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(STEP 1) Child/Classroom Interest Observations 

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(STEP 1) Child/Classroom Interest Observations 

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To begin the process, child interest and observation lead the way. As part of the coaching process, In meetings with guides, we discuss what they observed children are drawn to in a conceptual context.
In this example, a recent virtual guest speaker- a magician- really drew many children across the school campus to playing cards. I used this observed interest to guide planning and design of works and lessons that would compliment the children's work in their Montessori continuum.
I complete this graphic organizer at the beginning of any curriculum design process. I then take this brainstorm to my team of guides- they choose which areas they would like me to further develop. The areas guides chose to develop are in red.

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Culture Games The Calendar Cheating Timeline Sleight of Hand Mathematics/Geometry Place Value Number Sense/ Numeration Angles Literacy Pictures Directions/Instructions Planning It’s All in the Cards! Observed Interest: PLAYING CARDS Science Structure Friction Gravity It’s All in The Cards! Notes:...

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(STEP 2) Curriculum Development Using Synergistic Thinking

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(STEP 2) Curriculum Development Using Synergistic Thinking

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Once choosing a principle generalization and content topics- I work to further follow the children with the observations from the guide.  Design of curriculum begins to analyze conceptual relationships using both knowledge and process from the Montessori Philosophy and our albums.
I begin by breaking down the facts, topics, and isolated skills- often emphasized in any traditional curriculum design. Then, I determine through the structure of knowledge and the structure of process, what conceptual relationships they might discover.

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2- Curriculum Development with Synergistic Thinking

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When choosing a topic- follow the child. Where are they in context of content and where are they headed? TOPIC: Numeration/ Number Sense Facts/Examples: Linear Counting- Bead Chain Even/Odd- Counters Addition/Subtraction- Long Bead Frame Keeping Score Math TOPIC: Friction Science TOPIC: Timeline ...

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(STEP 3) Structuring Concepts from Concrete to Abstract

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(STEP 3) Structuring Concepts from Concrete to Abstract

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To build any curriculum based on student interest, and maintains the authenticity of the Montessori Philosophy, reflection must be built into the design process. Once I have examined the principle generalization from guide observations, the facts, and structure of process, I pause and reflect using this graphic organizers to support my design of curriculum with lessons that will move from concrete to abstract. Concrete being the lessons of our Montessori albums being used to grow in the abstract- the conceptual relationships we intended to present.

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3- Conceptual Mapping- Structuring Knowledge Concrete to Abstract

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Theory: Principle Generalization: Concepts Concepts Facts Facts Facts Facts Topic Plan for observing the interplay between factual knowledge and conceptual knowledge. Facts are concrete and specific- but relate to the depth of a curriculum: topics, concepts, and conceptual relationships. Distingu...

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Next, I evaluate how the concepts help organize and enlighten the meaning of the facts. I consider how the facts can encourage a deeper understanding of the concepts.

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(STEP 5)- Develop and Relate Direct Aims

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(STEP 5)- Develop and Relate Direct Aims

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From the direct aim of the Montessori works in progress, I attempt tp determine the grounding processes that are deepened by the conceptual context.

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In coaching sessions with guides, I present these lessons ideas and learning experiences designed. Having consulted with guides, I then move forward into writing an overview suggesting pacing, differentiation and resources.

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This is an example of a material I developed to accompany this lesson. Virtual students to receive at packet pick-up time- PDF is in the lesson as well.

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VOCAB WORD Playing cards first entered Europe in the late 14th Century, with suits of Swords, Staves, Cups and Coins. These cards were probably from the Eastern culture- Mamluk, Egypt. Each suit contained ten “spot” cards (identified by the number of suit symbols or “pips” they show) and three “c...

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Extension work & Independent Work Plan Ideas

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Extension work & Independent Work Plan Ideas

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Research and Writing can be leveled. Beginner- Cards Only; Intermediate- Choose two cards and Compare. Advanced- Full Research Assignment Featured Here

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 Student Lesson 1-Culture- Card-i-FACTS 

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Recorded Lessons- To Supplement Live Lessons

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Recorded Lessons- To Supplement Live Lessons

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Botany Lesson and Cloud Lesson on a BLUSTERY and WINDY Day! 

