Montessori Mastery: A Learning Process for Life

Montessori Mastery: A Learning Process for Life

A group of Lower Elementary students share their work with their classmates.

Montessori Mastery: A Learning Process for Life

Students are best motivated to learn when they work on something of their own choosing, at their own pace, and until they determine that they know. But is this realistic in the classroom setting? Can we really expect students to know what they want to pursue, stick with it, and then demonstrate mastery?

Many of us who grew up with a conventional school education had a very different experience: the teacher would enter the classroom with the day’s lessons all planned to be delivered in defined blocks of time within the boundaries of the regular school day hours. The next day was more of the same. Everyone would receive the same lessons at the same time, regardless of interest, readiness, or need for practice to solidify newly presented material. Content was presented in a prescribed curriculum administered by adults. Various quizzes and tests were given within a specified time period to determine whether or not newly presented material was understood. Regardless of the test results, the curriculum moved forward.

One major problem with this approach is that it does not take into account the students. Not all students are interested in the same thing at the same time, nor are they always ready for the same work because they are in the same class. There is a growing body of research that confirms the significant role that choice plays in student motivation and learning. Sue Grossman Ph.D. states strongly in her article, “Offering Children Choices: Encouraging Autonomy and Learning While Minimizing Conflicts,” that, “giving children choices throughout the day is beneficial, even crucial to their development.”

So, how do we change the system?

Montessori is intentionally and appreciably different than conventional models of education. Montessori is a developmentally based approach, in which choice has always been a critical element in our work with students. We cannot force a student to learn. We can create an environment, rich with resources and hands-on materials, that encourages autonomy and independence. We can offer lessons, observe students, and work with them to ensure their progress. We can model, demonstrate, establish and maintain high expectations for engagement and accountability. Ultimately, it is the students who takes ownership of and responsibility for their own learning.

In the words of Dr. Maria Montessori, “Education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment.”

Guiding a class of curious young students, each of whom is making individual choices about what he or she is working on, is no easy feat! How do we support individual interests and pursuits while also ensuring that skills are practiced and expectations for high quality, polished work permeate? We have at our disposal a deep understanding of the developmental needs of the students, uninterrupted work periods where we are available to provide lessons, observe practice, meet with individuals, and offer an abundance of beautiful, engaging materials with which to engage students.

Breaking down the process

A key technique we utilize to present information to students is called the three period lesson. Regardless of the content being introduced, this framework supports on-going work for individuals and groups of students as they move from observation to active manipulation and application, and finally to deep understanding and mastery.

Ms. Shweta gives a lesson to a Children’s House student on a short bead chain.

The first period: An introduction

During the first period, the Guide presents a new skill, idea, or story to a student. Depending on the developmental needs of the student this presentation may be short and precise: “This is blue.” It may be a naming period where vocabulary is introduced. For older students the first period may be the sharing of an impressionistic story such as The Story of the Universe, where just enough information is conveyed to inspire wonder and awe, and the story itself becomes the springboard for further exploration. This first period is presented in such a way that the students leave curious, excited, and motivated to engage with the work.

A Toddler works independently, exploring types of insects—an example of the second period of the lesson.

Second period: Thorough investigation

The length of time a student spends manipulating, exploring, questioning, and repeating newly presented lessons is not determined by the Guide, but rather by the interest and drive of the student. This period of deep engagement is known as the second period of the lesson. It is the longest and most important part of any lesson. Students are not rushed to complete a task or to prove they have mastered a new skill. Instead, students are encouraged to become thoroughly immersed in their work. For younger students, this usually involves repetition until new skills and concepts are internalized. A student may sort, match, name, and paint with all shades of “blue.” Older students may choose to explore the three states of matter, gravity, the composition of the earth, or formation of mountains after hearing The Story of the Universe. When students freely choose topics that interest them, motivation comes from within and kindles their natural desire to learn. They are learning for learning’s sake, and their drive is ignited.

Curiosity begins with questions and is fed by on-going investigation, discovery, and the sharing of ideas. As older students dive into self-chosen research topics, they rarely work in isolation. Learning is infectious! Students not only enjoy sharing what they are learning, but also invite critical feedback from their peers as they bring their research to completion. Learning to give and receive feedback supports whole-class collaboration. Students encourage one another by giving descriptive feedback that is kind, specific, and helpful. Engaging in the critique process often inspires multiple revisions, encourages further opportunities for developing listening and speaking skills, builds student confidence, and leads to amazing polished work. There are no limits when students share, exchange ideas, and support each other. Expectations for deep engagement and high quality product are modeled and reinforced by peers with the overarching goal being the creation of beautiful work.

Two Adolescent students teach a group of Children’s House students how food scraps are used to make compost.

