. HANDS-ON APPROACH • Montessori is a highly hands-on approach to learning. • It encourages children to develop their observation skills by doing many types of activities. • These activities include use of • the five senses, • kinetic movement, • spatial refinement, • small and large motor skill coordination, and • concrete knowledge that leads to later abstraction. LESSONS A child does not engage in an activity until the teacher or another student has directly demonstrated its proper use, and then the child may use it as desired (limited only by individual imagination or the material's potentially dangerous qualities). Each activity leads directly to a new level of learning or concept. When a child actively learns, that child acquires the basis for later concepts. Repetition of activities is considered an integral part of this learning process, and children are allowed to repeat activities as often as they wish. If a child expresses boredom due to this repetition, then the child is considered to be ready for the next level of learning. EQUIPMENT Children are introduced to equipment that is designed especially for the lesson at hand. Children are introduced to sandpaper letters as the first step to reading. Sandpaper letters are simple lower case letters cut out of fine-grained sandpaper and mounted on wooden cards. Simple sounds that flow together are introduced first. Children are taught the sounds of the letters, not the names. The teacher shows the child the k sandpaper letter and say kuh. The child is encouraged to trace the letter as he or she says the sound aloud. Once the first letter is mastered, the child will be introduced to another. ALPHABET When children have learned seven or eight letter sounds, they are introduced to the movable alphabet. The movable alphabet is a set of letter cutouts where the vowels and consonants are different colors. Using these letters, the child will learn how to blend CVC (consonant vowel consonant) sounds to form words such as "mat" and "cat." BENEFITS Angeline Stoll Lillard's 2005 book Montessori: The Science Behind the Genius (Oxford University Press) presents the first real comprehensive overview of research done on the comparison of Montessori educated children to those educated in a more traditional manner. Lillard cites research indicating that the children do better in later schooling than non-Montessori children do, in all subjects, and argues the need for more research in this area. BENEFITS A 2006 study published in the journal "Science" concluded that Montessori students performed better than their standard public school counterparts in a variety of arenas, including not only traditional academic areas such as language and mathematical reasoning, but in social cognition skills as well. BENEFITS On several dimensions, children at a public inner city Montessori school had superior outcomes relative to a sample of Montessori applicants who, because of a random lottery, attended other schools. By the end of kindergarten, the Montessori children performed better on standardized tests of reading and math, engaged in positive interaction on the playground more, and showed advanced social cognition and executive control more. BENEFITS They also showed more concern for fairness and justice. At the end of elementary school, Montessori children wrote more creative essays with more complex sentence structures, selected more positive responses to social dilemmas, and reported feeling more of a sense of community at their school. BENEFITS The authors concluded that, "when strictly implemented, Montessori education fosters social and academic skills that are equal or superior to those fostered by a pool of other types of schools."