Course Number: EDUC 370, 10 units (Fall Terms 1 & 2 and Spring Terms 1 & 2) Component Hours: 700 classroom student teaching hours (540 Direct contact with children), 100+ hours additional learning in material making/assignments
Instructor: Nelson/Lorenz
INTRODUCTION:
The function of the Practicum fall and spring terms 1 and 2 are to provide the student teacher (adult learner) with the opportunity for personal and practical experiences in a teaching / learning experience as an Early Childhood Montessori teacher with children ages 2½ through 6 year old.
It also provides a period of observation, student normalization, and further study, to bring together the theory and practice of Montessori education. This course is intended to allow the adult learner as a student teacher time to experience instruction in the form of cosmic lessons, develop new curriculum materials, as well as manage the daily routines of an early childhood classroom.
The environment must be prepared with materials and modes of activities that respond to the developmental and varied needs and interests of the Early Childhood adult learner. It is the student teacher’s responsibility to procure an Early Childhood Practicum/student teaching placement in an approved Montessori school, which agrees to cooperate with the Montessori Teacher College Sacramento in all matters relating to the practicum site.
COURSE CONTENT:
Care of the Person
Care of the Environment
Small Muscle Development
Gross Muscle Development
Social Grace and Courtesy
Control of Movement
Food Preparation and Nutrition
COURSE OBJECTIVES:
The adult learner will have the opportunity for gradual personal and practical competence as a Montessori Early Childhood teacher.
The adult learner will be able to have the opportunity to foster self-evaluation, peer evaluation, and supervising evaluation in preparation for joining a Montessori school staff.
The adult learner will understand how to create a well prepared Montessori early childhood setting in which to begin to apply the Montessori philosophy into the classroom opportunities to help in the organization of the prepared environment.
The adult learner will be able to put the theories learned into practice.
The adult learner will have time to prepare and present lessons in a Montessori classroom.
The adult learner will have the opportunity to learn and manage the daily routines of a Montessori classroom.
The adult learner will practice accurate record keeping strategy;
The adult learner will have the opportunity to develop communication skills with other teachers, children, parents, and the administration.
The adult learner will have the opportunity to learn how to operate as part of a team with the administration and staff of the school.
The adult learner will have the opportunity to participate in organizing schedules, supplies, equipment maintenance, and budget planning for the classroom.
The adult learner will enable classroom management skills to be evolved.
The adult learner will have the opportunity to experience the joy of becoming a Montessori teacher.
The adult learner will understand the importance of respect of the individual person in the Montessori classroom as a basis for the development of Peace Education.
MACTE COMPETENCIES TARGETED:
Knowledge
1b: Human Growth and Development
1d: Community resources for learning
Pedagogy
2a: Correct use of Montessori materials
2b: Scope and sequence of curriculum(spiral curriculum )
2c: The prepared environment
2d: Parent / Teacher / Family / Community / Partnership
2e: The purpose and methods of observation
2f: Planning for Instruction
2g: Assessment and Documentation
2h: Reflective Practice
2j: Culturally responsive methods
Teaching With Grace and Courtesy
3a: Classroom leadership
3b: Authentic Assessment
3c: The Montessori philosophy and methods ( materials )`
3d: Parent / Teacher / Family Partnership
3e: Professional Responsibilities
3f: Innovation and Flexibility
LEARNING OUTCOMES:
Upon completion of the course component, the adult learner will:
The adult learner will demonstrate personal and practical competence as a Montessori early childhood educator.
The adult learner will develop and maintain an appropriate environment for fostering lifelong learning and growth.
The adult learner will move from theoretical ideals to the practical implementation of the Montessori philosophy for the young child.
The adult learner will become aware of and selective toward respectful, equitable, and useful inclusion and practices in the classroom and across the curriculum.
The adult learner will learn the importance of observation; and be able to utilize observation techniques effectively.
The adult learner will demonstrate appropriate communication skills with other teachers, the children, parents, and administration.
EDUC 340: LANGUAGE ARTS SYLLABUS
Course Number: EDUC 340, 3 units Component Hours: 35 contact hours, 20+ hours Independent Study and Practice
Instructor: Nelson
INTRODUCTION:
In no other area of the Montessori program do we find the great diversity of organization that we find in the area of Reading.
Language development is of prime importance in the early childhood years. The Language Arts course component covers the philosophy and rationale of the Language area and its materials.
Major topics covered are the materials and exercises that foster receptive and expressive language experiences, visual and auditory perceptual experiences, vocabulary development and enrichment along with reading and writing development: pre-writing exercises: metal insets, small muscles exercises; vocabulary cards, story reading, letter recognition games, sequencing activities, etc.;
There are early writing exercises: tracing and writing individual letters; early reading exercises: sounds of individual letters, moveable alphabet to form words, object or picture classification to isolate individual vowel and consonant sounds; non phonetic words; blends; digraphs; long vowel patterns; reading as a tool: word definition cards; grammar: noun, verb, adjective; writing simple sentences; writing poetry; and writing descriptions.
