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MPA Newsletter / February 2004
Some of the Principles of Powerful Learning
& Teaching From “A Decade of Reform”
By Jeffrey T. Fouts
Washington School Research Center
Montessori Principles and Practices
Adapted from material written by Michael Olaf and
the American Montessori Society
—Information gathered by Debbie Makar
Intermediate Teacher, grades 4-6
Student work shows evidence of understanding, not
just recall.
The Human Tendencies: The practical application
of the Montessori method is based on human
tendencies—which Dr. Montessori studied in
detail— tendencies to explore, move, share with
a group, to be independent and make decisions,
create order, develop self-control, abstract ideas
from experience, use the creative imagination,
work hard, repeat, concentrate, and perfect
one's efforts and creations.
Students are engaged in activities to develop
understanding and create personal meaning through
reflection.
Learning takes place through the senses. Stu-
dents learn by manipulating materials and inter-
acting with others. These meaningful experiences
are precursors to the abstract understanding of
ideas.
Students apply knowledge in real world
contexts.
The aim of Montessori education is to foster
competent, responsible, adaptive citizens who are
lifelong learners and problem solvers
Students are engaged in active participation,
exploration, and research.
The Process of Learning: There are three stages of
learning: Stage 1) introduction to a concept by
means of a lecture, lesson, something read in a
book, etc. Stage 2) processing the information,
developing an understanding of the concept
through work, experimentation, creation. Stage
3) "knowing", to possessing an understanding of,
demonstrated by the ability to pass a test with
confidence, to teach another, or to express with
ease.
Stage two is the most important and the longest
with its emphasis on developing, working, experi-
menting, creating, transforming. This enables the
child to really learn. And remember what he
learned.
Teachers utilize the diverse experiences of students
to build effective learning experiences.
Students increase their own knowledge through
self- and teacher-initiated experiences.
The Prepared Environment: Since information
passes from the environment directly to the child,
not through the teacher, the preparation of this
environment is vital. It is the role of the teacher to
prepare and continue to adapt the environment, to
link the child to it through well-thought-out les-
sons, and to facilitate the child's exploration and
creativity. Children often surpass the level of
knowledge of the teacher in all areas and learn to
find answers.
Students are presented with a challenging
curriculum designed to develop depth of
understanding.
A Cosmic Education is utilized where the intercon-
nectedness of all topics is emphasized through
presentations
Areas of Study Linked: All subjects are interwoven.
For example history, art, music, math, astronomy,
biology, geology, physics, and chemistry are not
isolated from each other and a child studies them in
any order he chooses, moving through all in a
unique way for each child. At any one time in a day
all subjects—math, language, science, history, ge-
ography, art, music, etc.—will be being studied, at
all levels.
Assessment tasks allow students to exhibit
higher-order thinking.
Observation: Scientific observations of the child's
development are constantly carried out and re-
corded by the teacher. These observations are made
on the level of concentration of each child, the intro-
duction to and mastery of each piece of material, the
social development, physical health, etc.
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