| rtance of Montessori 2000
Missing Design Pieces to be
Developed
Montessori Developmental
Continuum: Merging Designs
with… |
| liJ
WHAT IS NAMTA?
The Nonh American Montessori Teachers' Associa-
tion provides a medium of study, interpretation, and… |
| THE NAMTA JOURNAL
VOL. 17 No. 2 • SPRING 1992
MONTESSORI 2000
by David Kahn
In affiliation with the Association Montessori… |
| I had a strange feeling that made me announce
emphatically at the opening that here was a "grandiose"… |
| MONTESSORI 2000
THE IMPORTANCE OF MONTESSORI 2000 .......................
.
MONTESSORI 2000 MISSION… |
| DESIGNS FOR A NEW GENERATION
OF .AMERICAN SCHOOLS
Request for Proposals
"Imagine a new generation of American… |
| THE IMPORTANCE OF MONTESSORI 2000
New American Schools Development Corporation (NASDC) was founded
in 199 l by Lamar… |
| in the United States. With all educational levels currently operating in America,
the year 2000 calls for the first… |
| Montessori
2000
A Proposal Submitted to the
New American Schools Development Corporation
Submitted by
David Kahn… |
| MONTESSORI —
A Century
Concept
ot o 3 )
| | |
ey oy ‘ Wortesoi ‘
ildhoog o), i Head Star Waptessor
Ron, faly nda &… |
| MONTESSORI 2000 MISSION
T he United States of America is thirsting for bold, new education designs.
The exponential knowledge… |
| thousand Montessori private schools and one hundred public schools in seventy
school districts.
Montessori schools are… |
| While augmenting the design, Montessori 2000 will also unjfy the national
Montessori infrastructure and expand this network to… |
| Christopher Harris, (Office of Chief State School Officers), and Rexford Brown
(Education Commission of the States) will… |
| Montessori 2000 Project
Creating a Paradigm Shift in Education
Traditjonal Classroom
Textbooks
Pencil and paper
lorbheels… |
| -0
□ Montessori
2000 Design
■
Existing
Design
Model Montessori 2000
Middle School |
| MISSING DESIGN PIECES To BE DEVELOPED
Piecemeal reform begets piecemeal effects, if any ...
- Science for All Americans, 2061… |
| on enabling students 10 learn about their ignorance, to gain control over the
resources available for making modest dents in… |
| 2. To better connect teacher-directed and child-directed work; to investigate
ways to maximize self-directed activities; to… |
| 2. A pictorial chart illustrating developmental stages from birth to age fifteen.
3. Lesson plans for parent meetings and 10… |
| informed by their child's process of learning, early intervention is real, and
Montessori principles are actualized in… |
| meetings, sleeping, and meals. The premise of a farm is that one can best study
and understand the role of technology in the… |
| 4. To design specific strategies for managing attention deficit disorder and its
facets--altered
focus, distractibility,… |
| 3. To utilize the interactive nature of the Montessori prepared environment to
encourage social conversation for the… |
| Project ff: Humanities/Great Civilizations Objectives
Upper Elementary and Middle School Development
A special curriculum,… |
| baboons, and through the ethnographic film experience of the Netsilik
Eskimo
the purest surviving examples of the traditional… |
| l. To understand computer programming, to expand logic, mathematics,
following directions, problem solving, and learning about… |
| Project M: Middle School Objectives
The Montessori Middle School Task Force will consist of seven Montessori
practitioners.… |
| Project 0: Induction Programming (Implementation Assistance) Objectives
Teacher induction has been defined as a transition… |
| social sciences would include anthropology, sociology, psychology, moral
philosophy, aesthetics and art history, comparative… |
| Project R: Promotion Awareness Objectives
In order to attract a diversity of teachers, students, and parents to promote
the… |
| Academy will encourage training centers to adopt infant and adolescent teacher
education programs under the same auspices as… |
| 2. To provide scholarly review, assessment and new designs for existing
Montessori programs from an Assessment Team and a… |
| FIRST PLANE SECOND PLANE
WraNey CHILOHOOD.
