Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Benefits

References

Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64(2), 287–309

Bennett, K. P., & LeCompte, M. D. (1990). How schools work: A sociological analysis of education. New York: Longman

Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press

Callahan, R. E. (1962). Education and the cult of efficiency. Chicago: University of Chicago Press

Donabella, M.A. & Rule, A.C., “Four Seventh Grade Students who Qualify for Academic Intervention Services in Mathematics Learning Multi-Digit Multiplication with the Montessori Checkerboard,” Teaching Exceptional Children Plus, 4(3) Article 2 (2008)

Lillard, A.S. & Else-Quest, N., “Evaluating Montessori Education”, Science 131” 1893-94 (Sep 29, 2006)

Lillard, A.S., “Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs”, Journal of School Psychology 50: 379-401 (June 2012).

Montessori.org.au. (2016). About Montessori | Montessori Australia Foundation. [online] Available at: https://montessori.org.au/about-montessori [Accessed 19 Oct. 2016].

Rathunde, K., “A comparison of Montessori and Traditional Middle Schools: Motivations, Quality of Experience and Social Context,” The NAMTA Journal 28.3: 12-52 (2003).

Case Study #4

Donabella, M.A. & Rule, A.C., “Four Seventh Grade Students who Qualify for Academic Intervention Services in Mathematics Learning Multi-Digit Multiplication with the Montessori Checkerboard,” Teaching Exceptional Children Plus, 4(3) Article 2 (2008)

Case Study #2

4 American 7th grade students (2 male, 2 female) enrolled in an Academic Intervention Service (AIS) maths program at a public middle school.

Researchers examined student performance on identical assessments before and after eight weeks of work with the multiplication checkerboard.

Lillard, A.S. & Else-Quest, N., “Evaluating Montessori Education”, Science 131” 1893-94 (Sep 29, 2006)

Case Study #3

Rathunde, K., “A comparison of Montessori and Traditional Middle Schools: Motivations, Quality of Experience and Social Context,” The NAMTA Journal 28.3: 12-52 (2003).

- 59 children at the conclusion of the primary level (3-6) and elementary level (6-12) from a Montessori school in Wisconsin were compared to a control group of 53 students of typical education

- Areas tested: cognitive skills, academic and social skills and behavioural skills. Selected based on importance in life to determine how a Montessori education can influence these qualities.

Results

- Primary level: of the 7 scales of the Woodcock-Johnson Test Battery, the Montessori educated students achieved significantly better results in 3. Montessori primary students also performed better on a test measuring executive function

- Elementary: students had 5 minutes to write a story starting with “___ had the best/worst day at school.” Montessori students’ essays were significantly more creative with more sophisticated sentence structures.

- Elementary students also more likely to choose a positive assertive response to a social problem e.g. not being asked to a party

- Just by the end of kindergarten, Montessori students already performed better on a range of measures

- 160 students from years 6 and 8 across 5 Montessori schools compared to approx. 400 students from years 6 and 8 across 20 traditional schools. All social class levels were involved and around half were children from ethnic minorities. Schools selected from the same 4 U.S. states

Results

- Montessori students were found to have a significantly higher percentage of general undivided interest in lessons.

- Montessori students also found to have higher intrinsic motivation when completing academic work

- Montessori students recorded a more optimal learning experience, and experienced better ‘flow’ learning.

- Overall, the study showed that while engaged in school work, MS reported higher potency, intrinsic motivation and flow experience than students from traditional schooling.

- Study found that almost 40% of tasks undertaken at Montessori schools were intrinsically motivating, number at traditional schools was only 24%.

- Montessori students also reported more favourable impressions of their teachers and school.

Maria Montessori

Case Study #1

Lillard, A.S., “Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs”, Journal of School Psychology 50: 379-401 (June 2012).

- 172 children aged from 33 to 76 mths

- Comparing 3 types of classrooms: Classic Montessori (CM), Supplemented Montessori (SM) and Conventional (C).

- At the beginning of the study there were no socio-economic advantages - for children in Classic Montessori classrooms

Results

- Children attending CM programs gained significantly more across the school year

- Most notable result was the school-year gain observed in the executive function of CM students.