Third Period: Demonstration of Knowledge

So, how do we know when the students know? Third period activity is unmistakable with young students. They show us they know by spontaneously teaching their peers! Newly acquired skills are applied directly in daily activity, whether it is to identify the color blue or by helping a classmate put on her jacket. For older students the third period is manifest in myriad ways. Students know when they are ready to present their work. They have spent time revising and practicing, speaking clearly, making eye contact, fielding questions from an audience, and graciously receiving feedback. They have become “experts” in their topic. Presentations may include a skit, a song or poem, a video, or a model built to scale.

The final facet of the third period for older students is reflection. Students analyze the learning process from start to finish: “What went well?” “What were the challenges and how did I learn from them?” “What would I do differently next time?” Self-reflection inspires ownership of learning. Students are accountable to themselves. They not only begin to understand themselves as learners, but also how to tackle obstacles, work with others, accept feedback, and build the muscle they need to continue learning. John Dewey went as far as to say that “We do not learn from experience…we learn from reflecting on experience.”

Two Children’s House students explore the different types of leaf shapes, veins, and margins.

At Greenspring Montessori, students are encouraged to dive into their work wholeheartedly—to make mistakes, and to learn from them. “That’s how learning in a Montessori classroom works – not by memorization, or simply listening to a teacher at the front of a classroom, but by doing.” (threetree.org)

Yes, we do expect students to know what they want to pursue, stick with it, and then demonstrate mastery. They demonstrate this every day, with gusto and an insatiable appetite for more!

Toddler Lessons in Independence: Meal Prep

Toddler Lessons in Independence: Meal Prep

If you have a toddler, you know they desire opportunities to be independent and explore something new. In the Montessori classroom, meal preparation lessons are a large part of how the toddler learns to care for themselves and others in their community. 

Below, we go over four meal prep lessons – washing strawberries, cutting cheese slices, cutting apple slices, and cutting cucumber slices. Each one uses different kitchen utensils that are age-appropriate for young children.

After watching the lessons, you may wish to present them to your child in a similar way. By having the materials laid out neatly and inviting your child to participate, the lesson can become a fascinating new sensory experience for them. Plus, if you have a picky eater, they are more inclined to eat foods that they have prepared themselves.

Initial Lessons

Before beginning with meal prep, your child will need an introduction to work in the kitchen. This would begin with a lesson on how to wash their hands (and a reminder that we wash our hands before working with food every time), as well as a lesson on how to put on their apron. In the classrooms, these lessons build upon each other, teaching children how to complete a sequence of tasks. 

Washing Strawberries

Washing strawberries is an easy activity to start with in the kitchen. Children love the opportunity to turn on the sink and use the water. We recommend having a learning tower or sturdy step stool to make it easier for the child to be independent in this work. 

Apple Slicing

Apple slicing is another great meal preparation activity for young children. Using an apple slicer is easy for small hands as they are able to grasp it and put their weight onto the handles. Cutting the apples into smaller slices first makes this task easier for young children. 

Cheese Slicing

Cheese offers a harder surface to cut into for the child. By using a chopping tool, the children are able to put their weight onto the top of the utensil. This is a great tool to begin to transition into using knives. 

Cutting Cucumber Slices

Using a wavy slicer can create visual interest for the child. This type of slicer can be used for most soft fruits and vegetables, as well as cheeses. 

A few items of note:

Before giving these lessons to your child, think about your kitchen space from your child’s perspective. Are there surfaces that are easy for your child to reach? Do you have a way for them to access necessities, such as the sink and the tools they will be using? If you are interested in setting up your kitchen to be accessible, we encourage you to read our blog post A Montessori Kitchen.

If you would like to learn more about kitchen utensils that are safe for your child, we suggest reading the Montessori Toddler Knives and Montessori Knives blog posts from How We Montessori. This blog also shows the progression of knives from one to three years old. These posts provide a good overview of different types of knives that are appropriate for young children and why it is important to expose children early to kitchen safety.

Try it out!

Take some time this week to try one or more of these meal prep activities with your child. If they love a certain fruit or vegetable, you may want to try preparing that in a similar way. Let us know how it goes!

MLK Day of Service

MLK Day of Service

On Monday, January 20th, 95 parents, children, staff, and alumni gathered to participate in a Martin Luther King, Jr. Day of Service. Thank you to all of the families, staff, and alumni who participated. Our community assembled 30 housewarming baskets for people formerly experiencing homelessness who are now moving into new housing, 50 hygiene bags for people experiencing homelessness, and 120 bagged lunches for a local food pantry – all entirely comprised of items donated by our families. Another group of volunteers sorted 2,000 books at The Maryland Book Bank. (Watch closely for a few of our Lower Elementary students featured on Wbal-Tv.) Indeed, many hands make light work!

​In considering our theme from last school year (Service & Stewardship) with this year’s (Diversity, Equity, Inclusion and Belonging) it seemed a natural fit to partner together in this way. Your generosity in providing supplies for the assembly projects was humbling, your partnership with your children in service of others was heartwarming, and our impact together was astounding! 

Thank you sincerely for sharing yourself in this way. What a wonderful reminder of how, in Baltimore, we are all in this together. We look forward to being in service alongside you again soon!

