Mont Best Observing Young Children
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FOCUS ON OBSERVATIONS Montessori Core Scientific Methods, Best Practices and Principles
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Transcript of Mont Best Observing Young Children
FOCUS ON OBSERVATIONS
Montessori Core Scientific Methods, Best Practices and
Principles
ollow the child
bserve with Passive Passion
elebrate Collobration Culture nited in Universal Commonalities
cientific Study of Sensitive Periods and Cultivating all Sensitivities
FOLLOW
Follow the Child.
Presenter
Presentation Notes
IF we are to develop a system of scientific pedagogy, we must, then, proceed along lines very different from those which have been followed up to the present time. The transformation of the school must be contemporaneous with the preparation of the teacher. For if we make of the teacher an observer, familiar with the experimental methods, then we must make it possible for her to observe and to experiment in the school. The fundamental principle of scientific pedagogy must be, indeed, the liberty of the pupil;–such liberty as shall permit a development of individual, spontaneous manifestations of the child's nature. If a new and scientific pedagogy is to arise from the study of the individual, such study must occupy itself with the observation of free children. In vain should we await a practical renewing of pedagogical methods from methodical examinations of pupils made under the guidance offered to-day by pedagogy, anthropology, and experimental psychology. The Montessori Method, Chapter 2
OBSERVE
Observe with Passive Passion
Presenter
Presentation Notes
“[Initiating] experimental method from the observation of school children.” Scientific educators should be experienced in the technique of observation and experimentation as a scientist who understands what it is to study nature, and who is conversant with all the means which modern experimental science offers for this study. The scientific pedagogy educator as scientist we wish to direct the teacher, trying to awaken in him, in connection with his own particular field, the school, that scientific spirit which opens the door for him to brighter and bigger possibilities.” The Montessori Method, p. 9 Science of Education The school itself is the research laboratory. “Experimental science is always a science of observation when the phenomenon is caused by the experiment so that it may be carefully observed; one goes to the habitat of the organism and attempts to try not to disturb it in order to see exactly all it does. “Montessori Training Course ,1913 p. 19 . (As cited in Epstein, p. 41).
CELEBRATECelebrating Collectivist Culture of Collaboration
Presenter
Presentation Notes
Preparing the Environment for scientific observation requires planning promoting a collectivist culture of collaboration. "It is evident that in the case of humanity, and especially in the case of our civil humanity, which we call society, the important and imperative question is that of the care, or perhaps we might say, the culture of human life."
UNITEDin Universally Familiar Commonalities
Life, Liberty, and Happiness
Presenter
Presentation Notes
That concept of liberty which must inspire pedagogy is, instead, universal. But the love of man for man is a far more tender thing, and so simple that it is universal. To love in this way is not the privilege of any especially prepared intellectual class, but lies within the reach of all men. To give an idea of this second form of preparation, that of the spirit, let us try to enter into the minds and hearts of those first followers of Christ Jesus as they heard Him speak of a Kingdom not of this world, greater far than any earthly kingdom, no matter how royally conceived. In their simplicity they asked of Him, "Master, tell us who shall be greatest in the Kingdom of Heaven?" To which Christ, caressing the head of a little child who, with reverent, wondering eyes, looked into His face, replied, "Whosoever shall become as one of these little ones, he shall be greatest in the Kingdom of Heaven." Now let us picture among those to whom these words were spoken, an ardent, worshipping soul, who takes them into his heart. With a mixture of respect and love, of sacred curiosity and of a desire to achieve this spiritual greatness, he sets himself to observe every manifestation of this little child. Even such an observer placed in a classroom filled with little children will not be the new educator whom we wish to form. But let us seek to implant in the soul the self-sacrificing spirit of the scientist with the reverent love of the disciple of Christ, and we shall have prepared the spirit of the teacher. From the child itself he will learn how to perfect himself as an educator. The Montessori Method Chapter 1
SCIENTIFIC STUDY
of Sensitive Periods and Cultivating all Sensitives
Presenter
Presentation Notes
According to the Advanced Montessori Method 1 "The teacher must prepare herself, no by means of the content, but by means of the method...the fundamental quality is the capacity for observation. This quality is so important that the positive sciences were also called 'science of observation'...Now it is obvious that the possession of senses and of knowledge is not sufficient to enable a person to observe; it is a habit which must be developed by practice (p. 102)
FOLLOW the Child
With Scientific Pedagogy.
