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Hershey Guide Shares Keys to Supporting Montessori Education Online

Hershey Guide Shares Keys to Supporting Montessori Education Online

“For the adolescent, it is critical that we make our learning child-directed and that we continue to make student choices a priority.” ~John Buzzard

Hershey’s John Buzzard recently shared with the International Montessori Training Institute how he’s transitioned his Upper School Integrated Humanities projects to a distance, online education learning model. Below is an excerpt of what Buzzard wrote:

Because we value face-to-face, social interaction and hands-on learning in Montessori education, we must strive to keep these as key elements of the learning process, despite our current social distancing situation. This requires some adjustments, but can still be accomplished. As we consider our move towards working with our students in an online education environment, we should pause to consider how to make this approach as true to the Montessori pedagogy as possible. Even using technology and new methodologies, we know that the truths of Montessori remain valid and will want to design our educational program with them in mind. 

For the adolescent, it is critical that we make our online education child-directed and that we continue to make student choices a priority. Our choice of strategies in the online environment can be shaped by philosophy, and just as in other environments, we find teacher-centered learning and student-centered learning occurring. Because students are working more independently, there are many ways to structure the learning to be student-centered, and we want to take advantage of the computer and the students’ home environment to emphasize these possibilities. 

Creating social elements is also key to making the online learning experience truly meaningful to adolescents. Don’t merely focus on academic interactions – think closely about how to use video, dialogue, discussion, and activities to build connection and social dynamics with the group. Although we accept that this will be a less authentic community experience than actual face-to-face interaction, we must continue to make that element of adolescent development primary.

As always, there is a tension between the need for student-centered learning and the need for a prepared environment. In a Montessori school, guides know that maximizing student choice often begins with carefully constructed environments and experiences. We must shift this thinking to the online world, creating prepared virtual environments and experiences that continue to support student learning without superseding it.

Ultimately it is the three-stage learning cycle that shows us the way to structuring our online education environment. This approach maximizes student choice while providing the prepared environment structure that students need to do their best work. This three-stage cycle is built on three natural stages to the learning process – key lessons, individual research, and meaningful presentation.

This approach maximizes student choice while providing the prepared environment structure that students need to do their best work.

Read John Buzzard’s detailed lay out of the three-stage learning cycle here.

Montessori By Remote – A Temporary, New Normal

Montessori By Remote – A Temporary, New Normal

By Tierney Dewan-Saperstein

 

Here we are, together, navigating remote Montessori learning. Let me begin by saying, I am choosing to see this period in life as a gift…the gift of time that many of us seldom have.

Looking ahead, we want to give you a “primer,” of sorts, so that you can assess your spaces, actions and expectations. What are the most important things you can do as parents to help ease some struggles and give some great opportunities to your children?

  • Give them time. You aren’t having to rush the morning to get to school, or hurry home for lunch or dinner. Instead, you are free to let your child take as long as possible to focus on the daily life tasks. Your children can work through their frustrations and you can observe patiently as their tenacity comes forth.
  • Let them concentrate. If you find that your child is focusing their attention on something (as long as it is not hurting themselves, hurting others or hurting the environment), let them work. This means don’t say anything to them – even if it is to celebrate them or encourage them.
  • Assess your spaces. Are there ways in which your child can be involved in family life (towels for drying a spill, putting laundry into the washing machine, a stool or such to reach the kitchen counter)? Are hooks low enough (for coats and brooms)? Can they reach their things (dishes, clothing, work)? Undoubtedly you’ll find opportunities to make changes to your spaces to fit your child’s needs.
  • Observe your child. They show us what we need to know! This will be extremely helpful to you when you choose to make changes in the spaces or with your child’s daily life activities.  It will also be lovely to share with your child’s guide when you connect next. You can share your observations and can talk through them.

Keep checking back. We’ll be offering more encouragement, support and even a little entertainment.

Please know, we are here for you, and we are wishing you all the very best during these “interesting” times.