The student learners will also learn skills in reading books to children using expression, intonation, inquiry and prediction.
COURSE CONTENT:
Pre-writing
Pre-reading
Developmental Reading
Developmental Writing
Reading
Grammar
COURSE OBJECTIVES:
The student learner will understand the concepts and the sequence of the Montessori materials throughout the Language Arts area.
The student learner will be able to present Language Arts exercises.
The student learner will understand how to create original and appropriate exercises to enhance the material shelves.
MACTE COMPETENCIES TARGETED:
Knowledge
1a: Montessori Philosophy
1c: Subject matter for the course level of Practical Life
Pedagogy
2a: Correct use of Montessori materials
2b: Scope and sequence of curriculum(spiral curriculum )
2c: The prepared environment
2f: Planning for Instruction
2g: Assessment and Documentation
2h: Reflective Practice
Teaching With Grace and Courtesy
3b: Authentic Assessment
3c: The Montessori philosophy and methods ( materials )
3f: Innovation and Flexibility
LEARNING OUTCOMES:
The adult learner will demonstrate understanding of the continuity of learning experiences for the young child through the development of sequentially prepared exercises.
The adult learner will have the knowledge of various teaching strategies using manipulative materials and demonstration.
The adult learner will demonstrate the ability to support language arts development - oral expression, listening skills, vocabulary development, the writing process, pre-reading and early reading skills.
The adult learner will become proficient in varied learning styles.
The adult learner will understand the development of language in the young child both directly and indirectly.
The adult learner will complete a personal teaching manual for Language Arts exercises tailored to individual needs of the classroom dynamics.
INSTRUCTIONAL METHODS:
HyFlex teaching - Montessori Teacher College Sacramento offers a HyFlex course design model that presents the components of hybrid learning in a flexible course structure that offers students varied options such as, attending sessions in the classroom, participating online, and/or doing both. Throughout the early childhood training program, students will be informed based on the course syllabus as changes will occur regarding mode of attendance weekly or by topic, according to need and/or program preference.
The delivery of course format may include:
Lecture
Group discussion
Distance Learning
Documented direct observation of children and instructional personnel in classroom settings
Selected readings
Written reports, essays, professional development projects, and assessments.
Attendance, punctuality, mindful preparation, and enthusiastic participation by the student learner are assumed and expected.
The value of this information sets the stage for the student to gain access and participate in an environment that is enriched with the promise to share prior knowledge in a way that links with the current trends and issues facing our careers and work lives. In order to create success in learning, the following principles are guides to professional conduct that seeks to promote eventual changes in how the adult learners participate in their own education (Montessori, 1967).
DIGITAL PORTFOLIO REQUIREMENTS: Develop a Google Drive Shared Portfolio
For each course, the student is required to construct, develop, and organize a Google Drive e-Portfolio folder with tabbed folders for each course module and/or assignment for the purpose of collecting all presentations, hand outs, along with retaining information sections and chapter resources.
All assignments shall be authored in the google suite and turned into either Canvas or Google Classroom.
Training for these requirements are offered during the student learner orientation.
DISCUSSION BOARD REQUIREMENTS:
Based on the cycle of the content, what you read, the lecture overview, the small group discussions, large group share, the student learner navigates to these sections comprehensively and post a minimum of one response in the discussion board based on content and relevance to career path for the appropriate section.
The discussion boards are to reinforce knowledge from a theoretical perspective and transform the concepts from theory to practice. For all courses, when a discussion board response is required, the student learner's responsibility is to read and post in the Discussion (author in the google suite portfolio first, then paste the response) and respond to a minimum of 2 peers' posts.
COLLABORATION WORK ACROSS THE COURSE WORK
Professional learning communities in the form of groups will be designed around student learner interests related to Montessori education. Once the PLC’s are formed, using an interest based and design model setl, the area of study will promote through a mission statement a developmental approach that complements the Montessori philosophy and promotes peace education in the form of a capstone professional development presentation that is peer/parent based.
Through group discussion and individualized perspective building over the fall the spring semesters, and through a braiding across the course work, student learners will design, build, organize, deliver, and implement this comprehensive approach to individualizing child/student development that promotes lifelong learning and centers itself around education as life itself. The PLC group(s) will discuss topics based on curriculum, instruction, observations, and community influences. These topics through transformational leadership will evolve into a classroom plan from theory to practice that describes a typical growth and development based on the studies complement to Montessori education.
REQUIRED TEXTBOOKS:
Montessori, Maria, The Montessori Method, New York: Schocken Books, 1964
Montessori, Maria, The Discovery of the Child, New York: Ballantine Books, 1990
Standing, E.M., Maria Montessori: Her Life and Work, New York: New American Library, Penguin Books, 1984
Course Component Handouts
COURSE OUTLINE, ASSIGNMENTS, ASSESSMENTS, and EVALUATIONS:
The following guide provides the adult learner with what is required weekly across the courses and terms. Each assignment is expected in the individual’s digital portfolio.
