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.
Friday, July 29, 2011
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.
Monday, March 14, 2011
Reflections
I want to make a commitment to write more about what I read and do professionally. (That includes labeling posts!)
I found a great resource in Google books. You can find so many older books online with Google books- complete with digitized pictures. Priceless.re
I found a great resource in Google books. You can find so many older books online with Google books- complete with digitized pictures. Priceless.re
On peace education and conflict resolution
I've been listening to a thought provoking workshop course by Sonnie McFarland, author of Honoring the Light of the Child. I believe that peace education and conflict resolution is vital to the overall healthy development of a child, and I believe that Dr. Montessori felt that it was important for both the child and the world. Ms. McFarland's has developed an entire curriculum for use with children.
Some elements-
1. The connection between mind, body, emotion and the need learn techniques such as breathing that help one calm down.
2. Connection to "love light" to show one's inner spirit/love and it's changes.
3. Stories that reflect the path of challenges and the path of peace.
4. Role playing and other dramatic stories.
Many of the elements in the curriculum have physical works that are associated with the curriculum.
I find this "thought provoking" for several reasons. Young children need to be given specific tools and often examples in how to learn to relate to others. This can be an extension of Grace and Courtesy. The very act of labeling an emotion causes the amygdala to calm down, but young children may not have the words for their emotions. The act of communicating their feelings increases their independence, but only if they are heard. (Perhaps their should be a work to create an invitation to the peace table!)
Many of the stories in the peace curriculum appear to be personally meaningful to Ms. McFarland, but not necessarily to children in children. I found them abstract and dramatic, but I have not seen them in use in a classroom.
Dr. Montessori felt that too many choices in a classroom were a hindrance to the child's development. The materials that she developed focused on one attribute at a time, had a built in control of error, etc. The materials are also mutually supportive.
To me, this is a fundamental issue in many classrooms and one of the divisive issues among the different professional organizations. What materials should be in the classroom and how much thought has gone into their placement. I am aware of many different lists of what should be in a Montessori classroom, but I'm reflecting on the "supplemental" materials. There are many that are sold at conferences or elsewhere. They may meet a very valid need, but how often is that need actually evaluated based on observation of the child first compared to the adult's perception of what the classroom should have.
Some elements-
1. The connection between mind, body, emotion and the need learn techniques such as breathing that help one calm down.
2. Connection to "love light" to show one's inner spirit/love and it's changes.
3. Stories that reflect the path of challenges and the path of peace.
4. Role playing and other dramatic stories.
Many of the elements in the curriculum have physical works that are associated with the curriculum.
I find this "thought provoking" for several reasons. Young children need to be given specific tools and often examples in how to learn to relate to others. This can be an extension of Grace and Courtesy. The very act of labeling an emotion causes the amygdala to calm down, but young children may not have the words for their emotions. The act of communicating their feelings increases their independence, but only if they are heard. (Perhaps their should be a work to create an invitation to the peace table!)
Many of the stories in the peace curriculum appear to be personally meaningful to Ms. McFarland, but not necessarily to children in children. I found them abstract and dramatic, but I have not seen them in use in a classroom.
Dr. Montessori felt that too many choices in a classroom were a hindrance to the child's development. The materials that she developed focused on one attribute at a time, had a built in control of error, etc. The materials are also mutually supportive.
To me, this is a fundamental issue in many classrooms and one of the divisive issues among the different professional organizations. What materials should be in the classroom and how much thought has gone into their placement. I am aware of many different lists of what should be in a Montessori classroom, but I'm reflecting on the "supplemental" materials. There are many that are sold at conferences or elsewhere. They may meet a very valid need, but how often is that need actually evaluated based on observation of the child first compared to the adult's perception of what the classroom should have.
Sunday, March 6, 2011
The Montessori Classroom
The Montessori Method
The educational system that Dr. Montessori developed became the Montessori Method. It has several important elements. The "Prepared Environment" is the Montessori classroom. It is carefully designed and filled based on the needs of the children and careful observation by a guide, or teacher. These materials are designed to be attractive to many children. The children are free to choose which materials meet their own developmental needs at the moment. The freedom in the classroom does have many limits. The safety and well being of the entire classroom is important and children are given specific lessons in Grace and Courtesy in order to assist in communication, conflict resolution and social skills. Children may be gently guided or given a lesson to ensure that a balance of activities are chosen.
