I'm so absolutely delighted. My school is growing and full as of today. It doesn't give me much time to write. It doesn't give me much time for much of anything and the challenges are quite satisfying. I love where it's gone!
I want to write more about the joys of the children right now. It tiny bits.
There is the child that came into the school unable to hold a pencil that colored a world map to great satisfaction and beauty recently.
The ones that are starting to read.
The child that was so fearful of puzzles that he would work with three pieces on the shelf until he walked away.
The one that said, "There is no cute allowed in my house. 'Cute isn't awesome. Superheroes are Awesome.'"
Saturday, May 11, 2013
Saturday, January 28, 2012
Neuroscience and Education
I just learned about a free, online course that is about Neuroscience, Education and apparently features a Montessori classroom. The course is available at http://www.learner.org/courses/neuroscience/ and looks like Harvard Smithsonian Center for Astrophysics was involved in the development.
Julia Volkman wrote about in the Public School Montessorian.
Julia Volkman wrote about in the Public School Montessorian.
Wednesday, January 11, 2012
Montessori Apps
Another advertisement for a "Montessori App" crossed my email this week. This time it was complete with a demo video. The app was apparently developed in conjunction with a well known Montessori school somewhere.
I wanted to know more about yet another app, so I watched it. It reminded me a lot of the look of many computer games for preschoolers. Add the letter to sound out the word, etc and the voice over will help ou hear it. It "looks" like the Montessori materials are being used- except nobody is writing their own words or making mistakes.
There are the continent globes. They have some nice pictures attached.
Then came the "pink tower." First you place the blocks in size order on the "rug." Then you get to build a tower. Really? We can build a pink tower now with one finger, but the system won't allow for mistakes.
This is just inevitable. Adults that use technology think that it has to be developed right for the kids. It has the Montessori name and school sponsorship. I'm trying to figure out how to really make the argument that it is just not the same.
I wanted to know more about yet another app, so I watched it. It reminded me a lot of the look of many computer games for preschoolers. Add the letter to sound out the word, etc and the voice over will help ou hear it. It "looks" like the Montessori materials are being used- except nobody is writing their own words or making mistakes.
There are the continent globes. They have some nice pictures attached.
Then came the "pink tower." First you place the blocks in size order on the "rug." Then you get to build a tower. Really? We can build a pink tower now with one finger, but the system won't allow for mistakes.
This is just inevitable. Adults that use technology think that it has to be developed right for the kids. It has the Montessori name and school sponsorship. I'm trying to figure out how to really make the argument that it is just not the same.
Friday, July 29, 2011
Khan Academy
Khan academy
After a couple of interesting discussions recently, I really wanted to learn more about the Khan academy. After about an hour and a half, my conclusion is that I'm disappointed.
This is not innovative education. This is a massive collection of video based lectures.
Education background matters, but funding apparently does as well. Please spend some time evaluating for yourself.
Most of the videos are high school (Algebra, biology, chemistry, calculus), college (differential equations) or general knowledge (computer science, astrology, credit crisis). There are large sections of Sal Khan working through test problems. Some of the sections are developmental math.
Developmental math sections
Basic lectures. No visuals, no manipulatives. I can see value in some of these for adults that understood the concept in an initial language and are trying to build English skills. The lecture on _order of operations_ consisted of working a problem with the requirement that _order of operations_ is "Do this first." No understanding of why. Place value was just the same. Repetition of words, no real understanding if the child did not understand.
CA Standards algebra 1 (Test problems)
Poorly labeled section titles. Blurry cut and paste problems. I found that the demonstration of one problem assumed knowledge in the answer. _i.e. "Multiply out using the distributive property." Then evaluated the multiple choice answers for the "distributive property." The lecturer was also audibly distracted by a firetruck going by.
Chemistry (Appropriate for 1st year HS or college.)
Introduction to Atom- first lecture listed under chemistry.
Khan (presumably) starts with a philosophical discussion of cutting an object into every smaller objects until you get to the "uncuttable." When he states that we now know an atom has parts - proton, neutrons, electrons he uses the term "orbit." He also explicitedly states that electrons aren't in an orbit and this view is incorrect or mentally incorrect (despite a visual.) It's not for several more minutes that he explains that an electron can really be in an orbital cloud. During this video he makes at least two references to really understanding atoms when you get to the segments on quantum physics.
