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Montessori Philosophy
Ridgeline Montessori's educational program is based on the
philosophy and methods developed 100 years ago by Dr. Maria Montessori. The
basic principles of these theories are as follows:
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Every child begins life with an inner drive to explore and discover the world
around her. This innate curiosity will lead to productive learning if given the
proper environment, resources, and guidance.
·
Academic, social, and emotional development are interdependent; education must
center on the development of the whole child.
·
Learning is most productive when self directed and founded on individual
interest.
·
In younger children, learning is most effective when it takes place through
direct sensory experiences and interaction with objects in their natural
context.
·
Cognitive development follows a predictable progression from the concrete to the
abstract. There are specific moments when each child is most ready to develop
and acquire certain skills. Educators must understand these levels and introduce
material at appropriate times.
·
Information should be presented in a pattern of whole-to-part, and integrated
through interdisciplinary study, so students can place it in context and
understand how things are related.
·
Learning can be enhanced and applied, especially in later years, by going out
into the community.
Implemented together as a comprehensive methodology, these
principles form a foundation for motivated learning and high achievement, thus
meeting our mission to produce graduates who reach their full academic potential
and are self-reliant, productive citizens.
Pedagogy and learning materials are the most compelling difference between
Ridgeline Montessori and other schools. Although the basic academic content of
the curriculum is the same, the following elements are key to a Montessori
classroom:
distinctive Montessori materials, the prepared environment, teacher's role,
individual learning contracts, long, uninterrupted work periods,
interdisciplinary approach, multi-age classrooms and enhanced curriculum.
The Montessori Materials
Carefully designed materials are at the heart of a Montessori
classroom. Each material embodies a particular concept or skill but addresses
many levels of understanding, beginning with the concrete and moving to the
abstract. Many materials are self-correcting and provide students with feedback,
thus reinforcing autonomy, confidence, and self-motivation. Used in the
non-competitive classroom, the materials allow each child to develop at his or
her own rate. Extensive written materials and available computers support the
Montessori emphasis on research using both primary and secondary sources of
information. Concepts are introduced with a "key experience" lesson from the
teacher. Learning is reinforced as students work with sequenced materials and
record or expand upon their activities in written form.
The Prepared Environment
Dr. Montessori created what she called the "prepared
environment," designed to encourage self directed learning. The classroom is
arranged in learning areas, with clusters of student sized tables and open areas
for floor work. Shelves of materials pertaining to a particular area of study
surround each learning area. The materials are arranged systematically and in
developmental sequence. Students are free to move about the classroom choosing
resources and working individually or in small groups as they pursue their work
plan.
Teachers and Their Roles
At Ridgeline Montessori, each classroom of 28-30
students has both a teacher and a trained assistant. Montessori teachers are
rarely the center of attention in the classroom.
Instead, the teacher is one source of information among many and the
focus during work times is on each student working at his or her challenge
level. The teachers prepare the environment, observe the children carefully to
determine skill levels and readiness, offer appropriate activities, and
facilitate the process of "learning how to learn." Montessori teachers also
actively model appropriate, respectful behavior and positive conflict
resolution. Class meetings are held weekly and decision-making follows a
consensus model.
Enhanced Curriculum
Using the services of a Montessori consulting firm, we have
correlated the Montessori Scope and Sequence with the Oregon Curriculum Goals to
ensure full coverage of both curricula. The Montessori elementary curriculum
strongly emphasizes math and language, then uses them to study other subjects
including anthropology, astronomy, biology, chemistry, economics, geography,
geology, government, history, philosophy, physics, political science, and
sociology. Art, music, and Spanish are part of the integrated Montessori
prepared environment as well as being subjects that are taught in their own
right. Physical education is provided twice weekly. Technology is a
tool that supports all other curriculum areas.
Long Uninterrupted Work Periods
Whole-class instruction time is minimal; the school day is
structured to allow students to spend long blocks of time on work that they
choose within the framework of their contract. This schedule enables students to
explore a topic or material thoroughly and to carry it through to completion.
Interdisciplinary Approach
Subjects are not taught in isolation; they are related
thematically to each other. Students are taught to use reading, writing, and
math as tools for the pursuit of knowledge and skills. This approach motivates
students to master the basic skills and use them in understanding material in
the content areas.
Multi-age Classrooms
Students are grouped in multi-age clusters spanning two to
three years in the elementary program. Multi-age classrooms serve to: maximize
curriculum options available to students; encourage cooperation and minimize
competition; provide opportunities for indirect learning for younger students;
foster self-confidence in students who serve as role models; and provide for
long-term teacher/student relationships.
Individual Learning Contracts
Elementary students work according to individual learning
contracts (ILCs) that they develop with their teachers and update periodically
to reflect progress and standardized test results. These contracts set forth how
the student will complete the curriculum requirements. Students and teachers
track work weekly to ensure they are fulfilling their ILC. Individual students
progress at their own rates and level of learning.
American
Montessori Society and Public Montessori
Links to Montessori Sites
Ridgeline General Information Page
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