Search Montessori Bibliography

Abstract/Notes: The Montessori Method of education was developed by Maria Montessori at the begging of the 20th century. Since then, the educational philosophy has been used worldwide, usually with child from 3 to 12 years. In our ongoing project, we seek to expand this method to university classes. Our final propose is to use non-traditional schooling approach of this philosophy to reinforce students´ engagements and improve their critical thinking. Specifically, in this paper, we propose a quantitative exercise based on the main guidelines of Montessori Method: a thoughtfully prepared and structured (online) environment that promote students´ independency to learn voluntarily. Firstly, we present the Maddison Project Database to student. The Database (open access) contains worldwide information on comparative economic growth and income levels over the very long run, including data on GDP, GDP per capital and population in the time span year 0 to 2018. Secondly, students should choose a country to analyse. Thirdly, during the courses of Economic History, Statistics and Macroeconomics, students would work on the database, through the lens of these different disciplines. Finally, students should write a report on including and mixing information from the difference perspectives.

Language: English

Published: Seville, Spain: International Academy of Technology, Education and Development (IATED), 2022

Pages: 5879-5879

DOI: 10.21125/iceri.2022.1449

Abstract/Notes: Read “Montessori’s teleological approach to education and its implications” from issue N. 277 of the Revista Española de Pedagogía

Language: Spanish, English

DOI: 10.22550/REP78-3-2020-06

ISSN: 0034-9461, 2174-0909

Language: Japanese

Abstract/Notes: Montessori is not well known among the larger community of educators, but it does fulfill many, if not all, of the standards researchers use to define excellent classrooms and teaching practices. Montessori environments are literature rich and there is a strong emphasis on skills instruction and vocabulary development. There are many lessons that address different aspects of literacy instructionbut there are not lessons or materials that specifically address reading comprehension strategy instruction. Montessori teachers are as aware of reading comprehension strategies as any other educator, but I believe there is not enough emphasis placed on these lessons because of the lack of materials in the classroom that would support such instruction. At best, this instruction is uneven in the community because it depends on an individual teacher’s initiative and knowledge. Another factor I believe affects reading comprehension strategy instruction is the reliance on the Simple View of Reading, which states that reading comprehension is a product of decoding skills and vocabulary knowledge. While the SVR has been shown to be an inadequate view of reading, it is still the prevailing model. The purpose of this project was to create a resource guide that would provide background knowledge on the importance of comprehension strategy instruction and provide a framework for Montessori teachers in the “Lower Elementary” or “Elementary 1” level (grades 1-3) to use. The resource guide includes detailed descriptions of the factors and strategies that contribute to reading comprehension, lesson plans, book suggestions for teaching the lessons, and graphic organizer suggestions.

Language: English

Published: San Marcos, California, 2022

Abstract/Notes: One of Maria Montessori’s most challenging insights is that once children have been “called out ” of their early stage of destructiveness​, apathy or chaos they will then be eager to question, to learn and to live fully. Parent and teacher who are alert to this will be ready to find the “hidden hinge” that will help open the door to this new world of unlimited possibilities.

Language: English

Published: New York, New York: Ballantine Books, 1973

ISBN: 978-0-8190-0074-3 0-8190-0074-4

Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.

Language: Romanian

ISSN: 2067-7839, 2247-9376, 2068-780X

Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.

Language: English

ISSN: 2067-7839, 2247-9376, 2068-780X

Language: French

ISSN: 0014-1941, 2102-5800

Language: French

ISSN: 0014-1941, 2102-5800

Language: French

ISSN: 0014-1941, 2102-5800