Why Bridgeview Montessori?
Why Bridgeview Montessori?
Our school is dedicated to the principles of Dr. Maria Montessori and follows a philosophy of child-centered education. Our goal is for each child to fulfill his or her potential in a safe, caring and inspired environment.
Each child is valued as a unique individual.
Beginning at an early age, Montessori students develop a sense of order, coordination, concentration, and independence.
Students are part of a close, caring community.
Montessori students enjoy freedom within limits.
Students are supported in becoming active seekers of knowledge.
Self-correction and self-assessment are an integral part of the Montessori classroom approach.
Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly — a skill set for the 21st century.*
Excerpted from the website for the American Montessori Society, an organization of which Bridgeview Montessori is an Associate Member.
Other helpful resources:
Key Principles and Practices of Montessori Education*
Prepared Classroom Environment
Organized, sequenced, accessible, variety of hands-on activities and resources, student centered
Mixed Age Groupings
Ideally three year age span
Students actively engaged in the learning process
Freedom of Choice
Choices given for areas of study, time management of assignments, resources and materials to be used
Responsibility for learning and behavior
Students guided and encouraged to assume responsibility for their choices about learning and behavior - present and practice time management, organizational and study habit skills
Progression from simple to complex
Curriculum and presentations designed to build on skills
Progression from concrete to abstract
Students work to reach a level of abstraction of ideas after experiences with concrete work
Progression from whole to parts
"Big picture" first—then details of segments
Students work at own pace
Acceptance and accommodation of different learning styles and abilities
All knowledge is interrelated - students are given information and opportunities to integrate and assimilate information and skills
Peer teaching encouraged
Students are encouraged to work together to share strengths and foster cooperation
Students are encouraged and given opportunities to work independently in the classroom both on assigned tasks as well as student motivated projects
Students are encouraged and given opportunities to work with manipulatives, models, resource materials, tools, equipment in the pursuit of knowledge and mastery of skills
Students are given individualized assignments, work tasks, projects, where appropriate, as well as individual presentations, assistance and encouragement
Practice until mastery
Students are given the opportunity to review and practice skills in the pursuit of mastery
Students are encouraged to celebrate the talents and skills of classmates and work to fulfill their individual potential without pressure to compete against peers
Develops sense of community
Students are encouraged to view themselves as members of a community in the classroom with all the rights and responsibilities of a collective group
"Cosmic Education" core
integration and presentation of the cultural subjects from the "cosmic" view - all things interrelated and interdependent - everything has a purpose and a " cosmic task" - the world is organized and can be understood by its organization
"Fundamental Needs of Humans" core
Integration and presentation of the cultural subjects as fitting the model of the Fundamental Needs of Humans - history as seen in this classification
Curriculum and teaching practices are designed to meet the developmental needs of the students
Guide, prepare, present, encourage, challenge, assess, establish climate
Teacher sets the framework, presents lessons and guides student to optimal learning
Multiple Intelligences accommodated
Teaching methods accommodate all nine intelligences as described by Gardner's Theory
Modes/Means of Instruction/Learning
Small group presentations by teacher
Whole class presentations by teacher
Independent work by students
Group projects by teams
Use of visual aids
Use of manipulatives
Investigation and research process utilized - individual and group
Cooperative activities - both formal and spontaneous
Spontaneous instruction and curriculum inclusion
Student hands-on projects - creation of charts, visuals, models, books, etc.
Group presentations by students to students
"Real" work - responsibilities in school community and community at large
Life skills incorporated into curriculum
"Responsive Classroom" strategies utilized
*Summarized and submitted by Gail Supanich to Zanetti Middle School Team - 9/22/03