Module | Topic(s) | Readings and Multimedia | Assignments |
Week 1 | History / Necessity / Importance of… | The Montessori Method, The Absorbent Mind,
Discovery of the Child, | 1. Portfolio Introduction: Language 5 Paragraph Essay & Writing Resource Rubrics 2. Terms List; create a list of Montessori terms that you encounter in your readings during this course, including definition /explanation: Pre-reading Pre-writing Objects Classification Cards 3. (LANG1 ) Question: Provide your perspective based on the elements addressed in the reading and class lecture of what benefits children derive from the Language Arts exercises; directly and indirectly ? Read and post in the Discussion Board and respond to at least 2 peers' posts. 3.PLC Collaboration Work |
Week 2 | Pre-Reading / Pre-Writing | Montessori in the Classroom, Chapter 3: Language Appendix C COURSE HANDOUT: The Importance of Writing before Reading.docx | 1.(LANG2) Provide your perspective based on the elements addressed in the reading and share what you identify as the connection between interest in a topic and children's learning, in relationship to a Montessori classroom AND how the classroom teacher facilitates this connection. Read and post in the Discussion Board and respond to at least 2 peers' posts 2.Create 3 Montessori Pre-Reading/Pre-Writing jobs and be prepared to share them with the group. Include photos of children working with your materials and add them into your Digital Portfolio. 3.PLC Collaboration Work |
Week 3 | Writing | Montessori - A Modern Approach, Chapter 5: The Montessori Approach Applied To Writing And Reading COURSE HANDOUT:The Importance of Handwriting How Montessori Didactic Materials support Handwriting.pdf | 1.(LANG3A) Question: Provide your perspective based on the elements addressed in the reading and class lecture and describe the indirect purposes across the curriculum that lead to the direct purpose of writing skills? 2.(LANG3B) Question: Provide your perspective based on the elements addressed in the reading and class lecture of how the building of writing skills, share your perspective as to where writing leads the child in relation to his/her/ their purpose in life. 3.PLC Collaboration Work |
Week 4 | Sandpaper Letters Initial Sounds Moveable Alphabet | Maria Montessori: The Discovery of the Child, Chapter 14: Written Language Chapter 15: The Mechanism of Writing | 1.(LANG4)Question: Provide your perspective based on the elements addressed in the reading and class lecture sharing a possible difficulty of writing success and a possible exercise that, when done independently from a writing lesson, could help to overcome the initial difficulty. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.PLC Collaboration Work |
Week 5 | Language Program Pink Level | Maria Montessori: The Discovery of the Child, Chapter 16: Reading COURSE HANDOUT: Language Program | 1.(LANG5) Provide your perspective based on the elements addressed in the reading and share what you can identify as possible challenges in initiating and teaching concepts in Language Arts. (What does the reading offer as the possible reasons for an interest/initial success within the Language Arts area) Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.PLC Collaboration Work |
Week 6 | Language Program Blue Level And Green Level | The Montessori Method, Part 18: ‘Methods for Teaching of Reading and Writing’ Part 19: ‘Description of the Method and Didactic Material Used’ | 1.(LANG6) Question: Provide your perspective based on the elements addressed in the reading and share how these connect with the student learning outcomes and share why you chose the topics. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.PLC Collaboration Work |
Week 7 | Grammar Reading Bloom’s Taxonomy | The Absorbent Mind, Chapter 10: Some thoughts on Language Chapter 11: How Language Calls to the Child Chapter 12: The Effect of Obstacles on Development | 1.(LANG7)Question: Provide your perspective based on the elements addressed in the reading and share what you observed during your Language Arts observation that reaffirmed an idea shared during this course, as well as a challenge you have encountered during your practice time with children. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.PLC Collaboration Work |
Week 8 | Present Final Professional Development Language Arts Project Peer and Instructor Professional Project Assessment: Assessment and Evaluation, Creation and Presentation of a digital portfolio INSTRUCTOR EVALUATION:COURSE EVALUATION:MACTE COMPETENCIES EVALUATION:STUDENT LEARNING OUTCOMES EVALUATION: |
TECHNOLOGY REQUIREMENTS & SUPPORT:
REQUIREMENTS:
Computer: A minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. Students are expected to be knowledgeable in basic computer skills. Personal competence in word processing and using email programs is required.
Hardware Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer. Operating System: Windows XP or higher Mac Users, please note: Coursework should be accessible via Mac software.
Internet Connection Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended). Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent. Students are responsible for clearing any firewall and/or security issues if access to the SU Portal is attempted through a workplace network.
Web Browser Make sure you have the best online experience by upgrading your browser to the latest versions of Internet Explorer, Safari, Google Chrome, and/or Firefox. It is preferable to use Google Chrome in partnership with building the google drive e-portfolio.
