Dr. Maria Montessori developed an approach to working with children based on observation and response - through observation, she found the best response was to provide key experiences based on real life: keys which open the doors for discovery and exploration.
The keys she developed are found in albums and training (albums being the written description of the key experiences as provided in training) which adhere to the concept of the "universal child" and leave time and psychological space for exploration and personal discovery.
Yes there are some albums/trainings that have too much, modified much over time, with many details that Montessori left for exploration and personal discovery now handed to the child. There are still VERY good presentations and suggestions, just perhaps beyond the keys.
The adult can only know how to utilize the materials through the use of a good set of albums that guides, but does not dictate the scope and sequence of the child's exploration. Albums contain the keys. If albums were useless, teachers in training would not have to create them ;) Teachers in training receive presentations from the trainer, then practice with the materials, then write-up the descriptions of how to use those materials, with pre-requisite suggestions, main purpose (direct aim), follow-up purposes (indirect aims), follow-up activities, and SO MUCH MORE. These albums are then read through by others at least 3 times before the teacher graduates.
Some people are pushing the idea that albums are not only not needed, they are downright anti-Montessori and are a very bad idea. That you can have the materials on the shelves and just explore with them. JUST explore. With no guidance from the adult who is called a "guide"; with no guidance from Maria Montessori beyond the bit she describes the materials in her writings (she provided training and her trainees were the ones to write things down); with no idea what each material does going in. So what is the role of the adult? Set up the materials and walk away? NO! Maria Montessori never said that! The child needs to receive a presentation from a knowledgeable adult (Maria instructed others how to use the materials, said "do it this way with the children, observe, and report back to me the results", then responded accordingly).
Here is the kicker: the albums contain MUCH more than 'how to use the materials' - they are full of key experiences that do NOT utilize a single piece of special material - and many do not use a material at all.
Not everyone needs an album to focus on key real-life experiences that set the child up for exploration and personal discovery with a properly prepared adult who is ready to guide.
And that is great!
Most people DO need a guide-book to guide them in their own journey.
Showing posts with label albums. Show all posts
Showing posts with label albums. Show all posts
Montessori Albums - Curriculum and Discovery
We do not use the albums as a curriculum but only as a guide. We want the child to discover all that we don’t show him. This discovery versus direct teaching allows the children to be truly inspired – the doors are opened for them and they make the discoveries on their own so that the learning becomes truly theirs and they are enticed and inspired to further exploration.
Montessori believed that too
much regulation can lead to rebellion, while too much freedom
can lead to
chaos. It is important to balance
the two.[1] “The
first thing her
education demands is the provision of an environment in which he
can develop
the powers given her by nature. This does not mean
just to amuse her and let her do as she
likes. But it does mean that we have to adjust our minds to
doing a work of
collaboration with nature, to being obedient to one of her laws,
the law which
decrees that development comes from environmental experience.”[2]
Montessori Albums - Curriculum - Lesson Plans
Montessori albums tell you how to present the materials, how to use the materials, provide guidance on typical best times to present that work option to your child. Your child's abilities and interest dictate the pace.
These provide the curriculum (scope and sequence), the lesson plans (how to present/use the materials), suggested ages and experience ranges.
Authentically Montessori albums should NOT provide daily lesson plans (what to present on each day - your child and you decide this based on the child's interests and abilities). They should not dictate all the follow-ups your child does. Album pages (the lesson plans that tell you how to use the materials) provide some games and extensions that are good for most/all children; and some that are suggested for most/some children. Some follow-ups the children will discover on their own, if we guide them that direction, preparing the environment and our words to encourage their own self-discovery.
Montessori Curriculum
Curriculum is the sum of the child's experiences in a particular educational setting.
Montessori is an education as an for life itself.
The Montessori curriculum is found in a blend of the Montessori albums (lesson plans are the album pages) and the needs of the particular child before. The Montessori approach provides the keys for the universal child and time/resources to follow the interests and needs of the very unique individual child before you.