- CM students improved around twice as much in reading and vocabulary than their peers, possibly due to more frequent use of reading and writing materials

- CM students displayed more mature problem solving skills, especially problems focused on justice and the goals of others

- Overall the study concluded CM students displayed significant gains in achievement and development relative to SM and C programs

"The greatest sign of success for a teacher... is to be able to say, 'The children are now working as if I did not exist.'"

Maria Montessori

How can we integrate aspects of Montessori philosophy into mainstream schools?

And to what benefit?

How happy are we with the current system?

  • In 1950 the answer to how good are the nation’s schools was: Not very good but getting better. (Life, 1999)
  • Today, the answer is: Not very good and getting worse.” Life found that 66% of Americans were “only fairly satisfied” or “not very satisfied” with their community’s schools. (Life, 1999)
  • The 2003 Gallup/Phi Beta Kappa poll showed that 45% of people would give public schools a grade of C to F, and only 11% would give them an A.

Behaviour Management Strategy

The ultimate goal is that students will do the right thing, not because they will be punished for it, but because they don't want to adversely affect the people and world around them.

‘The biggest issue I think we face today in the traditional education system is creating curricula, topics and learning opportunities that cash in on our student’s interests. I see numerous students on campus that are disengaged with the entire process of schooling and are just sitting in class to have their attendance recognised and marked off the roll… I think the boys in particular are struggling and being neglected, they aren’t allowed to write about what they are passionate about and the tasks don’t take advantage of what interests them.’

(Pers. Com. Meredith Lockery Head of Studies Tyndale Christian College, 18th of September 2016)

Respect for the child:

Montessori said, As a rule, however, we do not respect children. We try to force them to follow us without regard to their special needs. We are overbearing with them, and above all, rude; and then we expect them to be submissive and well-behaved, knowing all the time how strong is their instinct of imitation and how touching their faith in and admiration of us. They will imitate us in any case. Let us treat them, therefore, with all the kindness which we would wish to help to develop in them (Montessori, 1965).

Myths/ Assumptions

The absorbent mind:

Montessori believed that children educate themselves: Maria wanted us to understand that children can’t help learning. Simply by living, children learn from their environment.

The Teachers Role

  • Early childhood specific.
  • For gifted children.
  • Only "smart" children go there.
  • Only for children with special needs.

5 Foundational Principles

Other key principles for a prepared environment:

Auto-education:

Sensitive period:

  • Choice
  • Freedom
  • Control of Error
  • Materials
  • Role of the Adult/ Teacher

Montessori named the concept that children are capable of educating themselves auto education (also known as self-education).

1. Respect for the child,

2. The absorbent mind,

3. Sensitive periods,

4. The prepared environment,

5. Autoeducation.

A sensitive period refers to a special sensibility which a creature acquires in its infantile state, while it is still in a process of evolution. It is a transient disposition and limited to the acquisition of a particular trait. Once this trait or characteristic has been acquired, the special sensibility disappears... (Montessori, 1966).

The prepared environment:

Montessori believed that children learn best in an environment where children can do things for themselves. The environment makes learning materials and experiences available in an orderly format.

Montessori believed that “it is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may be always ready to supply the desired help, but may never be the obstacle between the child and his experience"

(Montessori, 1967).

Components of Montessori curriculum:

Practical Life:

Four main areas of practical life include:

  • control of movement
  • care of person
  • care of environment
  • grace and courtesy.
  • Hands-on materials
  • persistence/ resilience
  • Practical Life
  • Sensorial
  • Language/ Indirect preparation
  • Mathematics

Sensorial:

Provides growth in perception and understanding that forms the basis for deep thought.

Language:

  • A major component within Montessori.
  • Children from a young age are engrossed in the dynamics of their language development.

Math:

  • The child's mind has already been stimulated with mathematical ideas through sensorial experiences.
  • The child has seen the differences of distance, dimension, identity, similarity and sequence and will then be introduced to the functions and operations of numbers.

http://ed.ted.com/on/8luN80wk

Learn more about creating dynamic, engaging presentations with Prezi