Maria Montessori's philosophy, which allows us to develop a highly individualized curriculum and. We also pride ourselves on our application of Dr. With their unique personality and high level of intelligence, we encourage our students academically, physically, socially, and mentally. Participants broke out into small groups led by Montessori teachers from Raintree for demonstrations and discussions of the materials and how they embed assessment in their ongoing interactions with students. At Honeycomb Montessori, we believe your child is special. Freedom to choose what to work on, where to work, for how long (S5).Children learn at their own pace following individual interests (S5).Emphasis on independent knowledge-building through internal development rather than extrinsic rewards (S5).At any one time in a day all subjects - math, language, science, history, geography. (1912/1972 p.120) Early in the year, it seems impossible that a group of young. There is no limit to how long a child can work with a piece of material. Montessori advised extended work periods for first plane children in the Casa: These long hours are necessary, if we are to follow a directed line of action which shall be helpful to the growth of the child. Three year age groupings (S4) and extended uninterrupted work time (S5) Schedule of the Day in the Casaby Janet McDonell.Curriculum involves specially designed, hands-on materials (S2).Teachers are guides with specialized training who design a prepared environment (S1, S2).The presentation then connected these strategies to elements of Montessori practice: S5: Activating learners as the owners of their own learning S3: Activating learners as instructional resources for one another S3:Providing feedback that moves learning forward S2: Engineering classroom activities that elicit evidence of learning
The work cycle may be lengthened to about 2-2.5. S1: Clarifying, sharing, and understanding learning intentions and criteria for success The work cycle is usually about 1-1.5 hours, but some educators see no issues with 2-2.5 hours at this age. The presentation framed assessment with a definition from formative assessment guru (and one-time senior research director for the Educational Testing Service, the standardized test giant) Dylan William: “Classroom activities that provide info to be used as feedback to modify teaching and learning activities”. The session began with a brief overview of Montessori philosophy related to classroom assessment followed by small break-out groups of participants interacting with multiple Montessori teachers (at both the early childhood and elementary levels) who demonstrated how they use materials to embed assessment in their ongoing interactions with students.
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