Supporting Your Toddler’s Independence

Supporting Your Toddler’s Independence

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If you are interested in learning more about how to support your toddler’s growing independence at home, take a moment to watch this webinar with Greenspring Montessori School Toddler Guides, Allie Alexander and Michelle Donohue. Allie and Michelle have over twenty years combined teaching experience and they both have Montessori toddlers at home. They offer practical advice that is easy to impliment, as well as suggested products to aid in your child’s independence.

For a full list of products for your child, please take a look below:

Drinkware

We recommend that you wean children off of bottles and pacifiers once they are twelve months old. Current research suggests that bottles and sippy cups can be damaging to your child’s oral development, so we recommend starting with an open mouth cup, or if you are on the go, a straw cup with a lid or a child’s water bottle.
Cups with Straws
Children’s Water Bottles
Most water bottles found in the children’s section (not the baby section) will work well.
Ikea is also a great place to find inexpensive child-sized open cups, silverware, plates, etc. for when you are eating at the table. We recommend that parents avoid plates and bowls that suction to the table after 18 months.

Footwear

Soft-soled shoes are best for children learning to walk. Once your child’s dexterity begins to improve, we recommend shoes and boots that are also easy to pull on and off.

Target, Carter’s, and Kohl’s have soft-soled booties as well.
Many of these items can be purchased used on sites like Facebook Marketplace or at your local consignment shop if you are looking for some less expensive options.

We also recommend searching the For Small Hands website if you are looking for something specific for your child. They have a variety of child-sized materials for every area of the home.

 


Take a look at our Montessori in the Home series for more tips for toddlers and infants:

What’s Wrong with this Photo?

What’s Wrong with this Photo?

We are already deep into our work this school year and seeing so many interesting things happening in all of our classrooms. From our toddlers learning the simple joys of being together in a community for the first time to our Elementary students exploring the history of the first civilizations, Greenspring is an inspiring place to be in the fall and all year round. We have a dedicated, caring team of faculty and staff committed to your child’s individual growth. As a team, we came together to discuss something of growing importance in today’s society – photographs.

In today’s world of smartphones and social media, it is hard for us to go a single day without taking a photo of something happening in our lives or sharing a cute video. Our children are inundated with adults seeking to document their accomplishments, their personalities, and their adorable moments. Child YouTube sensations are making millions. Those of us who intentionally do not participate in social media are few and far between.

At our first Faculty Gathering, our guides and administration had an engaging, in-depth conversation about photographing children at school (especially while working in the classrooms). Here are some of the main points we discussed around this important topic:

In favor of photographing children at school:

  • Powerful parent communication tool – as parents, it means so much to be able to see what/how our children are doing while at school. A picture is worth a thousand words!
  • Education about Montessori methods – Montessori education is widely misunderstood. We want each and every parent in the world to be able to better understand what Montessori is, how it works, and why it’s so beneficial for children. Photos and videos can be a great support with this.
  • Stimulates conversation at home – when children can see photographs in their classroom, they can talk more about their experiences, what they were working on, who their friends are, and how they felt throughout the day.
  • Precious memories – we all love looking back at the children’s photographs as they grow and mature over the years.

Reasons to minimize photographs at school (particularly during the work cycle):

  • Protection of the student’s work and concentration – when in the classroom, the work and concentration of each child is our number one priority. Often, pulling out a camera disrupts this important work, for both the child and for the adults.
  • Keeping the classrooms a safe place/sanctuary for the students – many children have become accustomed to having a phone, tablet, or camera close by throughout the day. We find it important to offer them space where this is not the case. 
  • Respect for the children – some students do not want their photo being taken at all, and we owe it to them to honor that choice.
  • It takes the adult’s attention away from the students – if the classroom Guides are focusing on capturing that perfect picture and sending it out to the world, it deters them from their top priorities of giving lessons and observing the children.

After much mindful discussion, thought, and debate around these points, we realized that the arguments for taking photographs in the classrooms generally meet the needs of the adult, while the arguments against taking photographs in the classrooms during the work cycle are generally aimed to meet the needs of the child. While both sets of needs are certainly important, our top priority here must always be the children. Being present with our children in their learning is fundamental to what we do here.

I’m sharing this with you to help you understand that in order to do the very best for your children and each student, you see a shift in the number of pictures of your children at school from your child’s Guide. We will continue to do our best to capture some precious moments and examples of academic works to be shared on our school-wide outlets – in email newsletters, on social media, on our website, and in printed materials such as the Memory Book, magazine, and calendar – because there are so many reasons for and benefits to doing this. Guides will share photos as they are able, without interrupting the concentration or their presence with the children. You will most likely see more photos of the children playing during recess, or of a presentation of polished work. Our partnership with you is so very important to us, and we constantly strive to maintain a balance of doing the very best for the students while also meeting your needs as parents.

If you have any questions about this, please feel free to reach out to me directly at bwimbrow@greenspringmontessori.org.