The Montessori idea

1. The Montessori idea Montessori materials, and the ideasbehind

2. Malin RingbladHeadofschool, Norgårdenskolan, Uddevalla, Sweden • Highschoolteacher, Social Science and English • Montessori teacher 0 – 18 years • Worked at a Montessorischool for 12 years, headteacher in middleschool • Started an exchangeprogrammewithInlyschool, Boston • Was the firstEuropean Montessori teachertobring students to Montessori Model United Nations in New York • Headofschool at a public middleschool, workingtoimplement the foundamental montessori ideas in suchenvironment.

3. The Montessori method is a thoughtful and purposeful approach toeducationand focuses on children’sabilitytodirecttheirdevelopmentwhen given the opportunity and tools. The method'sfocus on multi-age grouping, since it benefitschildren in manyways. Children ofdifferent educationlevels, abilities, and agesaregroupedtogether and taughttolearn from oneanother. Youngerchildrenbegintoadaptthe olderchildren'sattitudes and behavior, and olderchildrenlearnaboutcaring and mentoringtheiryoungerclassmates. Montessori schoolsinspireconfidence, nurture the child'sinatedesire for learning, discovery, and social interactionskills in an environmentwhereteachersareencouraging, engaging and value the individualchild. Children learnhowtolearn, and thisprepareseachchild for futureacademic and social excellence. Why Montessori?

4. Montessori Madness http://www.youtube.com/watch?v=GcgN0lEh5IA

5. What makes Montessori unique? • The wholechild approach
The primarygoalof a Montessori program is tohelpeachchildreachtheir full potential in all areas oflife. • Activitiespromote the developmentof social skills, emotional growth and physicalcoordination as well as cognitive preparation for futureintellectualacademicendeavors. • The holistic curriculum, under the directionof a specificallypreparedteacher, allows the childtoexperience the joyoflearning, the timetoenjoy the process and ensures the developmentofselfesteem. It provides the experiences from whichchildrencreatetheirknowledge.

6. Preparedenvironment • The Preparedenvironment
In order for selfdirectedlearningtotakeplace, the wholelearningenvironment - classroom, materials and social setting / atmosphere - must be supportiveof the child. • The teacherprovides the necessaryresources, includingopportunities for childrentofunction in a safe and positive environment. • Together, the teacher and child form a relationshipbased on trust and respectthat fosters self-confidence and a willingnessto try new things.

7. Montessori materials • The Montessori materials
Dr. Montessori's observations of the kinds ofthingswhichchildrenenjoy and go back torepeatedly, led herto design a numberof multi-sensory, sequential and selfcorrecting materials tofacilitatelearning. • Each material is designedto focus on a specificskill, and tolead on to the next material.

8. Teacher • The teacherOriginallycalled a "directress”. The Montessori teacherfacilitateslearningand functions as a designer of the environment, resource person, rolemodel, demonstrator, record-keeper and meticulousobserverofeachchild'sbehavior and growth.

9. The materials • The first materials weredevelopedfor workingwithmentallyretardedchildren. Montessori adaptedthem in the early1900s, and modified and addedtothose. • A lotofwork and experimentationwentinto the developmentofthese materials and theiruse.  • The Pink Tower, for example, is not just a towerof blocks ofincreasingsize, butinstead is a carefullycalculated instrument toeducate the senses and the motor system, and tointroducethe decimal system and the notionofcubing.  Each block is onecentimetrelonger on all sides than the onethatcamebefore, and thereare ten such blocks going from onecubiccentimetreto ten. The increasingsize is reflected not onlyvisuallybutalsohaptically and barically: each block is heavier by an exponentiallyincreasingmagnitude. Good Neighbor Montessori#23C1D5

10. Observing • Dr. Montessori watchedchildren in the classroom and thoughtabouttheirdevelopmentalneeds; shedeveloped materials thatshethoughtwouldsuitthoseneeds; and shethenwatched the childrenwith the materials, and revised and refinedthemuntilshethoughtshehad a material thatwouldmeetone or morespecificneeds. 

