Abstract/Notes: The purpose of the present study was to investigate the effectiveness of Montessori method education on the visual-motor abilities of students with nonverbal learning disorders. For the purpose of this study, 4 first grade male students with nonverbal learning disabilities who were studying at Nabi Akram primary school in Bonab, during the academic year of 2019-2020, were selected based on the bender visual - motor gestalt test. In this research, which is a single-subject design with multi-baselines (ABA), each participant was first carefully observed according to the criteria of nonverbal learning disability and their visual-motor cognitive abilities accurately measured and recorded. Then, during the intervention phase, each participant received the Montessori method education during the 10 sessions for 45 minutes separately. The performance of the participants is also observed in the follow-up sessions. Finally, the data was analyzed by analyzing the visual diagrams, percentage of all non-overlapping data (PAND), calculating the effect size index and recovery percentage. The results of the research showed that the Montessori method education increased the visual-motor abilities of all four participants. As a result, Montessori education can be used as part of empowerment programs for students with nonverbal learning disabilities.

Language: English, Persian

ISSN: 2383-353X

Abstract/Notes: This academic article reflects the thoughts from attending the workshop, promotion of learning management based on the Montessori concept uses writing from real experience in the practice as an observer from the early childhood classroom and first-class classrooms that provides teaching with the Montessori concept. The results reflected the ideas from direct experiences from the workshop participants, showing that the atmosphere in the classroom arrangement was bulging good ventilation, beautiful colors, work, interior colors feel cool and comfortable. The room has a fan enough light shelf arrangement separated into media; beautiful, durable, beautiful colors arranged from top to bottom. Characters are clearly visible and durable. Teachers interact with children in order to allow children to concentrate on themselves. The role of the teacher is to be a mentor to guide the children towards achieving their goals. The students and the students’ joint activities to achieve common goals. The result of the observation made the children absorb the threefold principle, namely, the child had precepts indicating that the collection of things was organized, neat, not separating the workpiece, compassionate to help friends, concentration and mindfulness having determination to complete the work. Intellectually, children are knowledgeable, ppossessing the ability to think step by step, distinguish work pieces assemble words and be able to solve problems easily by yourself.

Language: English

ISSN: 2587-0017

Abstract/Notes: Learning media are learning aids that can be physical or non-physical to convey messages from teachers to students. The purpose of this study is to determine the effectiveness of the use and process of product development in the form of Montessori-based learning media in science learning for fifth grade students. The research is a development research (R & D) with the Sugiyono development procedure. Based on the result of product validation, it received an “appropriate” assessment with a score of 3,6 from material experts. While media experts rated “strongly agree” with a score of 4,5. Based on result of product trials, it is known that average pretest value is 52,64 and posttest is 76,66 so that it has increased. Product assessment by students through questionnaires gets a score of 3,98 or when views in the classification table, namely “agree”. Based on the use trial, the average pretest value was 36,8 and posttest was 72,2 so thatit experienced an increase. Product assessment by students through questionnaires gets an average score of 4,3 or if seen in the table, it is “Strongly agree”. This shows that the learning media based on the Montessori method development can be said to be feasible to use.

Language: Indonesian

DOI: 10.36088/fondatia.v6i2.1816

ISSN: 2579-6194

Abstract/Notes: New research demonstrates different learning strategies taught to children at school affects error-monitoring by the brain.

Language: English

Published: Sep 4, 2020

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-35-4

Series: Montessori Series , 11

Abstract/Notes: Purpose: The purpose of this qualitative phenomenological study was to investigate the impact of project-based learning on K-5 students’ development of the 4Cs (Critical Thinking, Communication, Creativity, Collaboration) as perceived by elementary charter school teachers. Methodology: A phenomenological design was selected to address the research questions for this study. Through purposeful sampling, 12 charter elementary teachers who met a pre-determined set of criteria (including the routine integration of project-based learning within their instructional programs) were selected to participate in virtual, semi-structured interviews. All teachers were employed by charter schools located in six counties within California. The interviews were conducted using a researcher-developed protocol. Artifacts in the form of student work, planning documents, and project overviews were also collected and evaluated. Once organized, the researcher coded and analyzed the data for themes. Findings: Data analysis revealed that the participating teachers regularly integrated 4Cs skills into their instructional practice. When planning PBL (collaboratively or independently), specific skills might be targeted, but all four skills were often assumed as necessary for project success. Prior to project implementation, teachers worked to build a classroom culture so that students felt safe and understood the expectations of project work. Cycles of inquiry began with a driving question or challenging problem that students worked (primarily in teams) to answer or solve. Students then presented their learning in varied ways to different audiences. Assessment was challenging for most 4C areas, with communication being the skill most frequently assessed formally due to its inclusion in the Common Core State Standards. Conclusions: The implementation of project-based learning supports the development of critical thinking, communication, creativity, and communication by providing ample opportunities for students to practice and build capacity. Additionally, students develop a sense of ownership, agency, and empowerment as learners and can make authentic connections to their lives. PBL also develops real-world skills that are transferable well beyond the classroom. Finally, COVID-19 eliminated PBL during remote learning with some exceptions. Communication and collaboration were most impacted. Recommendations: Ten areas of further research were recommended to increase the body of knowledge related to these variables.

Language: English

Published: Irvine, California, 2022

Abstract/Notes: This study focused on helping students with learning disabilities to improve their listening comprehension and acquire early reading skills of decoding, reading and understanding what a word and two- or -three-word phrases say. Since reading at the advanced stage involves comprehension of sentences and paragraphs, in this study, building the foundation of reading at the word level is the logical place to start. With that skill in place, combining words into a phrase and understanding what it means will be the next step. Meanwhile, helping the students understand what was read to them through questioning builds their listening comprehension skills, which will be a great help in reading comprehension once the students have advanced enough to read sentences and paragraphs. The target group used for this study included six 1st graders with learning disabilities, who had difficulties with reading and comprehending. These 1st graders with learning disabilities were not taught one-on-one due to large class size. They had no knowledge of phonics. They could not relate the sounds they heard to the letters of the alphabet. The curriculum-based assessment (CBA) model was the alternative assessment model that was used to assess the students. The 12-week intensive study focused on two variables: a dependent variable and an independent variable. The dependent variable was reading at the word and phrase level, and the independent variable was word sound, blending vowels, consonant blending, and consonant and vowel blending. The scientific methodology was the single subject model, a 1-minute assessment. Each student was assessed for 1 minute each day for 3 days. The results of the assessment were used to determine the baseline before the intervention implementation. This methodology is also known as "AB Design." AB refers to a two-phase design, the baseline phase and the intervention phase. The intervention phase was introduced after the baseline phase was established and recorded in data format. Intervention data were recorded as well. The data collected were graphed in two phases. The results showed that the students were able to learn how to read and acquire comprehension within the 12 weeks. The reading strategies that were used in this study were based on Montessori's methods, which is a methodology in learning how to decode words which leads to automatic reading. These strategies are being used in Montessori schools throughout Dade County public schools, but not particularly with special education students. The results of this study were positive.

Language: English

Published: Cincinnati, Ohio, 2003

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Rev. of book by this title

Language: English

ISSN: 1470-8647

Abstract/Notes: Paper abstract presented for the ECER Conference to be held in Berlin, Freie Universität (13-16 September, 2011)

Language: English

ISSN: 2281-8375