Montessori materials are created so that the child can identify errors without assistance. In this manner, they control the learning experience and have the opportunity to repeat work unhindered. Children are provided with a long work period which allows flexibility in choice and time for challenging works.
Scientific research has supported many of the ideas that are natural in a Montessori classroom. Movement, choice and interest all promote learning.
Practical Life and Art
Practical life is an area of the classroom designed to help children become more independent in everyday living. The tasks that adults take for granted are broken down into manageable steps that a child can practice. In the course of the day, children might perfect their ability to pour themselves a drink or serve a snack, learn how to scrub a table, sweep the floor or polish a mirror. They might choose to use dressing frames to understand how buttons work or learn to tie shoes.
Art materials are carefully chosen and available to the children at all times. Art is a creative process and one that is essential overall intellectual, emotional , and expressive development of the child. Many skills are naturally developed when a child freely uses art materials. These include fine and gross motor skills.
Sensorial
The sensorial materials in a Montessori classroom are colorful, attractive to children and designed to educate and refine the senses. Each material focuses on an increasingly complex attribute. The pink cubes increase in volume. The brown prisms increase in length and height while the red rods increase in length. There are materials designed to bring out the child's awareness of touch, smell, color, and geometric shapes.
Work with the Montessori sensorial materials has indirect benefits that are not easily seen. Many of the materials are designed with ten elements and are based on the properties of the metric system of measurement. Children discover relationships among the materials and can use them as a unit of measurement. Hand strength, eye hand coordination, and work with patterns are all skills that support the development of reading and writing.
Language
The Montessori language materials are designed to support reading, writing, and vocabulary development at the child's own pace. A child will be introduced to sound games and the sandpaper letters to begin to learn to distinguish the phonemes, or distinct sounds in a language, that make up words. Work with the metal insets helps to develop hand control and strength, but is often quite artistic. Children may begin to write letters in sand or on chalkboards before moving to paper. They will be able to write their own words with the moveable alphabet and many begin reading.
Mathematics
The Montessori materials in a primary classroom are designed to meet a wide range of abilities. Children initially learn to understand quantity and the related numerical symbol with materials that provide a wide opportunity to develop and strengthen counting skills. These include the red and blue rods, the spindle boxes and the skip counting chains. The Seguin Boards are then used to further develop an understanding of how numbers are made from a combination of tens and units. Children can then move to work with the golden beads which allows them to begin work with mathematical operations.
Geography, Culture, and Nature
Children in a Montessori primary classroom learn about geography through the use of puzzle maps, globes and cultural events. Children will often become interested in making their own maps. We are able to look at realistic and beautiful pictures of people, places and animals from all over the world. Animals are studied in relationship to the basic classifications (mammals, reptiles, fishes, invertebrates, amphibians and birds) their environment and geographical location. Children can choose to work with land and water forms that show the relationships between land & water structures such as an island or a lake.
All rights reserved. Copyright Tracy Crawford 3/6/2011
The educational system that Dr. Montessori developed became the Montessori Method. It has several important elements. The "Prepared Environment" is the Montessori classroom. It is carefully designed and filled based on the needs of the children and careful observation by a guide, or teacher. These materials are designed to be attractive to many children. The children are free to choose which materials meet their own developmental needs at the moment. The freedom in the classroom does have many limits. The safety and well being of the entire classroom is important and children are given specific lessons in Grace and Courtesy in order to assist in communication, conflict resolution and social skills. Children may be gently guided or given a lesson to ensure that a balance of activities are chosen.
Montessori materials are created so that the child can identify errors without assistance. In this manner, they control the learning experience and have the opportunity to repeat work unhindered. Children are provided with a long work period which allows flexibility in choice and time for challenging works.
Scientific research has supported many of the ideas that are natural in a Montessori classroom. Movement, choice and interest all promote learning.
Practical Life and Art
Practical life is an area of the classroom designed to help children become more independent in everyday living. The tasks that adults take for granted are broken down into manageable steps that a child can practice. In the course of the day, children might perfect their ability to pour themselves a drink or serve a snack, learn how to scrub a table, sweep the floor or polish a mirror. They might choose to use dressing frames to understand how buttons work or learn to tie shoes.
