Montessori and the Common Core Curriculum

Montessori pedagogy supports a developmental approach to learning and includes many elements that naturally lend themselves to National and Common Core Standards Alignment. These include:

  • Multi-age groupings that foster peer teaching and learning
  • Long, uninterrupted blocks of work time
  • Choice of activity
  • Hands on Materials

At the center of Montessori theory are beliefs that support Common Core concepts.  These include:

  • Each student is valued as a unique individual
  • Students are recognized as having individual learning styles, and activities are designed with these in mind
  • Students are free to learn at their own pace, guided by a teacher
  • Order, coordination, concentration and freedom are valued in Montessori classrooms
  • Daily routines and choice support the student’s emerging “self-regulation” without rewards , praise or punishment
  • There is a deeply held belief in the ability of the student to “educate one’s self” through trial and error and discovery

 

In Montessori curriculum, the natural developmental proclivity of the adolescent toward socialization is valued with a strong emphasis on community.

  • There is a three year age span in many activities and classes which creates a natural vertical spiral in the curriculum
  • Material is taught and re-presented at different levels and accessible at the student’s own level of understanding
  • Mentoring between students is valued and modeled which naturally builds confidence.
  • The dignity and respect for the students translates to a non-competitive learning environment where each person’s success is important to the whole and conflicts can be resolved thoughtfully

 

Montessori students enjoy freedom within limits, which builds intrinsic motivation and self-control.

  • Teachers strive to reinforce student’s internal satisfaction with their work
  • Montessori teachers use Socratic methods that reinforce a student’s natural curiosity and desire to learn for the sake of learning
  • Students are supported to become active seekers of knowledge and to pursue their own answers to their own questions
  • Students are active participants in deciding what knowledge to seek and how they will seek it
  • Students have access to research tools to broaden the possibilities for self learning
  • Self -correction and self-assessment are integral to the program
  • Students learn to look critically at their own work and to recognize, correct and learn from their errors
  • Students become comfortable giving and accepting constructive feedback and see collaboration as a positive way to solve academic and social problems