This is the peer reviewed version of the following article: Kirkham, J. The effect of Steiner, Montessori, and national curriculum education upon children's pretence and … Expand.
View 2 excerpts, cites methods and background. Practicing Reality: Play in the Montessori Environment. Plan B Paper. Teacher Education Department. As contemporary Montessori educators we continuously reflect on the skills and attributes that our Montessori program instills in our young learners as they prepare for not only next schools, but for their adult lives in the 21st century.
Technology is highly integrated into most of the jobs and futures for which our children are preparing. During the past school year I convened a Summit Educational Technology Task Force to address these and other questions; the work of the group will continue throughout this year as well.
Our work was in part inspired by a recommendation from our AISNE accreditation visiting team to examine our approach to technology. This transformative gift has been made available to us as of the current school year. We have exciting plans to use it in order to expand, enrich, and integrate our uses of educational technology in our Summit elementary programs. We envision our LE and especially UE students using technology as a tool or resource to better understand their world and their place in it; to creatively and collaboratively solve problems and create possibilities; to learn elements of design and programming; to support their learning in individual ways; to empower themselves toward their own tomorrows.
Students will have the opportunity to design and build prototypes, pursue and record scientific research, and to use a digital medium to further their explorations as well as present their findings. The technology component of their learning may include animation, graphic design, and 3D printing. Another aspect of the environment will include the opportunity to work with coding and robotics. This will allow students to gain 21st century skills including critical thinking, collaboration, problem solving, and the engineering design process.
This will also allow students to become more resilient as they use their programming and design mistakes as learning experiences in the reiterative design process. All who serve on the Task Force share the deep belief that technology should not take away from, but rather enhance, our Montessori curriculum and pedagogy. We view technology as an extension of classroom resources rather than a U-turn away from Montessori principles.
Montessori herself was highly interested in the technology of her day, advocating for older students to take machines apart, use them meaningfully, and understand their power. We are now beginning the process of implementation, and by design this process will be a gradual one. One focus of the Task Force has been to look at the space and resources already available to our students through use of the Art Studio now re-named The Art and Design Studio.
Andrea Green, our multi-talented art teacher, has already introduced some simple elements of technology into the studio for example, simple machines such as drills, and a more complex machine, the sewing machine for student use in realizing their projects and solving problems.
Nadine has taught in both public school and independent school settings as a resource room teacher, co-teacher, tutor, and consultant. She has professionally trained teachers in a multisensonsory reading a comprehension program and conducted several workshops for teachers and parents. Nadine has also acted as a Field Liaison for student teachers at Lesley University. She is a life-long learner who hopes to encourage and inspire others to be the same.
Pam completed She is a former board member of Kingsley Montessori School, where her daughters attended through the elementary grades. Pam is passionate about helping all children succeed, giving them the chance to build confidence and advocate for themselves. Armed with an Armed with an education degree, Karen has been a classroom teacher for the past thirty-one years in New Jersey, England, and Massachusetts.
She held summer positions as an art instructor for many years in a variety of settings, including a boarding school in Switzerland, at Shady Hill School in Cambridge, and nine years at the DeCordova Museum in Lincoln. Karen is thrilled to combine her strengths as a classroom teacher and art instructor at Summit Montessori.
Her passions outside of the art room include calligraphy, weaving, teaching reading, and spending time with her family. Jackie Landry Music Teacher Jackie has spent a lifetime learning, practicing, writing, teaching, and performing music.
As a Berklee College of Music As a Berklee College of Music student and administrative staff member for over 10 years, Jackie has a genuine drive for the teaching and appreciation of music. During her first year at Summit she embraced the Montessori philosophy and is thrilled to begin her second year here. Jackie has begun the study of specific music methods such as Dalcroze, Eurhythmics, Orff, and Kodaly, in order to incorporate these important methods into her teaching style.
Jackie thoroughly enjoys learning, honing, and applying her newfound materials into her lessons. Jackie brings a true spirit and love for music and its importance to our chidlren in their daily lives. Jackie says "I have the best jo in the world, teaching one of the most enjoyable subjects to the most important and value members of our human race, our children".
Having worked in and directed several after school and enrichment programs in the state, she directs a solid program at Summit that includes art and drama projects, math and science enrichment, and cooking along with homework help as needed. The Teachers of Summit Montessori They know the needs of their students and understand their developmental progress.
In the effort to help children explore their environment and the world around them, teachers share their excitement and enthusiasm for learning. Privacy Policy. Search form Search. Collaborate and work together as a community. Support each other to sustain our passion and involvement. Eagerly seek new ideas and experiences. Share our learning with one another. Our faculty represents some of the most dedicated, talented educators in New England.
Summit selects each teacher based on his or her Montessori training, experience, and fit with the philosophy of the school. Search by name. Martha Torrence Head of School. Torrence has over 30 years of teaching and administrative experience in Montessori education, including serving as BA, Pennsylvania State University. Martha is a sought-after teacher trainer and speaker, having presented trainings and conference sessions in 22 states and 5 countries.
She has written award-winning articles on her research topic, play. The Montessori Schools of Massachusetts was founded in with the purpose of creating a network for connection and professional development for Montessori educators throughout the state.
The mission of the Montessori Schools of Massachusetts is to promote knowledge and understanding of the Montessori methods of education in Massachusetts and to provide a framework for communication and cooperation among Montessori schools within Massachusetts and other New England states, and between these schools and other private and public schools, government agencies and organizations concerned with education.
Montessori Schools of Massachusetts members include 93 independent and public programs ranging in size from 25 to students. I am truly honored to serve in this capacity. Summit Montessori School , Pleasant Street, Framingham, MA serves students ages 21 months to 12 years from Framingham and 14 surrounding communities. The views expressed in this post are the author's own.
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