For more information on the key aspects of an authentic Montessori experience, pick up a Keys of the World or Keys of the Universe primary or elementary theory album.
Montessori is an education as an for life itself.
The Montessori curriculum is found in a blend of the Montessori albums (lesson plans are the album pages) and the needs of the particular child before. The Montessori approach provides the keys for the universal child and time/resources to follow the interests and needs of the very unique individual child before you.
For more information on the key aspects of an authentic Montessori experience, pick up a Keys of the World or Keys of the Universe primary or elementary theory album.
Albums and Environment
Montessori Albums are the Montessori environment in written form.
We actually begin with the environment, and the album stems from it.
The environment should be organized according to the album, not because the album comes first, but because the album should be based on the ideal environment already.
We actually begin with the environment, and the album stems from it.
The environment should be organized according to the album, not because the album comes first, but because the album should be based on the ideal environment already.
Montessori Theory - 2
Thoughts shared with me via e-mail and other modes of communication:
Any other thoughts - yay or nay?
Why would the theory album be not so helpful to someone? That is my main question - I truly want to understand.
- It is required for trainees (to build this album) who are already fully dedicated to Montessori, in a course of study, working at Montessori schools. If it is important for THEM to have it, then it is important for US (homeschoolers, assistants, others who are wanting to do Montessori without access to a full training).
- Dr. Montessori herself did not depend on her own books alone when doing her courses; and her courses were not just "here is how to present the materials". The trainees still receive a LOT of what we today call "theory." So if she didn't depend on her own books for providing enough theory (and application of that theory), we shouldn't either!
- A theory album pulls various writings together under one heading, so that all the writings (and oral traditions) on a particular topic can be seen together in one place instead of scattered across several books.
Any other thoughts - yay or nay?
Why would the theory album be not so helpful to someone? That is my main question - I truly want to understand.
 |
| doing a puzzle without a frame (tessellations, that is the point; Montessori details without the "big picture" - not so much) |
Montessori Theory
|
| doing a puzzle without a frame (tessellations, that is the point; Montessori details without the "big picture" - not so much) |
And yet, every one of those training centers still require a theory album - to be created BY the trainee and submitted for review. Because the readings themselves don't yet bring it to a practical level of the day-to-day application of the method.
Yet there continues to be a resistance to accepting the importance (the crucial-ness) of theory album - at both primary and elementary levels. I would love to hear WHY this is the case :) Please comment if you have some input! Please share positive experiences, negative experiences, why you might not really "care" about having "another" theory source if you have/read all the books; or why you think some people might still be opposed to theory albums.
For further information:
- Please see this Montessori Nugget on the importance of theory albums.
- See this Montessori Nugget for the typical table of contents for primary Montessori albums and for elementary Montessori albums.
Lower and Upper Elementary Presentations - 2
(continuing on from yesterday's Nugget)
In this way, only one set of elementary albums is necessary for both lower and upper elementary as compared to albums for lower and separate albums for upper; complete albums allow the children to flow where they need to be at a particular moment in a particular area.
The children will let you know where their interests are; good elementary albums allow you time to explore those interests without mandating every second of a child's work. Good albums will provide some but not too many suggestions for follow-up, personal research resources, resources to have in the environment --- the main control here is what does YOUR environment need? Not "does your environment match everyone else's?"
Question: If your environment matches anyone else's, are your albums dictating far too much leaving little room and time for personal research? Are you able to strive to meet the particular needs and interests of the elementary child before you? Are you meeting the child's needs and tendencies? Are you able to meet the psychological characteristics of the elementary age with the tools you have on hand? Do you need to get rid of some tools? Replace? Add different ones?
Montessori Scope and Sequence: Elementary
The following links take you to a general scope and sequence for AMI elementary albums.
These Montessori scope and sequences -
These Montessori scope and sequences -
- follow ages 6-12
- do not include remedial (bridge) work
- are not set in stone - follow the children before you!