Art materials are carefully chosen and available to the children at all times. Art is a creative process and one that is essential overall intellectual, emotional , and expressive development of the child. Many skills are naturally developed when a child freely uses art materials. These include fine and gross motor skills.
Sensorial
The sensorial materials in a Montessori classroom are colorful, attractive to children and designed to educate and refine the senses. Each material focuses on an increasingly complex attribute. The pink cubes increase in volume. The brown prisms increase in length and height while the red rods increase in length. There are materials designed to bring out the child's awareness of touch, smell, color, and geometric shapes.
Work with the Montessori sensorial materials has indirect benefits that are not easily seen. Many of the materials are designed with ten elements and are based on the properties of the metric system of measurement. Children discover relationships among the materials and can use them as a unit of measurement. Hand strength, eye hand coordination, and work with patterns are all skills that support the development of reading and writing.
Language
The Montessori language materials are designed to support reading, writing, and vocabulary development at the child's own pace. A child will be introduced to sound games and the sandpaper letters to begin to learn to distinguish the phonemes, or distinct sounds in a language, that make up words. Work with the metal insets helps to develop hand control and strength, but is often quite artistic. Children may begin to write letters in sand or on chalkboards before moving to paper. They will be able to write their own words with the moveable alphabet and many begin reading.
Mathematics
The Montessori materials in a primary classroom are designed to meet a wide range of abilities. Children initially learn to understand quantity and the related numerical symbol with materials that provide a wide opportunity to develop and strengthen counting skills. These include the red and blue rods, the spindle boxes and the skip counting chains. The Seguin Boards are then used to further develop an understanding of how numbers are made from a combination of tens and units. Children can then move to work with the golden beads which allows them to begin work with mathematical operations.
Geography, Culture, and Nature
Children in a Montessori primary classroom learn about geography through the use of puzzle maps, globes and cultural events. Children will often become interested in making their own maps. We are able to look at realistic and beautiful pictures of people, places and animals from all over the world. Animals are studied in relationship to the basic classifications (mammals, reptiles, fishes, invertebrates, amphibians and birds) their environment and geographical location. Children can choose to work with land and water forms that show the relationships between land & water structures such as an island or a lake.
All rights reserved. Copyright Tracy Crawford 3/6/2011
Saturday, March 5, 2011
Who was Maria Montessori?
Maria Montessori was the first female physician in Italy. Her background is important, because she was trained as a scientist. She was trained to observe and test her assumptions. In her early career she was working with the equivalent of mentally deficient children in an institution. Based on her observations, she felt that they were deprived of stimulation. She began to use some of the equipment developed by Edouard Séguin with these children. In 1901, the "deficient" children that she had been working with passed the Italian public school exams. While this made international news, Dr. Montessori was wondering what was wrong with the traditional educational system.
A few years later she had the opportunity to open a school for children in the slums of Italy. The children's parents worked, and the landlords of the building wanted a place for the children during the day. The children were initially supervised by a woman who was barely more than a girl with no training as a teacher. Dr. Montessori made changes to the environment based on extensive observations of children over time and what they were universally drawn to or rejected.
Over time Dr. Montessori developed a system of education based on concrete materials, freedom of movement and individual choice. She recognized that a child has a natural sensitive periods when children are biologically primed to learn certain concepts more easily than at a later time. The materials that she developed are integrated and reinforce learning across the classroom and over time as the child grows. The majority of her ideas have been supported by educational research in recent years.
All Rights Reserved Copyright Tracy Crawford 3/5/2011
A few years later she had the opportunity to open a school for children in the slums of Italy. The children's parents worked, and the landlords of the building wanted a place for the children during the day. The children were initially supervised by a woman who was barely more than a girl with no training as a teacher. Dr. Montessori made changes to the environment based on extensive observations of children over time and what they were universally drawn to or rejected.
Over time Dr. Montessori developed a system of education based on concrete materials, freedom of movement and individual choice. She recognized that a child has a natural sensitive periods when children are biologically primed to learn certain concepts more easily than at a later time. The materials that she developed are integrated and reinforce learning across the classroom and over time as the child grows. The majority of her ideas have been supported by educational research in recent years.
All Rights Reserved Copyright Tracy Crawford 3/5/2011
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