SUPPORT
For technical support of Canvas, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
For Google Suite or Classroom support, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
LANGUAGE ARTS REQUIREMENTS / GRADING SHEET: GRADING SCALE:
| ||
Attendance/Class Participation - Participation - ( 5 points per 8 weeks ) | /40
| |
Discussion Boards - ( 10 points per 8 weeks ) Responses | /80 | |
Collaboration work - ( 10 points per 8 weeks ) | /80 | |
Creation: Assembly / Sequence / Creativity / Beauty - ( 20 points ) Introduction: Content / Writing Structure - ( 20 points ) Write Ups: Sequence / Additional Creations - ( 20 points ) Practice Log -
Portfolio Presentation - ( 20 points ) | /150 | |
Course Assessment - Assessment Material Presentations - ( 50 points ) | /50 | |
Course Assessment - Final Course Assessment Professional Development Project - ( 50 points ) | /50 | |
Course Total | /450 | |
Notes:
Language Arts: EDUC 340
Scope and Sequence
In no other area of the Montessori program do we find the great diversity of organization that we find in the area of Reading. In each AMS Teacher Education Course the wording of the Reading outline is not as important as the content.
Montessorians generally agree that Reading as taught in the Montessori schools uses a phonetic approach; and included in the materials used to teach reading phonetically are:
Reading readiness activities
Sandpaper Letters
Movable Alphabet
Objects
Pictures
Phonetic readers
Definitions from World Book Dictionary:
1. Reading - the act or process of getting the meaning of written or printed words.
2. Linguistics - the science of language; comparative study of languages including the study
of speech sounds, language structure, and the history and historical relationship of languages.
3. Phonetics - science dealing with sounds made in speech; the body of speech sounds of
any one language.
4. Phoneme - the smallest unit of speech in a language.
5. Orthography - any system of spelling. The function of orthography is to identify the
phonemes or distinctive vowels and consonants of a language.
6. Phonics - method of teaching reading by association of letters with their appropriate
speech sounds.
7. Phonogram - a character or symbol representing a speech sound.
EDUC 340: Language Arts Materials and Exercises
Language Materials
Pre-writing:
Metal Insets
Sandpaper Letters
Chalk Board
Pre-reading:
Traditional Reading Readiness Activities i.e.
I Spy Games
Categories
Patterns
Relationships
Sequencing
Vocabulary Development
Sandpaper Letters
Initial, Final, Medial Sounds
Developmental Reading:
Objects and Movable Alphabet
Pictures and Movable Alphabet
Phonogram Exercises
Composing Words
Non-phonetic (mystery or puzzle) words
Developmental Writing:
Suggested Methods:
Spalding
D'nealian
Palmer
Reading:
Word Synthesis/Reading
Phonogram Exercises Extended
Phonetic Reading Books
Command Cards (Sentence Reading)
Reading as a tool for the content areas (botany, zoology, geography, etc.)
Grammar:
Function of Words With Environment (farm, ark, etc.)
Symbolic Grammar (article, adjective, noun and verb must be presented)
Theory:
Language Introduction
Reading/Language Introduction and Outline
Outline of Visual and Auditory
Perception
Developing Language Skills
"Becoming a Kindergarten of Readers?"
"Katy Learns to Read and Write"
Books:
Pointers in Storytelling
"Getting on the Right Road to Reading
Bringing Books and Young Children
Together in the Classroom
"My Brother Will
Get Well, Clown Arounds
Katherine Goes to Nursery School
Read Aloud Rhymes for the Very Young
Book Extensions
The Teddy Bears Picnic
Stone Soup
"Poetry: Tool of the Classroom Magician"
"Tuck Talking About Wordless Books
Into Your Classroom"
Pre- Reading:
Picture and Shape Matching
Vocabulary Enrichment Cards
Vocabulary Verbal Stage
Extension: The Opposites Book
Extension: The Coloring Book
Classified Pictures
Command Games
Classification
Oral Sound Game
Sequencing
Nomenclature Exercises
Patterning
Graphic Matching
Phonics:
Understanding the Components of the
English Language
Phonetic Generalizations
Sight Vocabulary
Presentation of Sight Words
"Early Phonics Instruction: Its Effect
On Literacy Development"
The "I Spy" Game
SandPaper Letters and Extensions
Movable Alphabet and Extensions
Phonetic Readers
Flannel Board Story
Experience Chart
Dictated Story
Puppet Play "The Cat and the Rat"
Extension: Ten Brave Firefighters
Extension: The Boy Who Cried Wolf
"Tell Me A Story: Making Opportunities for Elaborated Language in Early Childhood (2 ½ -6) Classrooms"
Writing:
Metal Insets
D'Nealian Handwriting Chart
Name Tracing
Writing Extensions
EDUC 340: Curriculum in Montessori Language Arts Course Requirements
Development of Language in a Montessori environment consists primarily of extending the child's speaking ability to include functioning with written language also. Written language development proceeds generally through the following stages:
1. Development of listening skills/vocabulary
2. Development of writing
3. Pre-reading (word pronouncing and composing)
4. Actual reading
Reading Assignment:
The Montessori Method, Chapters 16 - 18
The Absorbent Mind, Chapters 10 - 12
Discovery of the Child, Chapters 14 - 17
Written Assignment:
Incorporate the above information into an Introduction to Language for your Albums.