Presenter
Presentation Notes
IF we are to develop a system of scientific pedagogy, we must, then, proceed along lines very different from those which have been followed up to the present time. The transformation of the school must be contemporaneous with the preparation of the teacher. For if we make of the teacher an observer, familiar with the experimental methods, then we must make it possible for her to observe and to experiment in the school. The fundamental principle of scientific pedagogy must be, indeed, the liberty of the pupil;–such liberty as shall permit a development of individual, spontaneous manifestations of the child's nature. If a new and scientific pedagogy is to arise from the study of the individual, such study must occupy itself with the observation of free children. In vain should we await a practical renewing of pedagogical methods from methodical examinations of pupils made under the guidance offered to-day by pedagogy, anthropology, and experimental psychology. The Montessori Method, Chapter 2
Follow the Child
•“If a new and scientific pedagogy is to arise from the study of the individual such as study must occupy itself with the observation of free children”
The Montessori Method page 15
Presenter
Presentation Notes
If a new and scientific pedagogy is to arise from the study of the individual such as study must occupy itself with the observation of free children. Within this new scientific pedagogy the educator must be reborn as a true scientist. According to Montessori Method We wish to direct the teacher, trying to awaken in her, in connection with her own particular field, the school, that scientific spirit which opens the door for him to broader and bigger possibility.
Coordination Order: Guide-Observe-Reflect-Guide
Presenter
Presentation Notes
Let us consider what the music master does in giving instruction in piano playing. He teaches the pupil the correct position of the body, gives him the idea of the notes, shows him the correspondence between the written notes and the touch and the position of the fingers, and then he leaves the child to perform the exercise by himself. If a pianist is to be made of this child, there must, between the ideas given by the teacher and the musical exercises, intervene long and patient application to those exercises which serve to give agility to the articulation of the fingers and of the tendons, in order that the coordination of special muscular movements shall become automatic, and that the muscles of the hand shall become strong through their repeated use.
Education Best Practices
Presenter
Presentation Notes
The pianist must, therefore, act for himself, and the more his natural tendencies lead him to persist in these exercises the greater will be his success. However, without the direction of the master the exercise will not suffice to develop the scholar into a true pianist. The Montessori Method Chapter 7
Experiential Learning
Presenter
Presentation Notes
I see and I forget, I hear and I remember, I do and I understand. Confucius Source: Communicating At Work, Edgar Dale (1969)
OBSERVE
Observe with Passive Passion
Presenter
Presentation Notes
Let us consider the attitude of the teacher in the light of another example. Picture to yourself one of our botanists or zoologists experienced in the technique of observation and experimentation; one who has travelled in order to study "certain fungi" in their native environment. This scientist has made his observations in open country and, then, by the aid of his microscope and of all his laboratory appliances, has carried on the later research work in the most minute way possible. He is, in fact, a scientist who understands what it is to study nature, and who is conversant with all the means which modern experimental science offers for this study.
Observe with Passive Passion
• The educator must have a clear idea of the two factors which enter into her scientific observation work–
• the guidance of the child,
• and the individual exercise [in the moment.]
Presenter
Presentation Notes
Only after she has this concept clearly fixed in her mind, may she proceed to the application of a method to guide the spontaneous education of the child and to impart necessary notions to him. In the opportune quality and in the manner of this intervention lies the personal art of the educator. Now let us imagine such a man appointed, by reason of the original work he has done, to a chair of science in some university, with the task before him of doing further original research work with hymenoptera. Let us suppose that, arrived at his post, he is shown a glass-covered case containing a number of beautiful butterflies, mounted by means of pins, their outspread wings motionless. The student will say that this is some child's play, not material for scientific study, that these specimens in the box are more fitly a part of the game which the little boys play, chasing butterflies and catching them in a net. With such material as this the experimental scientist can do nothing.( The Montessori Method p. 15)
Scientifically PreparedThe classroom is a lab for the study of free children. Teachers and children are prepared to become practicing scientists
• Ask questions• Investigate• Experiment• Collect Data• Analyze Date• Share Findings• Propose new ideas
Presenter
Presentation Notes
The situation would be very much the same if we should place a teacher who, according to our conception of the term, is scientifically prepared, in one of the public schools where the children are repressed in the spontaneous expression of their personality till they are almost like dead beings. In such a school the children, like butterflies mounted on pins, are fastened each to his place, the desk, spreading the useless wings of barren and meaningless knowledge which they have acquired. [The Montessori Method,, Page 15]
Observing Independence in Practice•Any pedagogical action must help children advance upon this road of independence.