- are general (they do not include every single exercise with an album page that might start in year 1 and extend to year 4 or 5) - so when you see a range of 1-3, figure that the album page probably starts in year 1 (or 2 at the latest) and should generally be done by year 3. It could be earlier, but it shouldn't be much later, because the age ranges are pretty generous already. If you want the detailed version that contains every exercise and follow-up, in both Word and Excel formats (easily adapted for personal use), you will find them at Garden of Francis (for elementary) and Garden of Francis (for primary)
The years you see noted in "start" and "end" refer to the year in Montessori elementary - year 1 is the equivalent of age 6, through year 6 which is the equivalent of age 11-12.
The last math work may or may not be completed in elementary and may extend into early adolescence. The other albums are typically easily completed in a 6 year elementary cycle.
Looking for detailed scope and sequence that includes every single exercise of the album page and more specific guidelines and ages? Check with your album provider. Or join us at Keys of the Universe.
Or looking for primary Montessori album scope and sequences? Those are trickier. Presentations that are introduced at age 3, might have extensions that go through age 4, 5, and 6 - so you'll want a very detailed one that includes all exercises for each album page. Ask your album provider for a scope and sequence to correspond with that album set.
Or some general ages are included here in various Montessori Nuggets.
Or some general ages are included here in various Montessori Nuggets.
Album Pages are Incomplete - Part 2
No album page or lesson plan or curriculum can plan for every interest!
ETA: No album page SHOULD be complete, because of this very reason given just above. Album pages are designed to introduce a concept, introduce a material, pique an interest -- guiding the adult in doing each of these things. Then the adult and child together, more and more the child as the years go on, come up with "what next". Will it be some of the suggested follow-ups on the album page? Another idea? What local resources do you have? What educational resources are on hand or can be made accessible. Only YOU the local person can determine YOUR local situation.
Any album that suggests that it will provide everything for your child's complete education, implying that your child will not need ANY other resource besides these albums and materials presented to him by you... is NOT a Montessori album.
Montessori albums are guides. They are your structure and your foundation for a life-long learning, a cosmic education.
If an alleged Montessori album provides every last detail and instruction, then it becomes your slave-driver; rather than following the child and the unique situation of life in front of you, you are obeying a merciless master who will make you feel inadequate when things are not done at the proper time in the proper order - and your children will not be learning how to learn, enjoying learning, establishing cosmic education within their own souls.
Now, that does not mean we introduce unnecessary novelties; it does not mean that we do not go as deep as possible with the materials at hand before bringing in other resources.
It simply means that we present the album presentation, pique the child's interests, cull the depths of the material at hand with resources at hand, then work with the child to see where to go next. Encourage the child to create the materials he needs whenever possible, when it is an interest of his.
As the children get older, they can be involved in assisting to procure even the core materials - creating, helping with the ordering process, unpacking, cleaning up, repairing - whatever is needed. This sort of activity goes beyond the album page without introducing unnecessaries.
Follow-Ups for every album page:
- Child-planned Goings Out
- Invite a visitor on a related topic
- A timeline or chart or drawing or diagram
- Original artwork
- Write a story about this topic
- Teach this topic to another child
- Repeat however long necessary and desired to learn the concept at hand
What other follow-ups can you add to this list that would be present for ALL album pages?
Albums and Presentations
Each album needs to be organized for the sake of the adult keeping track of what is going on. This organization is not how to present to the children but aids the adult in personal organization.
The same curriculum is given at 9-12
as is given at 6-9. In terms of geography, history, music, art, in particular, but also all the subjects areas, all of the general areas of the work
need to be introduced in the 6-9 group in some manner; however, every
presentation will not be covered, and many of the details are not reached until
9-12, when the children are interested in those details. 6-9 is an introduction
to and a preparation for the work at 9-12.
In a classroom setting, each group of children may be focused on different areas at a time; the adult will be presenting from different areas throughout each day. Sometimes, there is a logical sequence and build-up, with pre-requisites for some of the work; however the children do not simply proceed through one entire chapter before moving on to the next. “What do the children need to know before presenting something?” is the only consideration before allowing a child to pursue a personal interest.
