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Article
Pengembangan Media Pembelajaran Berbasis Metode Montessori pada Pembelajaran IPA Siswa Kelas V di SDN Rama II Kota Tangerang [Development of Montessori Method-Based Learning Media in Science Learning for Class V Students at SDN Rama II Tangerang City]
Available from: FONDATIA
Publication: FONDATIA: Jurnal Pendidikan Dasar, vol. 6, no. 2
Date: Jun 2022
Pages: 285-302
Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia
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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
Blog Post
Learning from Our Mistakes: How Different Pedagogies Influence Students' Learning Strategies
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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
Article
Transforming Learning–Introducing SEAL Approaches [Society for Effective Affective Learning] by Susan Norman
Publication: Montessori International, vol. 73
Date: Oct 2004
Pages: 40
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Abstract/Notes: Rev. of book by this title
Language: English
ISSN: 1470-8647
Article
Lockdown Learning Highlights How Schools Fail to Build on Children's Natural Ways of Learning
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Date: 2020
Pages: 310-313
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Language: English
ISSN: 2215-1249, 2772-7319
Doctoral Dissertation
Improving Early Reading Skills of First-Grade Students with Learning Disabilities Using Montessori Learning Strategies
Available from: ProQuest - Dissertations and Theses
Children with disabilities, Inclusive education, People with disabilities
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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
Doctoral Dissertation
Learning to Fly: The Impact of Project-Based Learning on Development of the 4Cs in the Elementary Grades
Available from: University of Massachusetts Global - ScholarWorks
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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
Book Section
Montessori and the Process of Education: Readiness for Learning; The Geneva School; The Importance of Structure; Intuitive and Analytic Thinking; Aids to Teaching; Motives for Learning
Book Title: Education for Human Development: Understanding Montessori
Pages: 50-63
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020
ISBN: 978-90-79506-35-4
Series: Montessori Series , 11
Article
Maria Montessori: From a Pedagogy of Learning Competence to a Theory on “Learning How to Learn”
Publication: MoRE Montessori Research Europe newsletter, no. 1
Date: 2011
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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
Article
Montessori Cultural Subjects: Elementary: Cooperative Learning through Geography
Publication: Montessori Life, vol. 2, no. 3
Date: 1990
Pages: 35
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Language: English
ISSN: 1054-0040
Article
Learning Through Nature: A Real-Life Testimonial
Available from: ProQuest
Publication: Montessori Life, vol. 25, no. 3
Date: Fall 2013
Pages: 26-31
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Abstract/Notes: Montessori educators believe that there are a number of important factors that are necessary for a child to successfully attain adulthood. They include family, a stable home, good adult mentors, and a strong system of education that includes fostering of independence, autonomy of the individual, and joyful learning opportunities with a system environment. Geoffrey Bishop mentions one additional element that he believes to be of equal importance in a child's life, and that is unstructured and unrestricted outdoor and nature play. Bishop points toward Richard Louv's book "Last Child in the Woods" (2008), and how it speaks of the "Nature Deficit Disorder" he sees in many of today's children. Bishop writes here that he sees this nature deficit as well in his own role as the head of a Montessori school set on 400 acres. As the head of an Outdoor Environmental Education program, he draws on lessons learned from his own childhood, and describes how he aims to correct this deficit for the children in his program.
Language: English
ISSN: 1054-0040