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539 results

Article

✓ Peer Reviewed

Task-based Language Learning in Bilingual Montessori Elementary Schools: Customizing Foreign Language Learning and Promoting L2 Speaking Skills

Available from: Universität Bern (Switzerland)

Publication: Linguistik Online, vol. 54, no. 4

Pages: 69-83

Bilingualism, Language acquisition

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Abstract/Notes: Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005) for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006). This also applies to interaction (cf. Long 1996), where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005). Task-based Language Learning (TBLL) presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being facilitative for L2 acquisition. This hypothesis remains to be tested in future research.

Language: German

DOI: 10.13092/lo.54.284

ISSN: 1615-3014

Article

✓ Peer Reviewed

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

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

Article

Transforming Learning–Introducing SEAL Approaches [Society for Effective Affective Learning] by Susan Norman

Publication: Montessori International, vol. 73

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

Pages: 310-313

COVID-19 Pandemic

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Language: English

ISSN: 2215-1249, 2772-7319

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: Oxford, England: Clio Press, 1992

ISBN: 978-90-79506-35-4

Series: Montessori Series , 11

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

Learning Differences or Learning Disorders? Meeting Authentic Needs of the Three-to-Six Child

Publication: NAMTA Journal, vol. 33, no. 2

Pages: 42–54

Children with disabilities, Inclusive education, Learning disabilities, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Book Section

Soziale Integration bei mehrfach und verschiedfenartig behinderten Kindern im Kindergarten [Social integration of children with multiple and different disabilities in kindergarten]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 308-312

Children with disabilities, Conferences, Inclusive education, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977)

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Doctoral Dissertation

Ways in Which Teachers Structure Reading Instruction for Bilingual Students with Disabilities

Available from: University of Wisconsin - Milwaukee

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Language: English

Published: Milwaukee, Wisconsin, 2015

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