Required Practice: a minimum of 6 hours of recorded practice time
Practice requirements must be a minimum of:
5 lesson videos of 5 different lesson presentations: Showing the presentation of a Language lesson from initial invitation through completion of lesson.
6 photos, per lesson of 3 different lesson presentations: Showing the presentation of a Language lesson from initial invitation through completion of lesson.
A video showing a minimum of 3 Language material extensions / creations, representing modification of initial material, based on the season / thematic unit / focus / etc. isolating skill base before and after.
Course Outline, Objectives, & Grading Scales
Below is an outline of the language course, including the topics being featured, as well as reading assignments which support it. The texts being used in this course include: Stories, Songs & Poetry to Teach Reading & Writing by Robert and Marlene McCracken. It is hoped that you'll find them enlightening, informative, and useful. Various handouts will also be provided to support what is being discussed. In addition to a specific topic, we'll read wonderful books, learn about favorite children's authors, and see how stories, songs, and poetry can be used to enhance language development. We'll also share various language activity ideas, and techniques on how to make them.
You will be responsible for...
1. attending all class sessions
2. being prompt to class
3. being an active participant and a supportive class member
4. reading all text and handout assignments
5. developing, implementing, and presenting a book study (literature study/thematic units) 6. compiling a language portfolio
7. taking a preliminary exam at the end of the course, as well as a National center final.
An overall grade for the course will be based on a percentage scale:
Grading percentage scale:
100-90- A
89-80- B
79-70- C
EDUC 340: Curriculum in Montessori Liberal Arts / Health, Language
Course Requirements:
Attendance:
Practice Time:
Assembly of language arts album:
a. arranged in a 3-ring notebook
b. contents put in plastic page protectors
c. contents arranged in an orderly way - use the outline below as a guide in assembling your manual
d. sections grouped and divided by tabs
e. manual titled in some way
Content Requirements:
1. Introduction _
A. a basic table of contents
B. a written introduction - Use the Montessori readings below along with all of the information you've received through the course to write an introduction to your language manual. Keep in mind that this is intended to enhance your album, bringing Montessori language together with other literacy development philosophies, research, methods, activities, etc. It's also meant to facilitate communication, that is, provide the reader with an explanation of the language curriculum as presented in your manual.
Discovery of the Child - pages 185-262
Ch. 14 - Written Language
Ch. 15 - The Mechanism of Writing
Ch. 16 - Reading
Ch. 17 - Speech
Absorbent Mind - pages 108-109
Ch 10 - Some Thoughts on Language
Dr. Montessori's Own Handbook - pages 134-158
"Writing"
"Exercises for the Management of the Instrument of Writing"
"Exercises for the Writing of Alphabetical Signs"
The Essential Montessori - Pages 80-81
"Language"
"Writing and Reading"
III. "Readiness" /15
A. articles/handouts
B. "Graphic Matching" - include an example of each of the five phases
C. photographs or examples of four types of "readiness" activities
IV Literature /50
A. articles/handouts
B. your literature study - include photos of the activities you prepared write-ups (5)
C. other literature study and thematic unit write-ups
D. a photograph or photocopy of the pocket chart and a literature activity being used in it.
E. a photograph of a flannel board, with an activity based on a piece of literature being used on it.
F. a photograph of a child or children enjoying books.
V. Handwriting /15
A. articles/handouts
B. "Metal Insets"
1. Nienhuis catalog picture
2. a photo of the metal insets correctly set up
3. an example of each page of the metal inset booklet
4. an example of a metal inset folder (approx. 13" x 8.5" piece of wallpaper - 6.5" x 6.5" completed)
VI. Creative Writing _ /25
A. articles/handouts
B. "Moveable Alphabet"
1. Nienhuis catalog picture
2. photographs of the moveable alphabet being used in three different ways.
C. an *example of a "group writing" on chart paper or in the pocket chart, for example: using a frame sentence, brainstorm something and record the words in rebus and/or text, or, change a song or rhyme
D. an *example of the "close" writing technique with the class at circle - be sure to count the words, letters, and spaces, and do a skill lesson, for example, circle all of the "T's".
E. an *example of poetry writing, for example: a magazine or catalog picture, sticker, stamp(s), or \drawing, on a piece of paper with a dictated (or invented spelling) list of words, phrases, or sentences describing it.