Presenter
Presentation Notes
Any pedagogical action, if it is to be efficacious in the training of little children, must tend to help the children to advance upon this road of independence. We must help them to learn to walk without assistance, to run, to go up and down stairs, to lift up fallen objects, to dress and undress themselves, to bathe themselves, to speak distinctly, and to express their own needs clearly. We must give such help as shall make it possible for children to achieve the satisfaction of their own individual aims and desires. All this is a part of education for independence.
Honor the Child as Observer in Practice•”We are the guides of these travelers just entering the great world of human thought.”
Presenter
Presentation Notes
The child, little by little, spontaneously conquers various ideas and words. He is a traveler through life, who observes the new things among which he journeys, and who tries to understand the unknown tongue spoken by those about him. Indeed, he makes a great and voluntary effort to understand and to imitate. We are the guides of these travelers just entering the great world of human thought. Here, also, we face a widespread prejudice; namely, the belief that the child left to himself gives absolute repose to his mind. If this were so he would remain a stranger to the world, and, instead, we see him, little by little, spontaneously conquer various ideas and words. He is a traveler through life, who observes the new things among which he journeys, and who tries to understand the unknown tongue spoken by those about him. Indeed, he makes a great and voluntary effort to understand and to imitate. The instruction given to little children should be so directed as to lessen this expenditure of poorly directed effort, converting it instead into the enjoyment of conquest made easy and infinitely broadened. We are the guides of these travelers just entering the great world of human thought.. The Montessori Method, Page 238]
Model Scientific Observation
• “It is our privilege to lead him to observe the most important and the most beautiful things of life…”
Presenter
Presentation Notes
We should see to it that we are intelligent and cultured guides, not losing ourselves in vain discourse, but illustrating briefly and concisely the work of art in which the traveler shows himself interested, and we should then respectfully allow him to observe it as long as he wishes to. It is our privilege to lead him to observe the most important and the most beautiful things of life in such a way that he does not lose energy and time in useless things, but shall find pleasure and satisfaction throughout his pilgrimage.
CELEBRATECelebrating Collectivist Culture of Collaboration
Presenter
Presentation Notes
Environment is undoubtedly a secondary factor in the phenomena of life; it can modify in that it can help or hinder, but it can never create. The environment acts more strongly upon the individual life the less fixed and strong this individual life may be. But environment can act in two opposite senses, favoring life, and stifling it. Many species of palm, for example, are splendid in the tropical regions, because the climatic conditions are favorable to their development, but many species of both animals and plants have become extinct in regions to which they were not able to adapt themselves.
Celebrating Collectivist Culture of Collaboration• It is evident that in the case of civil humanity which we call society, the important and imperative question is that of the care of the culture of human life.
Presenter
Presentation Notes
Life is a superb goddess, always advancing, overthrowing the obstacles which environment places in the way of her triumph. This is the basic or fundamental truth,–whether it be a question of species or of individuals, there persists always the forward march of those victorious ones in whom this mysterious life-force is strong and vital. It is evident that in the case of humanity, and especially in the case of our civil humanity, which we call society, the important and imperative question is that of the care, or perhaps we might say, the culture of human life.
THE BIOLOGICAL CONCEPT OF LIBERTY IN PEDAGOGY•
“The educator must be as one inspired by a deep worship of life, and must, through this reverence, respect, while he observes with human interest, the development of the child life.”