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Botany Lesson and Cloud Lesson on a BLUSTERY and WINDY Day! 

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This is an interactive Google Slide. This room is updated as needed

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As the Curriculum Coordinator, I am responsible for a monthly newsletter.

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The year of 2020 is on the fast track to being added to the Webster Dictionary as an adjective to describe anything second-rate, dreadful, or unfavorable. With our perspective of the year 2020, there might be no better time to analyze the often underrated phrase "hindsight is 20/20." Here are the results of my analysis:

1. In hindsight, I am glad last year was THE YEAR OF MINDFULNESS. We placed great focus in the present moment.

2. In further hindsight, there is no better place than the present to focus our line of vision, and no better time to than in the time of pandemic. As we longingly look beyond the present into the future, where we harness our own perceptions of "going back to normal," our training in mindfulness is a constant reminder- that living in the future will only stall us out!

3. And in even further hindsight... In this- THE YEAR OF PERSPECTIVE - we must weave a more productive view of the future into our present mindset. We must learn to view the . FUTURE as YET

FUTURE: the time or a period of time following the moment (Views the outcome, not the process)

YET: Up until the present. (Honors the process of getting to the moment)

If we are to attain a clear vision, as clear as 2020 can be, we all must be willing to be a part of a much greater work- a growth mindset. Everyone reading this is the greatest teacher a child will have. That's right- any and all of us reading. It is easy to have your vision clouded by unpredictability and stress, YET we still must be the MODEL of PERSPECTIVE for children. They are observing our resilience.

RESILIENCE requires us to engage our growth mindset, allowing us to shift our PERSPECTIVE of the FUTURE, revealing the "power of "yet." us that there is a learning curve, and points to the process, not the outcome. When children observe us building our resilience by shifting our perspective with a mindset open to growing- they too learn the skill.

Insight brings clarity and perspective. As we all progress through this school year, may we all develop an insightful understanding of how important THE PROCESS is for building resilience in our children to continue forward in their goals.

Montessori raves about process- thus you will find the true "power of yet" built into many components of a Montessori environment.

THE POWER OF YET IN THE MONTESSORI CLASSROOM

The Three Year cycle lends the power of yet (lessons prepared for the future) to children, while excitedly working and learning up until the present.

The materials embrace the "yet" of a child's path, by predicting abstraction with carefully constructed and multifaceted ways to cover multiple concepts from the present to the "yet" to come.

The multi-age classroom provides the platform for children to observe their older peers through the learning process.

In remote learning environments, we can not lose sight of perspective- the power of yet. The process of learning remotely is a learning curve- the very definition of YET. Our work as adults is to model how to conquer the process. In a world feeling depleted of hope; in a world of wanting what we want, when we want; model for children that patience and belief in one's self reveals the importance of the process in learning to learn remotely. Provide them insight into the resilience needed throughout the process to realize some things take work, time and don't always come in the form of anything that could be finished easily. The POWER OF YET is not counting an academic level, a network of support, or beyond as a rationale for success or failure; it's truly a "You can do it!" attitude. It's a type of "hope" that we have, and it's not easy, but if you really think about it, it is exactly the process that allows for success; the power of YET.

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The year of 2020 is on the fast track to being added to the Webster Dictionary as an adjective to describe anything second-rate, dreadful, or unfavorable. With our perspective of the year 2020, there might be no better time to analyze the often underrated phrase "hindsight is 20/20."

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I lead out Diversity Committee. Here is a sample of my work in designing our mission and purpose as a committee.

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I created a virtual classroom/school template for each classroom in our school. House within it are the work plans, the works, and recorded lessons. This is one of my classrooms.

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Friday Office Thursday Wednesday Tuesday Monday

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Communicating the Environment to Our Families

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Communicating the Environment to Our Families

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Parent Education Session for school families- a brief overview of our virtual environment.

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During the Spring 2020, I created choice boards for each level. As virtual was new, and presented frustration- I searched for way the children could connect and engage with the world.