F. an *example of a structured writing (or rewriting, for example Brown Bear) much like "C" above, except an individual activity with prepared paper
G. an *example of a journal entry, including illustration, text (dictated or written by the child), a written comment, and the date
INSTRUCTOR EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
COURSE EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
MACTE COMPETENCIES EVALUATION:
On the final day of this course, access this link and complete the MACTE competencies evaluation Google form. ( EVALUATION LINK )
STUDENT LEARNING OUTCOMES EVALUATION:
On the final day of this course, access this link and complete the Course Student Learning Outcomes evaluation Google form. ( EVALUATION LINK )
- Teacher: Norman Lorenz
EDUC 330: MATHEMATICS SYLLABUS
Course Number: EDUC 330, 3 units
Component Hours: 35 contact hours, 20+ hours Independent Study and Practice
Instructor: Nelson
INTRODUCTION:
The development of the mathematical mind is the direct aim of the Montessori math materials for the young child. Using the materials designed by Dr. Montessori, the student will learn how to spark the interest of the young child by sequentially teaching mathematical concepts.
The acquisition of mathematical principles is seen as developing logically from concrete to abstract and simple to complex. The child that has mastered the basic concepts involved with the Practical Life and Sensorial materials progresses naturally to the beginning Math activities.
This course component covers the Philosophy and rationale of the Montessori curriculum Math area and presentation of the Montessori math materials that aid in the development of Mathematical concepts and skills: introduction to numbers, counting, the decimal system, the four basic operations of the decimal system, memorization of facts, and fractions.
COURSE CONTENT:
Introduction to Numbers
The Decimal System
Basic Operations: Addition, Subtraction, Multiplication and Division
Basic Facts: Addition, Subtraction, Multiplication and Division
Movement from Concrete to Abstract
Time
Fractions
COURSE OBJECTIVES:
The student learner will learn the methods for presenting the Montessori math materials to the children.
The student learner will understand the concepts and sequence of the Montessori math materials.
The student learner will be able to use and understand the Montessori math curriculum, specifically mastering introduction to numbers, counting and numerals, passage towards abstraction and four basic operations; additional, subtraction, multiplication and division.
MACTE COMPETENCIES TARGETED:
Knowledge
1a: Montessori Philosophy
1c: Subject matter for the course level of Practical Life
Pedagogy
2a: Correct use of Montessori materials
2b: Scope and sequence of curriculum(spiral curriculum )
2c: The prepared environment
2f: Planning for Instruction
2g: Assessment and Documentation
2h: Reflective Practice
Teaching With Grace and Courtesy
3b: Authentic Assessment
3c: The Montessori philosophy and methods ( materials )`
3f: Innovation and Flexibility
LEARNING OUTCOMES:
The adult learner will demonstrate understanding of the continuity of learning experiences for the young child through the development of sequentially prepared exercises.
The adult learner will have the knowledge of various teaching strategies using manipulative materials and demonstration.
The adult learner will understand the development of the mathematical mind.
The adult learner will understand the benefits , both directly and indirectly derived from the use of concrete mathematical materials.
The adult learner will become proficient in creating math materials that move from the concrete to abstract and simple to complex.
INSTRUCTIONAL METHODS:
HyFlex teaching - Montessori Teacher College Sacramento offers a HyFlex course design model that presents the components of hybrid learning in a flexible course structure that offers students varied options such as, attending sessions in the classroom, participating online, and/or doing both. Throughout the early childhood training program, students will be informed based on the course syllabus as changes will occur regarding mode of attendance weekly or by topic, according to need and/or program preference.
The delivery of course format may include:
Lecture
Group discussion
Distance Learning
Documented direct observation of children and instructional personnel in classroom settings
Selected readings
Written reports, essays, professional development projects, and assessments.
Attendance, punctuality, mindful preparation, and enthusiastic participation by the student learner are assumed and expected.
The value of this information sets the stage for the student to gain access and participate in an environment that is enriched with the promise to share prior knowledge in a way that links with the current trends and issues facing our careers and work lives. In order to create success in learning, the following principles are guides to professional conduct that seeks to promote eventual changes in how the adult learners participate in their own education (Montessori, 1967).
DIGITAL PORTFOLIO REQUIREMENTS: Develop a Google Drive Shared Portfolio
For each course, the student is required to construct, develop, and organize a Google Drive e-Portfolio folder with tabbed folders for each course module and/or assignment for the purpose of collecting all presentations, hand outs, along with retaining information sections and chapter resources.
All assignments shall be authored in the google suite and turned into either Canvas or Google Classroom.
Training for these requirements are offered during the student learner orientation.
DISCUSSION BOARD REQUIREMENTS:
Based on the cycle of the content, what you read, the lecture overview, the small group discussions, large group share, the student learner navigates to these sections comprehensively and post a minimum of one response in the discussion board based on content and relevance to career path for the appropriate section.
The discussion boards are to reinforce knowledge from a theoretical perspective and transform the concepts from theory to practice. For all courses, when a discussion board response is required, the student learner's responsibility is to read and post in the Discussion (author in the google suite portfolio first, then paste the response) and respond to a minimum of 2 peers' posts.
