1. THE MONTESSORI METHOD

2. Who is Maria Montessori? She was born on 31 August 1870 at Chiaraville, Italy. She was the first Italian female to study in medicine at the University of Rome. Her first practical study in medicine was about nervous disorders. She was graduated from Rome University with Doctor of Medicine and Doctor of surgery degrees. She supported that the key of solving mental deficiency problems is pedagogical approach rather than medical approach. (O’donnell, 2007,pp.2,3)

3. As a physician educator, she developed a education method. She emphasized the method of a system of materials and exercises to be utilized by the child in designated ways for specific purposes. (Orem, 1971, pp.17)

4. Children in the Montessori Method Children are not capable of but motivated toward self- development ( auto-formation) and self-teaching (auto- education). Children should have freedom to work on self-chosen tasks in attractive environment especially designed and equipped to meet their needs. (Orem, 1971, pp.17)

5. Teacher in the Montessori Method Teacher or directress should provide an attractive and responsive environment Directress should protect the learning process. Directress should be observer of the child readiness to assist indirectly the child’s perceptual-motor, emotional, intellectual and social development if it is needed. Also teacher should be the resource person, the role model, the demonstrator, and the recordkeeper. (Orem, 1971, pp.17)

6. Main Points of the Montessori Method Training in observation for perceptual, then conceptual proficiency Programmed preparation, practice, precision, and perfection Self processes and individuality Movement, activity, and work Freedom and spontaneity Prepared environment Sensitive periods Rhythm-balance-order Discovery and development The child as Man-to-be New teacher as exemplar To know, love, and serve (Orem, 1971, pp.18-20)

7. The Montessori Curriculum It focuses on mastery of one’s self and environment Because of being discovery curriculum, its classes are “living laboratory”. (Orem, 1971, pp.62)

8. Topics for a Model Montessori Curriculum Care of self and environment Development of sensory skills (Exploration of five senses, field trips, play) Reading, phonetics and sight recognation Writing (manuscript, cursive, design) Dictation English (pronuncation, enunciation, conversation, vocabulary) Foreign languages (pronuncation, enunciation, conversation, poems, songs, dialogue) Drama ( elocution, roleplaying, performance)

9. Music (singing, rhythm instruments, bells) Art (handwork, freehand drawing, poster paints, appreciation) Dancing (folk, blance exercises, gymnastics) Mathematics (geometry and four operations) Science (anatomy, naturation, hygiene, botany, zoology, ecology) Social studies (geography, culture) Socialization (self&group inreactions – home&school interactions) (Orem, 1971, pp.67-69)

10. Schedule of a Child’s Day 9:00-10:00Entrance. Greeting. Inspection as to personal cleanliness. Exercises of practical life;helping one another to take off and put on the aprons. Going over the room to see that everything is dusted and in order. Language: Conversation period: Children give an account of the events of the day before. Religious exercise. 10:00-11:00Intellectual exercises. Objectives lessons interrupted by short rest periods. Nomenclature,Sense exercise. 11:00-11:30Simple gymnastics: Ordinary movements done gracefully, normal position of the body, walking, marching in line, salutations, movements for attention, placing of objects gracefully. 11:30-12:00Luncheon: Short Prayer 12:00-13:00Free Games 13:00-14:00Directed games, if possible, in the open air. During this period the older children in turn go through with the exercise of practical life, cleaning the room, dusting, putting the materials in order. General inspection for cleanliness:Conversation 14:00- 15:00Manual work. Clay modeling, design, etc. 15:00-16:00Collective gymnastics and songs,,if possible in the open air. Exercise to develop forethought: Visiting, caring for, the plants and animals. From Montessori, M. (1964). The Montessori Method (pp. 119-120). New York: Schoken Books

11. Environment in Montessori Method 1. Freedom is essential because children can show himself in only an atmosfere of freedom. 2. Structure and order of universe must be reflected in the classroom to build children’s own mentalorder and intelligence. 3. Children can internalize the limits of nature and reality if he is to be freed from his fantasies and illusions. 4. Beauty and an atmosphere encourages a positive and spontaneous response to life. 5. Equipment is publicized and it supports child’s self- construction and psychic development.

12. Materials in Montessori Method Didactic Control of error One concept at a time No multiple sets of materials (Lillard, 1972, pp.51- 60)

13. Sensorial Materials The Towers http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

14. Colour tablets Fabric Basket http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

15. Math Materials Sand Paper Numbers Number rods http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

16. Number Progression Addition Operation http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

17. Practical Materials SewingSweeping the floor http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

18. Washing dishes Pouring rice http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

19. Reading & Writing Materials The Movable Alphabet Pictures and Sounds http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

20. Science and Social Materials Anatomy Geography http://www.sihirlibahce.com.tr/TR/BelgeGoster.aspx?F6E10F8892433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

21. Education in Montessori Method It based on “say-show-check” principle. Say Describing, telling & instructing Show Modeling, demonstrating Check Feedback (MacNaughton & Williams, 2004) TASK ANALYSIS

22. Describing and Telling & Instructing: teacher tells the child the proper way to use the materials and the work. Modeling: teacher is a kind of “didactic object” children imitate all teacher’s language, mimics, gestures and behaviors. Demonstrating: teacher shows the specific way of usage of materials. Feedback: if the child applies the task incorrectly, teacher starts say- show-check process again.

23. Task Analysis Identify the task Identify the sub-steps Sequence the key steps in logical way According to developmental appropriateness, minimize the difficulty Completing task Check what is done Present the steps through direct instruction Teach one step at a time until successfully mastered Extra guidance if there is a difficulty Restructure the task ** it includes all parts of “say-show-check” process

24. Activity Time

25. References Hainstock, Elizabeth G. (1968). Teaching Montessori In The Home: The Pre-School Years. New York, United States of America: Random House. Montessori, Maria (1964). The Montessori Method. New York, United States of America: Schocken Books. O'donnell, Marion (2007). Continuum Library oOf Educational Thought. Kings Lynn, Norfolk: Continuum International Publishing Group. Orem, Raginald, C. (1971). Montessori Today. Newyork, United States of America: Capricon Books. Sihirli Bahçe, (2009,May 24). Montessori galerisinden. Retrieved May 24, 2009, from Sihirli bahçe MontessoriOkulu Websitesi:http://www.sihirlibahce.com.tr/TR/BelgeGoster px?F6E10F8892 433CFFAAF6AA849816B2EFFAD0F3EC46DDE116

26. Preparation Workload Esin Karaer %20 Kader Karadeniz %20 Nihal Yigitalp %20 Nurten Dolapci %20 Yasemin Harmancı %20