A New Approach To Organization

A New Approach to A New Approach to OrganizationOrganization

Understanding the Montessori

Work Plan Upper Level

Authors: Bob Klepac & Amy Dunk

Comparing IdeasComparing Ideas

Standard Public school System Agenda/Work Plan

Montessori Work PlanMontessori Work Plan

Greater DetailStudent Selected

Easy to follow

Sense of Accomplishment

Individual choicesIndividual choices

Not as a collective!

Each week starts a NewEach week starts a NewWork PlanWork Plan

Selecting Subjects Selecting Timeline Managing time Calculating needs Setting a goal Where it ends Accomplishments

Public StandardsPublic Standards

Simple format Pre-designed Subjects selected Timeline selected Fewer choices Teacher chosen Cookie Cutter Not Individualized

No Student choices

Get set, ready Start!Get set, ready Start!

With Montessori

Work plan Students,

can see their progress

and start on their

Individual choices.

No need to follow

Along with the class.

Progressing Through ChoicesProgressing Through Choices

This student chose math

as his first subject.

Using Base ten blocks

he accomplishes the

daily math skills.

Once finished he can

move on to his next

academic choice.

Participate as a classParticipate as a class

With public standards,

students are required to

participate as a class and

not individuals.

Teacher designs and

chooses all subjects and

the order in which

they are mastered!

Academic needs met!Academic needs met!

Montessori schools

Provide current modern

opportunities to students,

such as Computers and

Mathematics equipment

to improve academic

needs.

Working with PeersWorking with Peers

The Montessori

Work Plan allows for

peers to work together

Those working on the

same subjects often

help support the learning

environment

Greater DiversityGreater Diversity

Montessori schools

provide a need to learn

other cultures and help

support those of

different cultures. It is

often used as a teaching

tool for music, arts,

math, science and language

Public Standard ClassroomPublic Standard Classroom

A herd mentality, No individualization!

Yes, Its Teacher Guided!Yes, Its Teacher Guided!

Teachers guide, rather

than direct the students.

Mats are used to provide

private spaces for

students. Desks are not

always required. Teacher

Provide guidance, and

Not just instructions.

A Job well Done!A Job well Done!

At the end of the day, students visually see theirAccomplishments, not based on a test at weeks end

Texas Assessment Texas Assessment Knowledge SkillsKnowledge Skills

Montessori school meet many of the TEKS through theWork Plan participation by students

§110.7. English Language Arts and Reading, Grade 5.(16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly. The student is expected to:

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§110.7. English Language Arts and Reading, Grade 5.(A) write legibly by selecting cursive or manuscript as appropriate (4-8); and(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, sentence punctuation (4-5).

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§117.17. Art, Grade 5.(b) Knowledge and skills.(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:(A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and

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§117.17. Art, Grade 5.(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:(A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community;(B) compare relationships between design and everyday life

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§111.17. Mathematics, Grade 5.(5.11) Measurement. The student applies measurement concepts. The student measures time The student is expected to:(B) solve problems involving elapsed time.

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§111.17. Mathematics, Grade 5.(5.14) Underlying processes and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school.The student is expected to:

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§111.17. Mathematics, Grade 5.(5.14) Underlying processes and mathematical tools (B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;(C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem;

Now its your choiceNow its your choice

This presentation is not to persuade you to

one side or the other, simply a means to guide

you as to what is offered to your child beyond

Public School. Like the Montessori school

Student chooses, you can too!

Hope you have a wonderful Day!

A New Approach To Organization

Education

Transcript of A New Approach To Organization