Presenter
Presentation Notes
THE BIOLOGICAL CONCEPT OF LIBERTY IN PEDAGOGY From a biological point of view, the concept of liberty in the education of the child in his earliest years must be understood as demanding those conditions adapted to the most favourable development of his entire individuality. So, from the physiological side as well as from the mental side, this includes the free development of the brain. The educator must be as one inspired by a deep worship of life, and must, through this reverence, respect, while he observes with human interest, the development of the child life. Now, child life is not an abstraction; it is the life of individual children. There exists only one real biological manifestation: the living individual; and toward single individuals, one by one observed, education must direct itself. By education must be understood the active help given to the normal expansion of the life of the child. The child is a body which grows, and a soul which de- develops,–these two forms, physiological and psychic, have one eternal font, life itself. We must neither mar [Page 105] nor stifle the mysterious powers which lie within these two forms of growth, but we must await from them the manifestations which we know will succeed one another. The Montessori Method Chapter 5
UNITEDin Universally Familiar Commonalities
Life, Liberty, and Happiness
Presenter
Presentation Notes
The Montessori Method Chapter 1 emphasis Spiritual Discipline or in other words the training of the Soul uniting heart and mind. To give an idea of this second form of preparation, that of the spirit, let us try to enter into the minds and hearts of those first followers of Christ Jesus as they heard Him speak of a Kingdom not of this world, greater far than any earthly kingdom, no matter how royally conceived. In their simplicity they asked of Him, "Master, tell us who shall be greatest in the Kingdom of Heaven?" To which Christ, caressing the head of a little child who, with reverent, wondering eyes, looked into His face, replied, "Whosoever shall become as one of these little ones, he shall be greatest in the Kingdom of Heaven." Now let us picture among those to whom these words were spoken, an ardent, worshipping soul, who takes them into his heart. With a mixture of respect and love, of sacred curiosity and of a desire to achieve this spiritual greatness, he sets himself to observe every manifestation of this little child. Even such an observer placed in a classroom filled with little children will not be the new educator whom we wish to form. But let us seek to implant in the soul the self-sacrificing spirit of the scientist with the reverent love of the disciple of Christ, and we shall have prepared the spirit of the teacher. From the child itself he will learn how to perfect himself as an educator. The Montessori Method Chapter 1
United in Universally Familiar Commonalities• That concept of liberty
which must inspire pedagogy is, instead, universal.
• But the love of man for man is a far more tender thing, and so simple that it is universal.
• To love in this way is not the privilege of any especially prepared intellectual class, but lies within the reach of all men.
Life,
Liberty,
Happiness
Presenter
Presentation Notes
That concept of liberty which must inspire pedagogy is, instead, universal. But the love of man for man is a far more tender thing, and so simple that it is universal. To love in this way is not the privilege of any especially prepared intellectual class, but lies within the reach of all men. The spiritual pedagogy education as spiritual guides. “We wish to awaken in the mind and heart of the educator and interest in nature natural phenomena to such an extent that, loving nature, he shall understand the anxious and expectant attitude of one who has prepared an experiment and who awaits a revelation from it.” The Montessori Method, p.9 (As cited in Epstein, p. 38).
Soul Training
• “We have been mistaken in thinking that the natural education of children should be purely physical; the soul, too, has its nature, which it was intended to perfect in the spiritual life,–the dominating power of human existence throughout all time.”
Presenter
Presentation Notes
Our methods take into consideration the spontaneous psychic development of the child, and help this in ways that observation and experience have shown us to be wise.
The Spiritual Pedagogy: Educator as Spiritual Guide
• “In fact, the words–"I will cause breath to enter into you, and ye shall live," seem to me to refer to the direct individual work of the master who encourages, calls to, and helps his pupil, preparing him for education.”
Observing the Work of Spiritual Development• The children work by
themselves, and, in doing so, make a conquest of active discipline, and independence in all the acts of daily life, just as through daily conquests they progress in intellectual development.
Presenter
Presentation Notes
Directed by an intelligent teacher, who watches over their physical development as well as over their intellectual and moral progress, children are able with our methods to arrive at a splendid physical development, and, in addition to this, there unfolds within them, in all its perfection, the soul, which distinguishes the human being.
A Teacher at Peace creates a community Peacemakers
• Allow the freedom and confidence to solve their own issues with Grace and Courtesy.
• Teacher’s focus on creating a peaceful reciprocal learning community.
Presenter
Presentation Notes
She must acquire a moral alertness which has not hither to been demanded by other systems. This is revealed by her tranquility, patience, charity, and humility. Maria Montessori
Prescriptives Promoting Accountability and Respect
Flexibility
Restraint
Love
Connection
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Presentation Notes
Using observation data to plan lessons and teach timely lessons on Conflict Management and Relationships Allow children to work through their own situations without intervening unless there is a danger imminent. Observations help direct prescriptive actions and future lesson planning.
