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Montessori Philosophy Transitions to Middle School

Montessori Philosophy Transitions to Middle School. Anne Parks Four Corners Montessori Academy . The Transition.

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Montessori Philosophy Transitions to Middle School

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  1. Montessori Philosophy Transitions to Middle School Anne Parks Four Corners Montessori Academy

  2. The Transition • “The journey from childhood to adolescence is a joyful experience when it is guided by adults who understand the developmental characteristics and needs of children. The Montessori environment, both the classroom and the home, provides a safe, nurturing opportunity for children to grow and become confident, independent, productive citizens of the world.” • North American Montessori Center

  3. Montessori Key Concepts • Aim of Montessori education is to foster competent, responsible, adaptive citizens who are life learners and problem solvers. • Learning occurs in an inquisitive, cooperative, and nurturing atmosphere. Students increase their own knowledge through self- and teacher-initiated experiences. • The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important. • Learning takes place through the senses. Students learn through manipulating materials and interacting with others. These meaningful experiences are precursors to the abstract understanding of ideas. • Respect for oneself, others, the environment, and life is necessary to develop a caring attitude toward all people on the planet.

  4. Four Planes of Development What Why How Experience Repetition Cosmos Research Senses Morality Identity Responsibility Prepared Environment Going out Service Learning Concrete Materials Moving to Abstraction

  5. Eight Basic Principles of Montessori Education • Movement – movement and cognition are closely entwined and movement can enhance thinking and learning • Choice – learning and well-being are improved when people have a sense of control over their lives • Interest – people learn better when they are interested in what they are learning • Extrinsic rewards are avoided – tying extrinsic rewards to an activity negatively impact motivation to engage in that activity when the reward is withdrawn • Learning with and from peers – learning in collaborative arrangements can be very conducive to learning • Learning in context – learning situated in meaningful contexts is often deeper and richer than learning in abstract concepts • “Teacher ways and child ways” – particular forms of adult interaction are associated with more optimal child outcomes • Order in environment and mind – a well ordered environment is beneficial to children

  6. Needs and Tendencies of Humans • Exploration – begins with looking for food • Orientation – feel secure about our space • Order – physical order leads to mental order which leads to creativity • Abstraction – sensorial experiences lead to abstraction and imagination • Exactness – Lead to the development of language • Repetition – repeat to master/perfect • Perfection – inner drive for personal fulfillment • Work – importance of the hand, constructive through total involvement • Communication – creates understanding with others close, far away and across generational borders • Self control comes from knowledge

  7. First Plane – Early ChildhoodBirth to 6 years • Absorbent mind • Here and now • Reality based curriculum • Sensorial explorer • External order • Repetition • People are environment • Psychosocial task – trust/initiative • Takes moral directives

  8. Second Plane – Elementary SchoolAges 6-12 years • Reasoning mind • Imaginative explorer • Mental order • Repeats only with variety • People as social • Psychosocial task – industry • Explores objective standards

  9. Third Plane – AdolescenceAges 12-18 years • Emotive mind • Humanistic explorer of society • Social order • Repeats to interpret • People as personal • Psychosocial – Identity (Who am I?) • Explores societal standards

  10. Sensitive Periods • “Interests invoked in sensitive periods are shared because they are biologically programmed and thus appear in many children.” • Angeline Lillard, Montessori; The Science Behind the Genius • Order – practical life, mathematics, social constructs • Repetition – concrete manipulation, manipulate to interpret

  11. Integrated Curriculum

  12. Middle School Curriculum 7th and 8th Grades FCMA Middle School

  13. Daily Schedule -- MS Daily Organization2012-13 Monday, Wednesday, Thursday 8:05-8:40 Community Meeting with PACE 8:45-9:50 Language Arts 9:55-11:15 Math 11:20-11:50 Monday: Independent Work Time Wednesday: Writer’s Workshop and Independent Research Study Thursday: Weekly Graph Check and Independent Work Time 12:00-12:30 Lunch 12:30-1:00 Personal World Reflection 100-3:00 Block Schedule: Natural World or Social World with Tree Group (M, W or T, Th) 3:00-3:15 Closure and Dismissal

  14. Daily Schedule -- MS Daily Organization2012-13 Tuesday 8:05-8:40 Community Meeting with PACE 8:45-9:50 Language Arts 9:55-11:15 Math 11:20-11:50 Independent Work Time 11:55-12:25 Lunch 12:30-1:55 Block Schedule: Natural World or Social World with Tree Group (M, W or T, Th; same as block schedule) 2:00-2:30 Birch - Spanish Maple – Independent Work Time 2:35-3:00 Birch – Independent Work Time Maple - Spanish 3:00-3:15 Closure and Dismissal

  15. Daily Schedule -- MS Daily Organization2012-13Friday 8:05-8:40 Community Meeting with PACE 8:45-10:00 Math 10:00-11:00 Study Hall 11:00-12:00 Economics/ Fundraising 12:00-12:30 Lunch 12:30-1:00 Personal Reflection 1:05-1:50 Health 2:05-2:50 Electives – PE or Art 3:00-3:15 Closure and Dismissal

  16. Purpose -- Morning Meeting • Daily game to get physical movement and learn collaboration • Sharing for social outlet • Acknowledgements to affirm and recognize one another • Challenge for a mental wake-up • P.A.C.E. Brain Gym

  17. Daily work • Math lesson • Literature reading and response • Personal reflection activity • Apprentice sentence (grammar and writing)

  18. Assessments • Rubrics • Written tests • Discussions • Performances/presentations • The students have opportunity to retake assessments until mastery is attained.

  19. Cosmic Task • “Cosmic Education is intended to help each of us search for our cosmic task as a species and as individuals. To do this, we must understand ourselves in context. It is only against the background of our place in the universe, our relationships with other living organisms, and our understanding of human unity within cultural diversity, that we can attempt to answer the question, ‘Who am I?’” • Michael and D’Neil Duffy, Children of the Universe: Cosmic Education in the Montessori Elementary Classroom

  20. Montessori Peace Quotes • We shall work together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity. • Through new education, we must enable children to grow up with a healthy spirit, a strong character and clear intellect, so that as adults they will not tolerate contradictory moral principles but will gather human energies for constructive purposes.

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