COLLABORATION WORK ACROSS THE COURSE WORK
Professional learning communities in the form of groups will be designed around student learner interests related to Montessori education. Once the PLC’s are formed, using an interest based and design model setl, the area of study will promote through a mission statement a developmental approach that complements the Montessori philosophy and promotes peace education in the form of a capstone professional development presentation that is peer/parent based.
Through group discussion and individualized perspective building over the fall the spring semesters, and through a braiding across the course work, student learners will design, build, organize, deliver, and implement this comprehensive approach to individualizing child/student development that promotes lifelong learning and centers itself around education as life itself. The PLC group(s) will discuss topics based on curriculum, instruction, observations, and community influences. These topics through transformational leadership will evolve into a classroom plan from theory to practice that describes a typical growth and development based on the studies complement to Montessori education.
REQUIRED TEXTBOOKS:
Montessori, Maria, The Montessori Method, New York: Schocken Books, 1964
Montessori, Maria, The Discovery of the Child, New York: Ballantine Books, 1990
Standing, E.M., Maria Montessori: Her Life and Work, New York: New American Library, Penguin Books, 1984
Course Component Handouts
COURSE OUTLINE, ASSIGNMENTS, ASSESSMENTS, and EVALUATIONS:
The following guide provides the adult learner with what is required weekly across the courses and terms. Each assignment is expected in the individual’s digital portfolio.
Module | Topic(s) | Readings and Multimedia | Assignments |
Week 1 | History / Necessity / Importance of… | Montessori - The Science Behind the Genius, Chapter 7: Meaningful Contexts for Learning COURSE VIDEO: | 1. Portfolio Introduction: Mathematics 5 Paragraph Essay & Writing Resource Rubrics 2. Terms List; create a list of Montessori terms that you encounter in your readings during this course, including definition /explanation. Addition Subtraction Multiplication Division Fractions Static Dynamic In addition to other terms that you discover through readings and lecture 3. (MATH1 ) Question: Provide your perspective based on the elements addressed in the reading and class lecture on the 3 concepts you found most influential as a Montessorian. Read and post in the Discussion Board and respond to at least 2 peers' posts. 4.PLC Collaboration Work |
Week 2 | Introduction to Number: Number Rods Sandpaper Numerals Number Rods and Numerals Spindle Boxes Cards and Counters Memory Game | Maria Montessori: The Discovery of the Child, Chapter 18: Teaching How to Count and an Introduction to Arithmetic Chapter 19: Further Development in Arithmetic COURSE VIDEO: | 1. (MATH2 ) Question: Provide your perspective based on the elements addressed in the reading and class lecture on how to interest children in the area of mathematics and prepare the environment for learning success ? Include an example of how you provide order for children in the mathematics curriculum. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.PLC Collaboration Work |
Week 3 | Counting and Numbers The Ten Boards The Teen Boards The Hundred Board The Bead Chains - The Bead Cabinet | Chapter 4: Mathematics Appendix D: Math Materials Appendix E: Key Introductory Montessori Math Materials COURSE VIDEO: | 1. (MATH3 ) Question: Provide your perspective based on the elements addressed in the reading and share how these connect with the student learning outcomes and share why you chose the topics. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.PLC Collaboration Work |
Week 4 | The four basic operations in the decimal system: addition, subtraction, multiplication, division Golden Bead Material Presentation Tray Bird's Eye View Gathering Exchanging Addition - simple and dynamic Subtraction - simple and dynamic Multiplication with one digit multiplier - simple and dynamic Division with one digit divisor - simple & dynamic (2 & 3 digit divisor optional) The Stamp Game for the four operations | The Montessori Method, Part 21: ‘Teaching of Numeration: Introduction to Arithmetic The Absorbent Mind,Part 17: Further Elaboration Through Culture and Imagination COURSE VIDEO: | 1.(MATH4) Question: Provide your perspective based on the elements addressed in the reading and share what you can identify as possible challenges in initiating and teaching concepts in Mathematics. ( What does the reading offer as the possible reasons for an interest / initial success within the /math area ) Read and post in the Discussion Board and respond to at least 2 peers' posts. *When answering your fellow Adult Learners discussion board, share an example as to how the teacher could address the initial challenge. 2.PLC Collaboration Work |
Week 5 | Addition Short Bead Stair Exercises Addition Strip Board Positive Snake Game Addition Charts Subtraction Negative Snake Game Subtraction Strip Board Subtraction Charts | Montessori - The Science Behind the Genius, Chapter 4: Interest in Human Learning | 1. (MATH5) Provide your perspective based on the elements addressed in the reading and share what you identify as the connection between children's learning, in relationship to a Montessori classroom AND how the classroom teacher facilitates this connection. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.PLC Collaboration Work |
Week 6 | Multiplication Short Bead Stair Multiplication Multiplication Board Multiplication Charts Division Division Board with one digit divisor Division Charts | Course Handout: What Makes Mathematics Manipulatives Effective? Montessori in the Classroom, Chapter 4: ‘Mathematics’ | 1. (MATH6)Question: Provide your perspective based on the elements addressed in the reading and share what you observed during your Mathematics observation that reaffirmed an idea shared during this course, as well as a challenge you have encountered during your math practice time with children. Read and post in the Discussion Board and respond to at least 2 peers' posts. 2.PLC Collaboration Work |
Week 7 | Passage to Abstraction Bead Frames Notation Addition Subtraction Multiplication - optional Dot Game Fractions Fraction Skittles Fraction Insets Organization / Extensions / Material Creation / | The Montessori Method, Part 22: ‘Sequence of Exercises’ Montessori in the Classroom, Appendix D Appendix E | 1.(MATH7)Question: Provide your perspective based on the elements addressed in the reading and class lecture of what benefits do children derive from the Math exercises; directly and indirectly ? Read and post in the Discussion Board and respond to at least 2 peers' posts.