SCIENTIFIC STUDY
of Sensitive Periods and Cultivating all Sensitives
Presenter
Presentation Notes
Education Scientist prepare by learning to conduct scientific experiments and observe, record as well as analyze data and share findings. The Scientific Method
Scientific Study of Sensitive Periods and Cultivating all Sensitivities
Presenter
Presentation Notes
This scientific educational method should therefore prove interesting to students of experimental psychology as well as to teachers. Our didactic material renders auto-education possible, permits a methodical education of the senses. Not upon the ability of the teacher does such education rest, but upon the didactic system [coupled with the teacher as scientific observer].This presents objects which, first, attract the spontaneous attention of the child, and, second, contain a rational gradation of stimuli. [The role of the teacher is as a guide to attract the child’s attention and then stand back to observe.] The Montessori Method, Chapter 1
• ”We wish to direct the the teacher, trying to awaken in her… that scientific spirit which opens the door for him to broader and and bigger possibilities”
The Scientific Pedagogy: Educator as Scientist
Presenter
Presentation Notes
“The subject of our research is if we wish to compare it to some branch of learning that is universally familiar, we may say that it is an experimental science is similar to learning to read… It is our duty to learn to read the truth in the book of nature; [we use the scientific approach, first ] by collecting separate facts according to the objective method. [Secondly, by preceding methodically from analysis to synthesis.” Pedagogical anthropology p. 24 As cited in (Epstein, p. 39).
There exists, then, the "spirit" of the scientist, a thing far above his mere "mechanical skill,"
Presenter
Presentation Notes
There exists, then, the "spirit" of the scientist, a thing far above his mere "mechanical skill," and the scientist is at the height of his achievement when the spirit has triumphed over the mechanism. When he has reached this point, science will receive from him not only new revelations of nature, but philosophic syntheses of pure thought. The Montessori Method, Chapter 7
Education of the Senses
• “In fact, the words–"I will cause breath to enter into you, and ye shall live," seem to me to refer to the direct individual work of the master who encourages, calls to, and helps his pupil, preparing him for education. “
Presenter
Presentation Notes
n fact, the words–"I will cause breath to enter into you, and ye shall live," seem to me to refer to the direct individual work of the master who encourages, calls to, and helps his pupil, preparing him for education. And the remainder–"I will lay sinews upon you, and will bring up flesh upon you," recalled the fundamental phrase which sums up Séguin's whole method,–"to lead the child, as it were, by the hand, from the education of the muscular system, to that of the nervous system, and of the senses." It was thus that Séguin taught the idiots how to walk, how to maintain their equilibrium in the most difficult movements of the body–such as going up stairs, jumping, etc., and finally, to feel, beginning the education of the muscular sensations by touching, and reading the difference of temperature, and ending with the education of the particular senses.
IDENTIFY DIVERSITY:• Observations help identify the needs of each individual and assess developmental stages and behaviors allowing for prescriptive action
RESEARCH METHODOLOGY
Planning for Observation
Ethnographic Procedures
CulturalExchange
Observational literacy
Learns from observed
Having learned, shares
Presenter
Presentation Notes
In a classroom culture we learn from children and adults as the guide and teach. An observational literacy develops as the ethnographer-as-student learns from those observed; and, having learned, the ethnographer-as teacher then shares insights and understandings. From an ethnographic perspective, classroom behavior is understood as routine cultural behavior. (Epstein, p. 158) As we interact within in social spheres we follow familiar patterns according to cultural expectations and norms. These shared ways of being emerge from collaboratively created cognitive maps that direct how to act as well as interpret meaning from our experiences. We learn not only curriculum, rather the curriculum and procedures allow for learning to comprehend the values customs assumptions, beliefs of the classroom culture.
Record Your Observations
• Has the class progressed toward normalization?• Is there a feeling of respect and community in the environment?• Which materials are being used; which ones aren't?• What stage of development is each child in? Is he working to
master a material, or has he mastered it and is now working towards perfection?
• Does the child have a favorite material or activity she works with everyday?
• Is the child able to concentrate? For how long?• Do other children or teachers protect the child's concentration?