For example, here are the chapters of geography:
1) The
Story of God with No Hands and the Creation of the Universe
2) Nature
of the Elements
3) The
Sun and the Earth
4) The
Work of Air
5) The
Work of Water
6) Interdependencies
and Economic Geography
The adult will present the Story of God with No Hands every year. Then different groups of children will go off to personal studies of interest, either in geography or perhaps they have another project they are working on. For the rest of the year, the adult might be presenting some things from chapter 2 to a particular child or group of children - maybe finish an album page, maybe not. Then move on to another chapter (not even necessarily in chapter order!).
There is work for 6 year olds and 12 years in every single chapter.
Mathematics is a bit more linear, however many album pages are still set-up to be multi-age. An album page on fractions includes many exercises that extend from 6 to 8 1/2, then it is expected that the child's work will continue into 9-12 integrated with the other subjects (ie that they will actually use fractions in their history, geography, language, etc) and review the material from time to time as suggested by the public school curriculum (local educational requirements).
In language, we expect to review all lower elementary concepts in upper elementary, in a different way if they have mastered all the material: perhaps informal conversations, expecting proper grammar and word syntax in their writing, reading grammar books as follow-ups. There are few specific activities for this follow-up, because some children just won't need it; and those that do, will present a wide variety of types of reviews needed. There is no one-size-fits-all here :)
Follow the child!
Get the children doing independent research and studies, Goings Out and applying what they are learning to real life.
Then you have an elementary Montessori experience!
Albums for Homeschoolers
This page (click here) lists the Montessori albums currently available for homeschoolers or those who cannot access a training course.
It includes more or less affordable album options from AMI, AMS, other Montessori organizations or private individuals; all ages are covered: infancy, toddler, primary, elementary, adolescence. If anything is missing or needs updating, please let me know!
No guarantee is made of quality, authenticity or the services provided. I have tried to keep this chart as non-bias as possible, providing strictly information that I can find via pertinent websites or private communication with the provider. Please verify all information before making any purchases.
But do please politely let me know if there is any error, updates or other changes I should make to keep the chart as accurate as possible. Thank you!
It includes more or less affordable album options from AMI, AMS, other Montessori organizations or private individuals; all ages are covered: infancy, toddler, primary, elementary, adolescence. If anything is missing or needs updating, please let me know!
No guarantee is made of quality, authenticity or the services provided. I have tried to keep this chart as non-bias as possible, providing strictly information that I can find via pertinent websites or private communication with the provider. Please verify all information before making any purchases.
But do please politely let me know if there is any error, updates or other changes I should make to keep the chart as accurate as possible. Thank you!
Albums - or Internet Resources ????
Albums are GREAT to have - yes we can pull a LOT from the internet (especially with the free sites available now). My concern is that these are creating a fair amount of confusion.
For the greatest *consistency* in style, presentation, use of the material, the ideal is to pick one set that you can follow all the way through, whether AMS, AMI, R&D, etc. Obviously some are going to be better for a
particular situation than others.
Then use the internet for follow-ups, stretching an interest, or a modification idea for your particular situation, knowing that you have a consistent foundation.
PROBLEMS:
In the different album/training options, there are differences from one album to another (even the same subject for the same age) and in how different "groups" present a material (ie many albums present 5 pair of land/water forms at primary; AMI presents 3 pair, with the remaining ones left for follow-up by those who are interested as a discovery).
There are also re-interpretations for specific situations posted on individual blogs, which are great for that situation, but perhaps not for others - and then those without Montessori training are left confused and re-interpreting things all over again, thinking that we're making sense of things, when we've really missed the entire point (I've been there!). I remember totally messing up the elementary grammar material and not understanding why the children weren't latching onto it. As soon as I re-did it the "original way" using one of Montessori's books as a guide, the children were a lot more interested (at least those whose interest I hadn't killed!).
