ntroduction: One of the primary goals of Jessica's instructor should include a thorough investigation into her academic history (2013, B.C Ministry of Education). Before the beginning of the school year, a meeting with her guardians will facilitate a comprehensive picture of Jessica's utmost needs. Nonetheless, based on the information available in the case study, it appears that Jessica requires assistance with developing adaptive-skills and her reading abilities. Both skills are necessary for success in all academic subject areas, but also in her future as an adult.
Two main Goals: With respect to developing Jessica's adaptive skills, according to the philosophy of Montessori, planning, organization, and time management skills (Howell et al., 2013, p.15) are paramount. Using Montessori's philosophy at a point of transition from elementary to secondary school may be constructive in Jessica case based on the idea that in secondary grades the expectation for students is to function with greater sense of independence. Montessorian theory is at the height of self-direction and independence. Therefore, by borrowing fragments of this philosophy and subsequently modifying and adapting the particulars to suite Jessica's exceptionalities, the fundamentals of the philosophy can drive the development of her adaptive-skills developmental process. Howell et al. suggest that Montessorian philosophy deems a student's ability to "plan" as not only beneficial academically, but also in life (2013, p.15). Teaching Jessica how to develop a consistent routine with all activities, both academic and adaptive, such as documenting and prioritizing daily and academic tasks, will increase her personal independence. Howell et al. further recognize that org...
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...umvent overload. Essentially, breaking large tasks down into smaller chunks would reduce Jessica's academic load, which will facilitate greater opportunities for both success and improving/maintaining her self-esteem. In addition to chunking, for Jessica to engage in a summarizing activity she must first comprehend what it is that she expected to summarize. In this case, her instructor might choose material for her to summarize on a topic she is already familiar with, such as soccer for example. Previous knowledge of a subject will allow her to work with pre-existing information and provide built-in scaffolding, which may make the summarizing task more achievable. Furthermore, due to the degree that summarizing activities are rooted in reading comprehension, it is essential that a summarizing activity be in direct relationship with her specific reading abilities.
Teaching children motivational skills and good learning techniques at a very young age can have a massive positive impact on how successful those children would be in their future. In the nonfiction article Kewauna’s Ambition, the author explains that her success came from her own self motivation, and the help from an organization that helps troubled kids. The author states “what was most remarkable to me about kewauna was that she was able to marshal her prodigious non cognitive capacity - call it grit, conscientiousness, resilience, or the ability to delay gratification.” (Tough, 2015). He relates the experience and resilience of Kewauna to other teenagers who share the same experience. Many also believe that motivation and willingness to learn is taught by parents, teachers, and peers. The success of students does not solely depend on the school 's ability to provide programs and help, but the ambition of the student alone. In contrast, those methods of teaching skills at a young age don’t always have a lasting effect on the children throughout their entire academic career. At a young age, students may have that extreme motivation of never failing throughout their life and when they get older, that desire to keep succeeding is gone. The overconfidence of possessing high learning abilities could affect the students negatively as they grow older.
Education is a constantly changing industry that has adapted throughout history and continues to adapt. America’s current public education system, however, has stayed static and dissatisfactory despite many attempts to reform how children are taught. One of the most progressive attempts to reform education has been the Montessori Method. The Montessori Method is a type of schooling that encourages children to be eager to learn on their own through hands-on learning. There are specific materials and structures that the Montessori Method uses. This specific method is based on the observation of the development of children’s minds and environments that they learn and grow best in. Although it is more common for American children to go to public
Middle school learners are perhaps the most diverse group of students in education today. The differences that exist in every classroom, including gender, socio-economic class, linguistic and cultural background, learning style, and intellectual capacity, is increased by individual differences in developmental level. While all middle school students will progress through different developmental levels and display the characteristics inherent in each, they will reach and conquer these developmental milestones at difference times. Because of this difference in developmental maturity, students may also be at their most vulnerable, as they progress through stages they don’t understand and can’t control.
In “Freedom”, Maria Montessori develops the idea that the role of an educator is to be a guider and observer. “She mays be always ready to supply the desired help, but may never be the obstacle between the child and his experience” (paragraph 1). The role of an educator, as stated, is to be a guider so that the child can unfold freely into who they want to be. The educator just needs to be there to keep the
The cognitive process of child development and learning has influenced theorists such as Piaget, Vygtosky, Montessori, Bruner and Dewey to develop learning theories which highlight how the cognitive operation of learning occurs and how it is best achieved. The work of these theorists has become the foundation for much research and insight into how children develop on their journey towards learning.