Presenter
Presentation Notes
Record Your Observations Sometimes you may want to observe one child for an extended period of time. Other times you may be wondering about a classroom dynamic or issue. While observing and taking notes, some helpful questions to ask about the class and the children include: Has the class progressed toward normalization? Is there a feeling of respect and community in the environment? Which materials are being used; which ones aren't? What stage of development is each child in? Is he working to master a material, or has he mastered it and is now working towards perfection? Does the child have a favorite material or activity she works with everyday? Is the child able to concentrate? For how long? Do other children or teachers protect the child's concentration?
Running Record
TIMED SAMPLING:
•Observations taken at set intervals.
•Every 5 minute•Every 10 minutes•Or every 20 minutes.
Journaling• Record your own comic journey
of discovery and transformation
Physical Maps
Rating Scales
Interviewing
• What can you learn from listening.
• What kinds of questions help build your relationship.
• Critical Face to Face Connection
• Essential Interaction
TALLIES:
• .
John: Nov. 2, 2017Aggressive Behavior-9:009:3010:1011:0512:00
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Presentation Notes
Provides a record of how often behavior happens over time
EVENT SAMPLING:(Incident Records)• Documenting exactly what happens during a particular event, daily.
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Presentation Notes
Documentation of a new behavior from a child. Provides information about when and how this happened.
CHECK LIST:
• Observe “Report Card”• Used to evaluate each Child.
Presenter
Presentation Notes
The simplest form of observation where the observer checks off listed behaviors.
Specialized Rubrics
NARRATIVE:• A written summary of the conclusions of the observations or activities
of the day.
ANECDOTAL RECORDS:
• Formats and Tools• Index cards or
notebook• Voice recording on
hand held device• Binder• Sticky notes• Calendar
Presenter
Presentation Notes
Teacher records observations of child’s behavior. These descriptive narratives record details of events or moments describing behaviors or notes about children’s activities, developments, milestones, accomplishments or needs. Helps test hunches about reasons for behavior. Identify conditions that reinforce behavior by noticing what happens prior to behavior. Gain feedback about what children may have learned from a presentation.
DATA COLLECTIONS PORTFOLIOS:
A COLLECTIONS OF THE CHILD’S WORK, AND PICTURES
OF THE CHILD, INCLUDING OBSERVATIONS ABOUT WHAT
THE CHILD IS DOING IN THE PICTURE.
Presenter
Presentation Notes
Capturing ordinary days in a Montessori environment... Inspiring an elementary classroom culture of scientific inquiry.
PORTFOLIO PROVIDES Observations & Notes
The best way to “Follow Each Child”
Engage and communicate with parents.
Credible Evidence to assess individual progress..
Evidence for teacher accountability.
Brings peace as teachers recognize the self actualization of children in their care.
Portfolios Provide:Prescriptive Lesson Planning for Scaffolding
Authentic Assessment of Experiential Learning
Community Building
Self-Regulated Learning
Reflection Practice and Critical Thinking
Longitudinal Progress Report
Presenter
Presentation Notes
Observation is a critical component of lesson planning and classroom management. When the teacher observes that a student has mastered a concept or skill, she can introduce new lessons. There's much more to the art of observing than recording the skills children have mastered. For example, we try to detect what Montessori called "sensitive periods" in the child's development, as well as heightened interest in music, art, or nature. We need to be knowledgeable about child development in order to have insight about children's behavior, social interactions, and learning styles. The teacher who is gifted in the science of observation can help children overcome difficulties and redirect their interest when necessary.
PORTFOLIO CATEGORIESSensorial Learning: ...
Practical Life: ...
Movement: ...
Language: ...
Geography: ...
Mathematics: ...
Music & Art:
Presenter
Presentation Notes
The four main areas of the Montessori curriculum are, Practical Life or Everyday Living Skills, Sensorial or learning through the senses, Language and Mathematics. The fifth curriculum area is Culture. The Montessori culture area includes Geography, Science, Music, Art and Yoga.
The best way to “Follow Each Child”
Communicate and connect with parents
Assess individual progress and credible evidence
Evidence for teacher accountability
INDIVIDUALIZED EDUCATION PLAN (IEP):• For children with special needs.
• Includes description of current performance.
• Includes goals and objectives.
• Describes services needed to meet goals.
• Criteria for evaluation.
Brings peace as teachers recognize the self actualization of children in their care.
