Children learn at their own pace and according to - - PowerPoint PPT Presentation

• Children learn at their own pace and according to

their own choice of activities.

• Learning is a process of discovery, leading to

concentration, motivation, self-discipline, and a love of learning.

• Place children in 3 year age groups, the older

children spontaneously share their knowledge with younger peers.

• Represents an entirely different approach to

education.

• A play-based program to support learning through

relationships, play exploration and inquiry.

• Designed to help your child develop the social,

emotional, creative, cognitive and physical skills for success in school.

• Provides a foundation for future learning.

Public JK/SK Higher student/teacher ratio (1:13+) Number of students per class – 26 min. 1 trained teacher/1 assistant Emphasis is on the teacher Play based materials Key component – “loose parts” Non-structured environment centred around play Emphasis on conforming to the group Classroom organized into areas or stations based on activities or themes Group lessons Block time, period lessons Loud, colourful, high-stimulus Grace and courtesies not applicable Assisting Abstract learning Huge parent responsibility Product-focused report cards Goal is to master objectives Montessori Lower student/teacher ratio (1:8) Number of students per class – 24 max. Three fully trained teachers (AGMS) Emphasis is on the child Academically based learning materials Key component – didactic materials Structured environment centered around academic goals Respects individual differences Classrooms organized into 5 curriculum areas: language, math, practical life, sensorial, culture Individual lessons Uninterrupted work cycles Calmer, quieter, less stressful Focus on grace and courtesies Teaching Concrete learning Huge parent involvement Process-focused assessment, skills checklists, mastery benchmarks Goal is to foster a lifelong love of learning

• The child is active in their own pace and rhythms; they

are the “masters of their day.”

• Children within a Montessori environment become

highly self-regulated; a key component for traditional elementary programs.

• The 3 years within the program allows the child

adequate time for mastery of concepts and facts.

• New skills are more easily understood and mastered in

the higher grades; i.e. 1, 2, 3+

• Overall, children are far more advanced than their SK

counterparts entering a grade one program.

• Building foundation – teaching children how to learn, and

adapt their learning as needed.

• Montessori children transition very well, as they develop a

high degree of self-motivation, coping skills for dealing with new situations, and a strong sense of respect and responsibility.

• Teachers in Grade 1 test the reading, comprehension and

numeracy level, to assign appropriate work. (i.e. Readers)

• Reading – Montessori children learn reading phonetically,

enabling them to read and expand vocabulary beyond their age.

• By the end of 3rd year Montessori learning, children will

generally be reading at a high grade 2 level.

• Comprehension – Montessori children will have a concrete

understanding of sentence structure and grammar, versus abstract lessons from public JK/SK. Allows children to master writing and research skills.

• Numeracy – Montessori children understand grade 1 math

lessons effortlessly. They will then be able to internalize math lessons and build their skills beyond grade level.

• These abilities will continue throughout elementary school,

eventually into post secondary education.

• Uncertainty in classroom sizes and program style
• Inconsistency in program plan
• Lack of staff training
• Lack of consistency and quality control

• French Immersion?
• Elementary Montessori Schools?
• Public Elementary?
• Private School?