Mont Best Observing Young Children

1. FOCUS ON OBSERVATIONS
Montessori Core Scientific
Methods, Best Practices and
Principles

2. ollow the child
bserve with Passive Passion
elebrate Collobration Culture
nited in Universal Commonalities
cientific Study of Sensitive
Periods and Cultivating all
Sensitivities

3. FOLLOW
Follow the Child.

4. OBSERVE
Observe with Passive Passion

5. CELEBRATE
Celebrating Collectivist Culture of Collaboration

6. UNITED
in Universally Familiar Commonalities
Life, Liberty, and Happiness

7. SCIENTIFIC
STUDY
of Sensitive Periods and
Cultivating all Sensitives

8. FOLLOW
the Child
With Scientific Pedagogy.

9. Follow the Child
•“If a new and scientific pedagogy is to
arise from the study of the individual
such as study must occupy itself with
the observation of free children”
The Montessori Method page 15

10. Coordination Order: Guide-
Observe- Reflect-Guide

11. Education Best Practices

12. Experiential Learning

13. OBSERVE
Observe with Passive Passion

14. Observe with Passive Passion
•The educator must
have a clear idea of
the two factors
which enter into her
scientific observation
work–
•the guidance of the
child,
•and the individual
exercise [in the
moment.]

15. Scientifically Prepared
The classroom is a
lab for the study of
free children.
Teachers and
children are
prepared to
become
practicing
scientists
•Ask questions
•Investigate
•Experiment
•Collect Data
•Analyze Date
•Share Findings
•Propose new ideas

16. Observing Independence in
Practice
•Any
pedagogical
action must help
children
advance upon
this road of
independence.

17. Honor the Child as Observer in
Practice
•”We arethe
guides of these
travelers just
entering the
great world of
human
thought.”

18. Model Scientific Observation
•“It is our
privilege to lead
him to observe
the most
important and
the most
beautiful things
of life…”

19. CELEBRATE
Celebrating Collectivist Culture of Collaboration

20. Celebrating Collectivist Culture
of Collaboration
•It is evident that in
the case of civil
humanity which we
call society, the
important and
imperative question
is that of thecareof
thecultureof
human life.

21. THE BIOLOGICAL CONCEPT OF
LIBERTY IN PEDAGOGY
•
“The educator must
be as one inspired
by a deepworship of
life, and must,
through this
reverence,respect,
while he observes
with human interest,
thedevelopmentof
the child life.”

22. UNITED
in Universally Familiar Commonalities
Life, Liberty, and Happiness

23. United in Universally Familiar
Commonalities
•That concept of liberty
which must inspire
pedagogy is, instead,
universal.
•But the love of man for
man is a far more tender
thing, and so simple that
it is universal.
•To love in this way is not
the privilege of any
especially prepared
intellectual class, but lies
within the reach of all
men.
Life,
Liberty,
Happiness

24. Soul Training
•“We have been
mistaken in thinking that
the natural education of
children should be
purely physical; the soul,
too, has its nature, which
it was intended to
perfect in the spiritual
life,–the dominating
power of human
existence throughout all
time.”

25. The Spiritual Pedagogy: Educator
as Spiritual Guide
•“In fact, the words–"I
will cause breath to
enter into you, and ye
shall live," seem to me
to refer to the direct
individual work of the
master who
encourages, calls to,
and helps his pupil,
preparing him for
education.”

26. Observing the Work of Spiritual
Development
•The children work by
themselves, and, in
doing so, make a
conquest of active
discipline, and
independence in all
the acts of daily life,
just as through daily
conquests they
progress in intellectual
development.

27. A Teacher at Peace creates a community
Peacemakers
•Allow the freedom
and confidence to
solve their own issues
with Grace and
Courtesy.
•Teacher’s focus on
creating a peaceful
reciprocal learning
community.