NOT ONE GUIDE:
There is not one album or manual for every subject even for one age group - so there is no "Primary Montessori Album" that covers everything. Each album should specifically address age (primary, elementary, (I'm less familiar with infant/toddler, just enough to not want to speak for the albums at this age at this time)), and be for a specific subject. So Primary Mathematics; Elementary Mathematics.
AGES:
AMI elementary albums cover 6-12. Other groups separate the elementary continuum into 6-9 and 9-12 - an unnecessary and artificial separation since the differences from lower to upper elementary are not that distinct, with many overlaps and it is added expense for the purchaser. Also the same album material really covers all years when the keys are used as the primary focus, with extensions for particular ages and interests.
All primary can be used for 2 1/2-6, even when they say 3-6. Most primary children transition to elementary anywhere from 5 3/4 to just before their 7th birthday. If you have a continuous set of albums from the same source, you'll have a smoother transition.
For the greatest *consistency* in style, presentation, use of the material, the ideal is to pick one set that you can follow all the way through, whether AMS, AMI, R&D, etc. Obviously some are going to be better for a
particular situation than others.
Then use the internet for follow-ups, stretching an interest, or a modification idea for your particular situation, knowing that you have a consistent foundation.
PROBLEMS:
In the different album/training options, there are differences from one album to another (even the same subject for the same age) and in how different "groups" present a material (ie many albums present 5 pair of land/water forms at primary; AMI presents 3 pair, with the remaining ones left for follow-up by those who are interested as a discovery).
There are also re-interpretations for specific situations posted on individual blogs, which are great for that situation, but perhaps not for others - and then those without Montessori training are left confused and re-interpreting things all over again, thinking that we're making sense of things, when we've really missed the entire point (I've been there!). I remember totally messing up the elementary grammar material and not understanding why the children weren't latching onto it. As soon as I re-did it the "original way" using one of Montessori's books as a guide, the children were a lot more interested (at least those whose interest I hadn't killed!).
NOT ONE GUIDE:
There is not one album or manual for every subject even for one age group - so there is no "Primary Montessori Album" that covers everything. Each album should specifically address age (primary, elementary, (I'm less familiar with infant/toddler, just enough to not want to speak for the albums at this age at this time)), and be for a specific subject. So Primary Mathematics; Elementary Mathematics.
AGES:
AMI elementary albums cover 6-12. Other groups separate the elementary continuum into 6-9 and 9-12 - an unnecessary and artificial separation since the differences from lower to upper elementary are not that distinct, with many overlaps and it is added expense for the purchaser. Also the same album material really covers all years when the keys are used as the primary focus, with extensions for particular ages and interests.
All primary can be used for 2 1/2-6, even when they say 3-6. Most primary children transition to elementary anywhere from 5 3/4 to just before their 7th birthday. If you have a continuous set of albums from the same source, you'll have a smoother transition.
Montessori Album Titles by Age
Montessori Albums at each plane or sub-plane of development, per AMI organization -----
Assistants to Infancy (conception to 3):
Primary (3-6 or 2 1/2-6):
Note 2: Please see this Montessori Nugget on the Culture or Cultural Album that some offer.
Elementary (6-12):
Adolescence (12-15):
- Montessori Psycho-pedagogy
- Psycho-Sensory-Motor Development
- Home Environmet
- Infant Community Environment
- Child Neuro-psychiatry Observation
Primary (3-6 or 2 1/2-6):
- Exercises of Practical Life
- Sensorial
- Language
- Mathematics
- Theory
Note 2: Please see this Montessori Nugget on the Culture or Cultural Album that some offer.
Elementary (6-12):
- Geography (includes all sciences except biology, including economic geography)
- History
- Mathematics
- Geometry
- Music and Art
- Language Arts
- Biology
- Theory
Adolescence (12-15):
- list is not yet available (if you know of the list of the albums, please tell me in the comments and I'll add them here!)
- Algebra (with some level of trigonometry, complex numbers, calculus and geometry included) - available via NAMTA.
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