2. Prepare 2 Math material extensions and be prepared to share them. 3.PLC Collaboration Work |
Week 8 | Presentations Assessments | Present Final Professional Development Mathematics Project Peer and Instructor Professional Project Assessment: Assessment and Evaluation, Creation and Presentation of a digital portfolio INSTRUCTOR EVALUATION:COURSE EVALUATION:MACTE COMPETENCIES EVALUATION:STUDENT LEARNING OUTCOMES EVALUATION: |
TECHNOLOGY REQUIREMENTS & SUPPORT:
REQUIREMENTS:
Computer: A minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. Students are expected to be knowledgeable in basic computer skills. Personal competence in word processing and using email programs is required.
Hardware Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer. Operating System: Windows XP or higher Mac Users, please note: Coursework should be accessible via Mac software.
Internet Connection Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended). Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent. Students are responsible for clearing any firewall and/or security issues if access to the SU Portal is attempted through a workplace network.
Web Browser Make sure you have the best online experience by upgrading your browser to the latest versions of Internet Explorer, Safari, Google Chrome, and/or Firefox. It is preferable to use Google Chrome in partnership with building the google drive e-portfolio.
SUPPORT
For technical support of Canvas, contact the program administrative office at 916-685-6874
For Google Suite or Classroom support, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.
MATHEMATICS REQUIREMENTS / GRADING SHEET: GRADING SCALE:
| ||
Attendance/Class Participation - Participation - ( 5 points per 8 weeks ) | /40
| |
Discussion Boards - ( 10 points per 8 weeks ) Responses | /80 | |
Collaboration work - ( 10 points per 8 weeks ) | /80 | |
Digital Portfolio - Creation: Assembly / Sequence / Creativity / Beauty - ( 20 points ) Introduction: Content / Writing Structure - ( 20 points ) Write Ups: Sequence / Additional Creations - ( 20 points ) Practice Log -
Portfolio Presentation - ( 20 points ) | /150 | |
Course Assessment - Assessment Material Presentations - ( 50 points ) | /50 | |
Course Assessment - Final Course Assessment Professional Development Project - ( 50 points ) | /50 | |
Course Total | /450 | |
Notes:
Mathematics: EDUC 330
Scope and Sequence
EDUC 330: MATHEMATICS MATERIALS AND EXERCISES
Introduction to Numbers:
Number Rods
Sandpaper Numerals
Number Rods and Numerals
Cards and Counters
Memory Game
The four basic operations in the decimal system: addition, subtraction, multiplication and division:
Golden Bead Material
Presentation Tray
Gathering
Exchanging
Addition - simple and dynamic
Subtraction - simple and dynamic
Multiplication with one digit multiplier - simple and dynamic
Division with one digit divisor - simple & dynamic (2 & 3 digit divisor optional)
The Stamp Game for the four operations
Counting and Numbers:
The Ten Boards
The Teen Boards
The Hundred Board
The Bead Chains - The Bead Cabinet
Learning the basic facts for addition, subtraction, multiplication, and division:
Addition:
Short Bead Stair Exercises
Addition Strip Board
Positive Snake Game
Addition Charts
Subtraction:
Negative Snake Game
Subtraction Strip Board
Subtraction Charts
Multiplication:
Short Bead Stair Multiplication
Multiplication Board
Multiplication Charts
Division:
Division Board with one digit divisor
Division Charts
Passage to Abstraction:
Bead Frames
Notation
Addition
Subtraction
Multiplication - optional
Dot Game
Fractions:
Fraction Skittles
Fraction Insets
INSTRUCTOR EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
COURSE EVALUATION:
On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )
MACTE COMPETENCIES EVALUATION:
On the final day of this course, access this link and complete the MACTE competencies evaluation Google form. ( EVALUATION LINK )
STUDENT LEARNING OUTCOMES EVALUATION:
On the final day of this course, access this link and complete the Course Student Learning Outcomes evaluation Google form. ( EVALUATION LINK )
- Teacher: Norman Lorenz