There were several other things that bothered me about this lecture. "Protons are purple. It's a nice neutral color." The use of the term "He" to represent "Helium" before any discussion of what an element was. Jumping right into the periodic table in the same lecture. At 12 minutes out of 21, he discussed the atomic weight and mass of carbon and called it a neutral atom. (First lecture remember!)
History (Appropriate for 1st year HS or college.)
1620-1750 1st lecture.
I can sum this easily. There was this successful settlement, then there was this one, then not much happened for about this entire period of 130 years except the colonies formed and the British were here and the French were here. Then the British and the French got into a war.
After a couple of interesting discussions recently, I really wanted to learn more about the Khan academy. After about an hour and a half, my conclusion is that I'm disappointed.
This is not innovative education. This is a massive collection of video based lectures.
Education background matters, but funding apparently does as well. Please spend some time evaluating for yourself.
Most of the videos are high school (Algebra, biology, chemistry, calculus), college (differential equations) or general knowledge (computer science, astrology, credit crisis). There are large sections of Sal Khan working through test problems. Some of the sections are developmental math.
Developmental math sections
Basic lectures. No visuals, no manipulatives. I can see value in some of these for adults that understood the concept in an initial language and are trying to build English skills. The lecture on _order of operations_ consisted of working a problem with the requirement that _order of operations_ is "Do this first." No understanding of why. Place value was just the same. Repetition of words, no real understanding if the child did not understand.
CA Standards algebra 1 (Test problems)
Poorly labeled section titles. Blurry cut and paste problems. I found that the demonstration of one problem assumed knowledge in the answer. _i.e. "Multiply out using the distributive property." Then evaluated the multiple choice answers for the "distributive property." The lecturer was also audibly distracted by a firetruck going by.
Chemistry (Appropriate for 1st year HS or college.)
Introduction to Atom- first lecture listed under chemistry.
Khan (presumably) starts with a philosophical discussion of cutting an object into every smaller objects until you get to the "uncuttable." When he states that we now know an atom has parts - proton, neutrons, electrons he uses the term "orbit." He also explicitedly states that electrons aren't in an orbit and this view is incorrect or mentally incorrect (despite a visual.) It's not for several more minutes that he explains that an electron can really be in an orbital cloud. During this video he makes at least two references to really understanding atoms when you get to the segments on quantum physics.
There were several other things that bothered me about this lecture. "Protons are purple. It's a nice neutral color." The use of the term "He" to represent "Helium" before any discussion of what an element was. Jumping right into the periodic table in the same lecture. At 12 minutes out of 21, he discussed the atomic weight and mass of carbon and called it a neutral atom. (First lecture remember!)
History (Appropriate for 1st year HS or college.)
1620-1750 1st lecture.
I can sum this easily. There was this successful settlement, then there was this one, then not much happened for about this entire period of 130 years except the colonies formed and the British were here and the French were here. Then the British and the French got into a war.
Friday, June 3, 2011
Executive function, Play and Montessori
Executive function is the ability to hold a thought in memory, recall it, and act upon it. It involves planning, impulse control and often language skills necessary for a plan or interaction with others. Executive function is recognized as a crucial skill in academic and social success. More and more elementary teachers also feel that the children in their classrooms are lacking this skill.
I've been researching both executive function and a program called "Tools of the Mind." "Tools of the Mind" is based on the social learning theories of Vygotsky and in many ways appears to be primarily play based. It's much more complex however. It includes planning, memory and activities specifically designed to encourage structured play. This program has been very well received in the educational community and appears to promote executive function. I believe it's very compatible with Montessori education.
Extended dramatic play often involves the ability to negotiate a role, remember a role, and act within that role. If you are held accountable for your role in "play" then you are building memory, planning, and language skills. It could be awkward if you started playing the role of the robber when you were the role of the policeman! I believe that structured dramatic play can be extended in the outdoor environment. The "Tools of the Mind" program talks about how books are often a scaffold to dramatic play. It seems ideal to read before outdoor play and perhaps have props available outside. In the Montessori environment, fantasy play with materials is often a subject of debate. However, if the material is not abused it might be an opportunity to extend thoughts, memory recall, and stimulate additional play opportunities.
A Montessori environment naturally encourages the development of executive function. The structure where they have to make work choices, often while negotiating with others, involves a great deal of planning and thought. I believe that we can take this a step further by involving the child in planning their day and writing it down. Some schools already make an effort to keep a log, journal or record of the child's daily activities. Why not have the child plan in advance and then reflect on if they keep their plans? The environment and the enforcement of ground rules can remind individuals of the need to wait, walk and respect others constantly. A child may have to wait impatiently for a friend to be ready or a job to be free.
