1 / 26

THE MONTESSORI METHOD

THE MONTESSORI METHOD. Who is Maria Montessori?. She was born on 31 August 1870 at Chiaraville , Italy. She was the first Italian female to study in medicine at the University of Rome. Her first practical study in medicine was about nervous disorders.

kylar
Download Presentation

THE MONTESSORI METHOD

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE MONTESSORI METHOD

  2. Who is Maria Montessori? • She was born on 31 August 1870 at Chiaraville, Italy. • She was the first Italian female to study in medicine at the University of Rome. • Her first practical study in medicine was about nervous disorders. • She was graduated from Rome University with Doctor of Medicine and Doctor of surgery degrees. • She supported that the key of solving mental deficiency problems is pedagogical approach rather than medical approach. (O’donnell, 2007,pp.2,3)

  3. As a physician educator, she developed a education method. She emphasized the method of a system of materials and exercises to be utilized by the child in designated ways for specific purposes. (Orem, 1971, pp.17)

  4. Children in the Montessori Method • Children are not capable of but motivated toward self-development ( auto-formation) and self-teaching (auto-education). • Children should have freedom to work on self-chosen tasks in attractive environment especially designed and equipped to meet their needs. (Orem, 1971, pp.17)

  5. Teacher in the Montessori Method • Teacher or directress should provide an attractive and responsive environment • Directress should protect the learning process. • Directress should be observer of the child readiness to assist indirectly the child’s perceptual-motor, emotional, intellectual and social development if it is needed. • Also teacher should be the resource person, the role model, the demonstrator, and the recordkeeper. (Orem, 1971, pp.17)

  6. Main Points of the Montessori Method • Training in observation for perceptual, then conceptual proficiency • Programmed preparation, practice, precision, and perfection • Self processes and individuality • Movement, activity, and work • Freedom and spontaneity • Prepared environment • Sensitive periods • Rhythm-balance-order • Discovery and development • The child as Man-to-be • New teacher as exemplar • To know, love, and serve (Orem, 1971, pp.18-20)

  7. The Montessori Curriculum • It focuses on mastery of one’s self and environment • Because of being discovery curriculum, its classes are “living laboratory”. (Orem, 1971, pp.62)

  8. Topics for a Model Montessori Curriculum • Care of self and environment • Development of sensory skills (Exploration of five senses, field trips, play) • Reading, phonetics and sight recognation • Writing (manuscript, cursive, design) • Dictation • English (pronuncation, enunciation, conversation, vocabulary) • Foreign languages (pronuncation, enunciation, conversation, poems, songs, dialogue) • Drama ( elocution, roleplaying, performance)

  9. Music (singing, rhythm instruments, bells) • Art (handwork, freehand drawing, poster paints, appreciation) • Dancing (folk, blance exercises, gymnastics) • Mathematics (geometry and four operations) • Science (anatomy, naturation, hygiene, botany, zoology, ecology) • Social studies (geography, culture) • Socialization (self&group inreactions – home&school interactions) (Orem, 1971, pp.67-69)

  10. Environment in Montessori Method • Freedom is essential because children can showhimself in only an atmosfere of freedom. • Structureandorderof universemust be reflected in theclassroomtobuildchildren’sownmentalorderandintelligence. • Children can internalizethelimits of natureandrealityif he is to be freedfrom his fantasiesandillusions. • Beautyand an atmosphereencourages a positiveandspontaneousresponseto life. • Equipmentis publicizedand it supportschild’s self-constructionandpsychicdevelopment.

  11. Materials in Montessori Method • Didactic • Control of error • One concept at a time • No multiple sets of materials (Lillard, 1972, pp.51- 60)

  12. Sensorial Materials The Towers http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

  13. Colour tablets Fabric Basket http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

  14. Math Materials Sand Paper Numbers Number rods http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

  15. Number Progression Addition Operation http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

  16. Practical Materials Sewing Sweeping the floor http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

  17. Washing dishes Pouring rice http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

  18. Reading & Writing Materials The Movable Alphabet Pictures and Sounds http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

  19. Science and Social Materials Anatomy Geography http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

  20. Education in Montessori Method It based on “say-show-check” principle. Say Describing, telling&instructing Show Modeling, demonstrating Check Feedback (MacNaughton & Williams, 2004) TASK ANALYSIS

  21. Describing and Telling & Instructing:teacher tells the child the proper way to use the materials and the work. Modeling:teacher is a kind of “didactic object” children imitate all teacher’s language, mimics, gestures and behaviors. Demonstrating:teacher shows the specific way of usage of materials. Feedback:if the child applies the task incorrectly, teacher starts say-show-check process again.

  22. Task Analysis • Identify the task • Identify the sub-steps • Sequence the key steps in logical way • According to developmental appropriateness, minimize the difficulty • Completing task • Check what is done • Present the steps through direct instruction • Teach one step at a time until successfully mastered • Extra guidance if there is a difficulty • Restructure the task ** it includes all parts of “say-show-check” process

  23. Activity Time 

  24. References Hainstock, Elizabeth G. (1968). Teaching Montessori In The Home: The Pre-School Years. New York, United States of America: Random House. Montessori, Maria (1964). The Montessori Method. New York, United States of America: Schocken Books. O'donnell, Marion (2007). Continuum Library oOf Educational Thought. Kings Lynn, Norfolk: Continuum International Publishing Group. Orem, Raginald, C. (1971). Montessori Today. Newyork, United States of America: Capricon Books. Sihirli Bahçe, (2009,May 24). Montessori galerisinden. Retrieved May 24, 2009, from Sihirli bahçe MontessoriOkulu Websitesi:http://www.sihirlibahce.com.tr/TR/BelgeGoster px?F6E10F8892 433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

  25. Preparation Workload Esin Karaer %20 Kader Karadeniz %20 Nihal Yigitalp %20 Nurten Dolapci %20 Yasemin Harmancı %20

More Related