Children are complex, and the way a child develops differs from individual to individual. The study of children is a field that researchers, scientists, theorists and educators have been exploring for decades. CHYS 1F90 studies the foundations of childhood development and allows the students to look at the way children develop through multiple lenses. Many conclusions have been drawn, observing how, when and why children develop the way they do. Jerry and Samantha are both grade one students who are unrelated. Although these two students are both the same age, they are different on a variety of accounts. Jerry is a shy and introverted boy who quickly becomes uncomfortable while talking to adults, teachers and peers, contrariwise Samantha is immensely confident and demonstrates extroversion around others. After analyzing both Jerry and Samantha through a biological, learning theorist and psychoanalytical lens, the reasons for the first-graders differences are clear. Depending on the lens in which an individual looks through when analyzing the development of children, interesting and intriguing conclusions can be drawn regarding the broad topic of understanding how children develop.
The Waldorf Approach Preschool is a highly debated area of a child’s educational journey. One of the primary goals of preschool is to prep the child for traditional elementary school. There are various contemporary models of early education that have been constructed to help children develop their educational career. A few examples of these models are the Bank Street Approach, The Reggio Emilia Approach, The Montessori Approach, and the Head Start Program just to name a few. The Waldorf approach is the program of discussion in this particular paper.
One technique effective teachers use is the placement of students in separate groups based on their level. This technique provides the more advanced students with harder work that pushes them, and has intermediate students practice familiar material. This gives the teacher the opportunity to help the students that really need the attention to learn what they are struggling with. In the Montessori class, students work at their own pace on a variety of activities before moving on to new and harder material, which makes the system completely individualized to each student. Teachers play an important role in the orchestration of the day, and according to the article, “Authentic Montessori: The teacher makes the difference,” written by Alexa Huxel, “an essential element of authentic Montessori is respect for the child through the provision of a prepared environment that allows children to make choices while encouraging and supporting independence, curiosity, intrinsic motivation, and movement” (2). The teachers are a facilitator to the classroom. They explain how to do the assignment, and leave the student to figure out how to do it on their own before reviewing the finished work. Many of the activities are hands on and stimulate learning with visual aids. By letting the students work on their own, they develop many skills that would not otherwise be
With the success of working with these children she was asked to open a school in a housing project in Rome, which was opened on January 6 1907, which was called Casa dei Bambini or Children’s House. Montessori was focused on teaching the children how to develop their own skills at their own rate, which was a principle Dr. Montessori called “spontaneous self-development”. [Early Childhood Today, p. 74.] Montessori discovered that children’s innate power for learning worked best when the children were able to be left alone in a safe, and a hands on environment. When the children were given furniture, equipment, and supplies they were able to work by themselves, they were also self-motivated to explore experiment and reach new understandings. Montessori found self...
Maria Montessori was born in Italy in 1870 and influenced childcare massively in the 20th century. Montessori believed that children learn best through using their hands. She felt that one of the main factors that contributed to the child’s development was the ‘prepared’ environment. Children learn through exploration and the adult’s role is to create an environment where they can do
Children’s individual learning style and abilities are supported by the emergent curriculum. Providing children with an opportunity to work at their own pace and choose what and who they want to play with will encourage them to be curious and help them to feel a sense of achievement when they direct their own learning (CECDE,
Just like individual preferences for clothing or food, Kindergarten and early elementary school students exhibit distinct learning styles. As grade levels and academic expectations increase, many of these learning traits prove to be delightful and appealing; other areas—not so much! Within the same family, one child may seem to be a good fit for parental teaching style, while another seems—let's put it as delicately as possible—difficult. However, in many cases the cause of this difficulty can be attributed, at least in part, to an incompatibility between the parent's style of learning and teaching as opposed to the easiest method for the child.
The adjustments that I have made to become a stronger reader have not always been easy. However, it became feasible in my junior year of high school when I decided to with draw myself from a standard level English to an advance placement course to face the challenges that came along with learning new material at a faster pace. Nevertheless it was also a comparison between my more advance peers and me.
Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
Even though I had prior knowledge on many of the theorists we had discussed in the lectures, I developed a better understanding of their practice. One new theory I didn’t know much about was Maria Montessori (Isaacs, B. 2010) and her ways in teaching. I enjoyed learning about her approach to teaching and how she integrates different ages in the classroom most commonly ages 3 to 6, how students are given a choice on what activities they may do and how the students work in large uninterrupted blocks of time. I also didn’t know much about Bronfenbrenner’s bioecological model of development (Duchesne & McMaugh. 2016) but after participating in this course I have learnt that children develop and are influenced by the interaction of different characteristics such as; child-parent interaction, home-school relationship and child-teacher interaction plus much