11. Purpose and interweaving • Eachmaterial havemanypurposes • Eachmaterial wasdeveloped in the contextof all the other materials. • By design the materials havethiscomplexinterweavingnature, so one material feedsinto or plays off ofanother.  Montessori Sensorial Exe#23C1F9

12. The three period lesson • Three period lessonsareusedthroughout the Montessori environmenttohelpintroduce a new lesson/concept and lead the childrenalong a pathtounderstanding and mastery. However, in the area oflanguagetheyareusedtoincrease, enrich and broaden a child'svocabulary.

13. 1. Naming • Begin by presenting the childwiththreeobjectsofcontrast and isolatethem on a table or mat. For thisexample the objectswill be dog, snake and bird. 1. First Period - Naming Period • this period is short as it simplyinvolvesgiving the object a name • pointto the firstobject (dog) and say "dog" • repeat the nameseveraltimes, clearly and slowly "This is a dog. Canyousay dog? dog." • continue on with the second and thirdobjects (snake and bird) • once all threeobjectshavebeennamed, reviewthemone last time by pointingtoeachone and saying the nameclearly and slowly • It's a knownfactthatwehave an easiertimerememberingitems at the beginning and end of lists and have the hardesttimerememberingitems in the middle. Whendecidingwhat order toplace the 3 objects in, place the objectthatyouare sure yourchild is mostfamiliarwith in the middle, toincreasehischanceofsuccess. The first and last objectsshould be the newerobjects.

14. Recognition & Association • 2. Second Period - Recognition and Association • rearrange the objects and ask the childto show you a specificobject • "Please show me the snake." • "Canyouplace the bird in my hand." • pointto spot on the table - "Pleaseput the dog here." • "Put the bird on the basket." • "Hold the dog in your hand." • ask the childtoclosetheireyeswhileyoumove the objectsaround, thencontinue • This period is muchlongerthan the firsttoextend the handling and movementof the objects. This handling and movementincreases the kinestheticmemory and willsolidify a child'srecognitionof the object'sname. Therearemany variations to the Second Period thatcan be usedtohold a child'sinterest. The movementwill make the lessonmoreattractive and help the child be successful; so be creative!!

15. Recall • 3. Third Period - Recall • place the 3 objects back in front of the child • pointto the firstobject and ask the child "What is this?" • repeatwith the second and thirdobject • This is the 'testing' period. This is in fact, the veryfirsttimeyouhaveasked the childtoverballyrecall the nameof the objects. It is importanttoproceedtothis period onlyifyoufeel the childwill be successful. If the child is unabletorecall the namesof the objects, simplygivethem the namesagain, and casually end the lessonwithoutmaking the childfeel as thoughthey'vefailed.

16. Demonstration of Stamp game Stamp Game Three-Period #23C204

17. Progress • The materials aredesignedto start outvery ”hands on”, concrete, todeveloptowardsmore and more abstract. • The students come back to the same problems theyhavealreadydealtwith as a youngchild, but in a more and more abstract way. • For example the math materials thatarevery ”hands on”, and eventually the student workindependently in a mathbookwith the same typesofproblems, and theycanalways go back and get the materials and match themwiththeir abstract work.

18. Older students • For middleschool students it is importantthat the workthey do is challangeing. • It needsto be abstract, but at the same time ”hands on” – real lifework. • Theyneedtofeel the purposeof the work, that it is important, and thattheylead it. • As much as posssibleshould be connectedto the societythey live in, their country and the world. At this age theywanttobecome a memberofsociety and theyarefindingthemselves.

19. Materials for older students • The design; • Define the subject and the area • Clarifywhat the purposeof the work is • Point out the mostimportant features thatneedsto be included • Giveexamplesofhowtofind the facts, ex books, internet, interwievsetc • Give different suggestions on how the workcan be presented, and includecreativeways like a film, presentation, presentation in a foreignlanguage, a report, an art show, exhibition etc..

20. How it works • Produce ”worksheets” for all subjects and areas • Decidewichyear the students shall do what • Make bundles • Let the students choosewhichsubjecttheywantto do when

21. Whydoes it work? • The student havecontrol over theireducation • The teacherlet the student knowthathe/she has full confidence in the factthat the student will be successful • By makingtheirowndescisions the students willhave a positive feel for the work • By a supportiveteachereveryone is successful in theirwork