THIRD PLANE
ADOLESCENCE
FOURTH PLANE
MATURITY |
| MONTESSORI DEVELOPMENTAL CONTINUUM
Merging Designs With Prepared Environments
"Flow" is the way people… |
| 3a2c + b3 + 3ab2 + 6abc + 3ac2 + 3b2c + 3bc2 + c3• In biology, animal stories
acquaint the preschool child with animal lore… |
| in America and abroad. It was a favorite early childhood curriculum of the "War
on Poverty" of the sixties… |
| The following section describes the integration of the design projects into the
basic Montessori framework and the culminating… |
| The NAMTA Journal
33 |
| 34
The NAMTA Journal· Vol. 17 No. 2 • Spring 1992 |
| Classification
Physical
Intellectual/
Psychological
Social
Infant Community (Prenatal to Age Three)
Developmental… |
| fourteen months) to age three. It has two program options, either half-day or full
child care.
Existing Montessori Program… |
| futons for each child. The eating area is equipped with child-sized tables
and chairs instead of high-chairs. The physical… |
| enrichment of vocabulary, particularly the names of daily practical life tools,
fruits, vegetables, colors, quantities, and so… |
| NAMTA Journal
The
39 |
| 40
The NAMTA Journal· Vol. 17 No. 2 • Spring 1992 |
| Classification
Physical
Intellectual/
Psychological
Social
Preschool (Ages Three to Six)
Developmental Characteristics
(… |
| I. Practical life enhances the development of task organization and cognitive
order through care of self, care of the… |
| Preschool Proposed Design Projects
Project A:
Project B:
Project C:
Project F:
Project G:
Project L:
Project N:
Project… |
| which help classify experience (invertebrates, vertebrates, fish, amphibian,
mammal, etc.).
5. Geography and science: the… |
| Preschool Level Research
Children from low income families benefit from Montessori preschool
programs socially and… |
| Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y
disadvamaged children… |
| The NAMTA Journal
47 |
| 48
The NAMTA Journal • Vol. 17 No. 2 • Spring 1992 |
| Elementary Community (Ages Six to Twelve)
Classification
Physical
lntelleclual/
Psychological
Social
Developmental… |
| 4. Use of timelines, pictures, charts, and other visual aids provides a linguistic
and visual overview of the first principles… |
| Elementary Community Proposed Design Projects
Project A:
Project B:
Project C:
Project D:
Project E:
Project F:
Project… |
| weight, volume, temperature, time, for the measurement of angles, for the
study of squares and cubes of numbers as well as… |
| The NAMTA Journal
53 |
| 54 The NAMTA Journal • Vol. 17 No. 2 · Spring 1992 |
| Classification
Physical
Intellectual/
Psychological
Social
Middle School (Ages Twelve to Fifteen)
Developmental… |
| The general premise for the adolescent program is that it must bring into
consciousness the moral and world view of the… |
| 4. Mathematics: the child uses higher order thinking skills to solve problems
in relation to a variety of challenges from… |
| Middle School Community: Montessori 2000 Expected Outcomes
Participation in Montessori education is a character-building… |
| relation to carbon, hydrogen, oxygen, and nitrogen as well as subsidiary
elements necessary to the maintenance of life cycles… |
| Montessori
Elementary
Education
Fusion Curriculum
Courtesy Jean Wille.r
60
The NAMTA Journal • Vol. 17 No. 2 • Spring 1992 |
| ASSESSMENT
Montessori 2000 provides an extremely important opportunity to further an
unfulfilled assessment need that has… |
| Guided by the belief that assessment of student progress should be based on
multiple sources of evidence, the evaluation of… |
| be an iterative process in writing and by telephone that will continue until the
student outcomes are clearly specified.
Task… |
| of a variety of student activities required to master the objective. Student
performance in these classroom activities, if… |
| of the data collection process; (c) to analyze the data; and (d) to prepare both an
interim and a final report of findings.… |
| and affective variables will be demonstrated by Montessori schools across the
socioeconomic spectrum over a broad range of… |
| DESIGN AND IMPLEMENTATION
Division of Tasks
The Project Director is responsible for design specification, design production… |
| 2. Positions on both the Design Review Team and the Task Force Team are
semi-voluntary. Individuals selected will be motivated… |
| PHASE 1 ◊ YEAR ONE
DESIGN DEVELOPMENT
1992 - 1993
Small design curriculum projects are materialized by Task Forces and… |
| Assessment Team gives input into the appropriateness of the outcomes.
January 1993 ◊ Plenary Review Meeting
Task Forces meet… |