Demystifying MontessoriSat, Sept 28, 2013

Agenda

Welcome

Agenda

Basic Tenets

Bonus

Benefits

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Basic Tenants

Prepared Environment

Kinesthetic/Tactile/Sensory Learning

Individualized Learning & Assessment

Choice/Development of Life Skills

Motivation/Intrinsic Reward

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Prepared Environment

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Prepared Environment

Structure and Order

Beauty

Nature/Reality

Social Environment

Intellectual Environment

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Sensory Learning

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Sensory Learning

Kinesthetic (Body)

Visual

Auditory

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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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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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Individualized Learning

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Individualized Learning

Not inhibited nor constrained based on that of their peers

Actively record, monitor, and educate 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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Why Don’t Students

Like School?

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Why Don’t Students Like School?

As humans we are naturally curious, at all ages

In order to continue to kindle the flame of curiosity (motivation), the calibration of difficulty needs to be continually monitored.

Variation in student preparation (storytelling, arts, humor, projects, etc), make them interesting

Memory is the residue of thought – for material to be learned (end up in long-term memory), it must reside for some time in the working memory. “How” the student thinks of the experience determines what will end up in long term memory.

Make subject matter relevant to students interests

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Choice/Life Skills

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Choice/Life Skills

3 hour work cycle

Life Skills Responsibility Time Management Autonomy Prioritization Independence Self advocacy

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Multi-age Classroom Setting

Interaction

Learning from Each Other

Work at Child’s Own Pace

Community

Familiarity

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Motivation &Intrinsic Rewards

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What do you want for the child?

Life-long Learners

Successful

Curious, Creative

Happiness, Independence

Responsibility, Self-Discipline

Peaceful, Compassionate

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Human Tendencies

Order

Orientation and Exploration

Communication

Activity, Manipulation and Work

Repetition and Exactness

Abstraction

Self Perfection

Natural Impulses that Drive Humans to Achieve

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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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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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Bonus

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BONUS

Community Common value system Respect Camaraderie Partnership Intimate nuances of the child/student

Tremendous and True Appreciation for the Privilege of Supporting the Growth and Development of our Students

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Montessori Educational Benefits

Child works as long as s/he wants on chosen project

Children encouraged to teach, collaborate, and help each other

Child chooses own work based upon own interests and abilities

Child sets own learning pace to internalize information

Child spots own errors through feedback from material

Learning is reinforced internally through child's own repetition of activity and internal feelings of success

Multi-sensory materials for physical exploration & development

Organized program for learning care of self and environment

Child can work where s/he is comfortable, moves & talks at will (yet doesn't disturb others); group work is voluntary & negotiable

Organized program for parents to understand the Montessori philosophy & participate in the learning process

Emphasis on cognitive structures & social development

Teacher's role is unobtrusive; child actively participates in learning

Environment & method encourage internal self-discipline

Individual & group instruction adapts to each student's learning style

Mixed age grouping

Child formulates concepts from self-teaching materials

Sources

Science of the Genius

Why Don’t Students Like School?

Alfie Kohn

Drive – Dan Pink

Math Works – Mark Duffy

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Thank you

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Vision

The vision of Southern NH Montessori Academy is to provide a world-class educational experience to children ages 3-15,

through an enriched curriculum in an intriguing environment that cultivates human potential, nurtures

curiosity and inspires a sense of wonder…

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Mission

At Southern NH Montessori Academy:

Children learn at their own pace intellectually;

Through an integrated curriculum, concentration is given to educating the “whole child” (all facets of the child's being, including: intellectual, physical, emotional, social and creative aspects) with a strong emphasis of hands-on and experiential learning;

Each child’s education is guided by individualized learning plans;

We shepherd the character development of each child promoting independence, self-expression, and respect for oneself, others, and the world.

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Curriculum

Core

Language Arts

Math

Cultural Studies

Science

Practical Life

Sensorial*

Enrichment Elementary Latin*

Physical Education

Creative Arts (Visual & Performing)**

Foreign Language/Spanish & Mandarin***

Technology

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*K & Elementary**All students regardless of schedule/program

*** Upper El - January

Integrated Curriculum

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EC

Foundation -

Science

SeptLiving/nonPlant/animalNature walk

OctVertebrate/invertebrateAir/land/waterWeather/record keepingLeaf peepingThermometers

Nov/DecMammals/HarvestSink/Float (Nov.)Magnets (Dec.) Solid/Liquid/Gas

JanAquarium/FishIce/Snow

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Feb Sound/Telephone Human Body Water sounds

Mar Cold Blooded Animals Wind Surface Tension

Apr Water cycle Birds/Seeds

May/June Insects/Animal

Homes Volume

LE Foundation – Biomes/Evolution of Life

Mountain Region

Grasslands

Wetlands

Polar Region

Temperate Forest

Rainforest

Desert

Invertebrates

Vertebrates

Amphibians

Fish

Birds

Mammals

Insects

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*2013-14 Focus

UE Foundation – Continents/Political View

North America

South America

Africa

Australia

Asia

Antarctica

Europe

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* 2013-14 Focus

History/Science

Presented in a 3-year cycle

The Ancients/Biology & Matter

Middle Ages through early Renaissance/Earth Science, Space, Chemistry

Renaissance through Modern times/Physical Science, Invention

Studied by both Lower & Upper Elementary programs (Lower more impressionistic, Upper more detailed study)

Literature, writing, art and other hands-on experimentation are integrated with these themes.

Field Trips, Presenters/Experts, Literature and Art Projects will be used to enhance the students experience.

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Early C

hildhood Schedule

8:00– 8:15am Arrivals, Greeting

8:15-11:15am Independent Work Cycle (Morning Circle: Calendar, Days of School, Work Presentation, Show & Tell, Brain Gym)

11:15-11:45am Recess (30 minutes)

11:45am-Noon Dismissal/Lunch Preparation

Noon-12:30pm Lunch* (30 minutes)

12:30-1:00pm Quiet Time (Reading, Soft Music)

1:00-2:30pm AfternoonWork Cycle (Handwriting*, Creative Writing, Leveled Reading, Spanish*)

2:30– 3:00pm Physical Education* (30 minutes)

3:00 – 3:15pm Dismissal

Low

er/Upper

Elem

entary Schedule

8:15 – 8:25am Arrivals/Greetings

8:30 - 9:00am Morning Meeting/Instruction

9:00 - Noon Independent Work (3 hours)

Noon - 12:30pm Lunch (30 minutes)

12:30 - 1:00pm Recess (30 minutes)

1:15 – 2:00pm Physical Education (45 minutes)

2:00 – 3:00pm Reading/Picture Writing/Spanish

3:00 - 3:15pm Meeting/Closure

3:15 - 3:30pm Dismissal

Enrichment Fridays: Art, Music, Technology, Innovation

Second Plane of DevelopmentAges 6-12

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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5/14/09

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