These two articles give more detail on both Tools of the Mind and executive function.
Can the right kind of play teach kids self control?
Creative play makes for kids in control
I've been researching both executive function and a program called "Tools of the Mind." "Tools of the Mind" is based on the social learning theories of Vygotsky and in many ways appears to be primarily play based. It's much more complex however. It includes planning, memory and activities specifically designed to encourage structured play. This program has been very well received in the educational community and appears to promote executive function. I believe it's very compatible with Montessori education.
Extended dramatic play often involves the ability to negotiate a role, remember a role, and act within that role. If you are held accountable for your role in "play" then you are building memory, planning, and language skills. It could be awkward if you started playing the role of the robber when you were the role of the policeman! I believe that structured dramatic play can be extended in the outdoor environment. The "Tools of the Mind" program talks about how books are often a scaffold to dramatic play. It seems ideal to read before outdoor play and perhaps have props available outside. In the Montessori environment, fantasy play with materials is often a subject of debate. However, if the material is not abused it might be an opportunity to extend thoughts, memory recall, and stimulate additional play opportunities.
A Montessori environment naturally encourages the development of executive function. The structure where they have to make work choices, often while negotiating with others, involves a great deal of planning and thought. I believe that we can take this a step further by involving the child in planning their day and writing it down. Some schools already make an effort to keep a log, journal or record of the child's daily activities. Why not have the child plan in advance and then reflect on if they keep their plans? The environment and the enforcement of ground rules can remind individuals of the need to wait, walk and respect others constantly. A child may have to wait impatiently for a friend to be ready or a job to be free.
These two articles give more detail on both Tools of the Mind and executive function.
Can the right kind of play teach kids self control?
Creative play makes for kids in control
Roots N Wings Montessori part 2
Roots N Wings Montessori school is getting ready to open
- I've signed a lease.
- I've dropped off the childcare facility license application.
- I'm negotiating with contractors and business arrangements.
- Investigating appropriate fire alarm systems.
- Working on marketing materials.
- Adding content material to the website.
Before long there will be a significant change to the building and the environment. I'm excited. I'm in contact with several individuals that are interested in working as a teacher and one parent that wants to enroll.
At this point, everything is a balancing act on timing.
Tuesday, May 3, 2011
Roots N Wings Montessori School
There is going to be a new Montessori preschool soon! I will be opening Roots N Wings Montessori school some time this fall in Redwood city, CA. The location is great- it's an area that is easily accessible from the freeway with very few preschools at the moment. The lease will be signed sometime this week. It's late, and the licensing approval may be late because of that, but we've adjusted the rental rate to accommodate for a late start and the potential of low enrollment that may go with it. Initially the school will be able to enroll 45 students. The property has the ability to expand substantially though.
Jason Bayton has been working with me to design a website. It's still incomplete, so I'm not sharing it yet. He set me up with Google Apps, and today I logged in as Director and added the school location to Google Maps!
There is a lot of work to be done. We have to remove some interior walls, paint the exterior and replace windows. I want to set up a non-profit foundation so that I can offer scholarships. At this point, I'm not sure what my playground will look like. It's going to depend on the ultimate cost of a million other details, but I'll find a way. Teachers and my own salary will depend on what enrollment looks like. It's a good thing that I used to be a CPA and I can run numbers constantly.
This weekend we had a commercial property inspector look at the property. The roof will need to be replaced in a year, but everything else looks about like what was expected.
I've been setting up for this for a long time. My house is filled with teaching materials and little things that will move to a school. I dream about this every single night, and I wake up with one more thing to do in the morning. I'm excited. I'm happy.
Jason Bayton has been working with me to design a website. It's still incomplete, so I'm not sharing it yet. He set me up with Google Apps, and today I logged in as Director and added the school location to Google Maps!
There is a lot of work to be done. We have to remove some interior walls, paint the exterior and replace windows. I want to set up a non-profit foundation so that I can offer scholarships. At this point, I'm not sure what my playground will look like. It's going to depend on the ultimate cost of a million other details, but I'll find a way. Teachers and my own salary will depend on what enrollment looks like. It's a good thing that I used to be a CPA and I can run numbers constantly.
This weekend we had a commercial property inspector look at the property. The roof will need to be replaced in a year, but everything else looks about like what was expected.
I've been setting up for this for a long time. My house is filled with teaching materials and little things that will move to a school. I dream about this every single night, and I wake up with one more thing to do in the morning. I'm excited. I'm happy.
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