28. Prescriptives Promoting
Accountability and Respect
Flexibility
Restraint
Love
Connection

29. SCIENTIFIC
STUDY
of Sensitive Periods and
Cultivating all Sensitives

30. Scientific
Study of
Sensitive
Periods and
Cultivating all
Sensitivities

31. •”We wish to direct
the the teacher,
trying to awaken in
her…that scientific
spirit which opens
the door for him to
broader and and
bigger possibilities”
The Scientific Pedagogy:
Educator as Scientist

32. There exists, then, the
"spirit" of the scientist, a
thing far above his mere
"mechanical skill,"

33. Education of the Senses
•“In fact, the words–"I
will cause breath to
enter into you, and
ye shall live," seem to
me to refer to the
direct individual work
of the master who
encourages, calls to,
and helps his pupil,
preparing him for
education. “

34. IDENTIFY DIVERSITY:
•Observations help identify the
needs of each individual and
assess developmental stages
and behaviors allowing for
prescriptive action

35. RESEARCH
METHODOLOGY
Planning for Observation

36. Ethnographic Procedures
Cultural
Exchange
Observational
literacy
Learns from
observed
Having
learned,
shares

37. Record Your Observations
•Has the class progressed toward normalization?
•Is there a feeling of respect and community in the environment?
•Which materials are being used; which ones aren't?
•What stage of development is each child in? Is he working to
master a material, or has he mastered it and is now working
towards perfection?
•Does the child have a favorite material or activity she works with
everyday?
•Is the child able to concentrate? For how long?
•Do other children or teachers protect the child's concentration?

38. Running Record

39. TIMED SAMPLING:
•Observations taken at set
intervals.
•Every 5 minute
•Every 10 minutes
•Or every 20 minutes.

40. Journaling
•Record your own comic journey
of discovery and transformation

41. Physical Maps

42. Rating Scales

43. Interviewing
•What can you learn
from listening.
•What kinds of
questions help build
your relationship.
•Critical Face to Face
Connection
•Essential Interaction

44. TALLIES:
•.
John: Nov. 2, 2017
Aggressive Behavior-
9:00
9:30
10:10
11:05
12:00

45. EVENT SAMPLING:
(Incident Records)
•Documenting exactly what happens during
a particular event, daily.

46. CHECK LIST:
•Observe “Report Card”
•Used to evaluate each Child.

47. Specialized Rubrics

48. NARRATIVE:
•A written summary of the conclusions of the observations or activities
of the day.

49. ANECDOTAL RECORDS:
•Formats and Tools
•Index cards or
notebook
•Voice recording on
hand held device
•Binder
•Sticky notes
•Calendar

50. DATA COLLECTIONS
PORTFOLIOS:
A COLLECTIONS OF THE
CHILD’S WORK, AND PICTURES
OF THE CHILD, INCLUDING
OBSERVATIONS ABOUT WHAT
THE CHILD IS DOING IN THE
PICTURE.

51. PORTFOLIO PROVIDES
Observations & Notes
The best way to “Follow Each Child”
Engageand communicate withparents .
CredibleEvidenceto assess individual progress. .
Evidence for teacher accountability.
Brings peace as teachers recognize the self actualization of
children in their care.

52. Portfolios Provide:
Prescriptive Lesson Planning for Scaffolding
Authentic Assessment of Experiential
Learning
Community Building
Self-Regulated Learning
Reflection Practice and Critical Thinking
Longitudinal Progress Report

53. PORTFOLIO CATEGORIES
Sensorial Learning: ...
Practical Life: ...
Movement: ...
Language: ...
Geography: ...
Mathematics: ...
Music & Art:

54. The best way to “Follow Each
Child”

55. Communicate and connect
with parents

56. Assess individual progress and
credible evidence

57. Evidence for teacher
accountability

58. INDIVIDUALIZED EDUCATION
PLAN (IEP):
•For children with special
needs.
•Includes description of
current performance.
•Includes goals and
objectives.
•Describes services needed
to meet goals.
•Criteria for evaluation.

59. Brings peace as teachers
recognize the self
actualization of children in
their care.