Montessori Cultural Curriculum Map Interdisciplinary

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Sussex Montessori School Attachment 4E Cultural Interdisciplinary Science Social Studies Maps. Table of Contents, Introduction to the Cultural Curriculum Framework page 4E 3 5. The K 1st Cultural Curriculum page 4E 6 11,K 1st Year One page 4E 11 19. Instructional Strategies and Performance Projects Assessments page 4E 20 22. Resources page 4E 22,K 1st Year Two page 4E 23 31, Instructional Strategies and Performance Projects Assessments page 4E 32 35. Resources page 4E 35 36,The 2nd 3rd Cultural Curriculum page 4E 37 41. 2nd 3rd Year One page 4E 42 51, Instructional Strategies and Performance Projects Assessments page 4E 52 54.
Resources page 4E 54 55,2nd 3rd Year Two page 4E 56 66. Instructional Strategies and Performance Projects Assessments page 4E 67 70. Resources page 4E 70,The 4th 6th Cultural Curriculum page 4E 71 75. 4th 6th Year One page 4E 76 83, Instructional Strategies and Performance Projects Assessments page 4E 84 86. 4th 6th Year Two page 4E 87 96, Instructional Strategies and Performance Projects Assessments page 4E 97 99. 4th 6th Year Three page 4E 100 107, Instructional Strategies and Performance Projects Assessments page 4E 108 110.
Sussex Montessori School Attachment 4E Cultural Interdisciplinary Science Social Studies Maps. Introduction to the Cultural Curriculum Framework, Sussex Montessori School has signed the MOU for the Delaware Science and Social Studies Coalitions This documents serves as. description of how the work of these coalitions will support the Montessori Cultural Curriculum The themes in this document. provide the framework for the overall classroom studies. The Montessori Cultural Curriculum Integrated Science Social Studies requires that teachers have knowledge of Over Arching Big. Ideas and Thought Processes related to their course areas They also need tools to assess when students demonstrate the. development of the big ideas human potentials and thought processes as they work within various integrated projects and. classroom experiences Teachers also need a clear understanding of the knowledge goals for thinking within the various content. strands of Science and Social Studies The Montessori Cultural Curriculum Framework Integrated Science Social Studies provides. teachers with goals for each of these strands at each multi age stage of development 5 7 7 9 and 9 12 year olds Consistent with. the goals of the Delaware Recommended Curriculum 2006 the framework is designed to support a learning environment in which. students will,Be engaged in authentic and purposeful activities. Be instructed using materials appropriate to their individual and developmental needs. Be active participants in gathering information from a variety of sources. Be engaged in integrated and meaningful communication. Be assessed through ongoing instructional activities which require them to solve problems gather and use resources work. collaboratively and assume responsibility for their learning. Access organize and communicate information using modern technology. Experience a multicultural perspective, Reflect on their own development and set goals for. Be constructive and critical members of a community of life long learners. Teachers use Understanding by Design UbD model of instructional planning teachers use that framework to develop specific long. term studies connected around enduring understandings of the Montessori Cultural Curriculum These are explained on the. charts that follow and include the unity of humans the unity of all living things on earth and the unity of the earth itself. These enduring understandings align with the enduring understandings of the Delaware Science and Social Studies Content. Sussex Montessori School Attachment 4E Cultural Interdisciplinary Science Social Studies Maps. Standards For the K 1st ages 5 7 and the 2nd 3rd ages 7 9 multi age programs the children focus on two essential questions that. arise from these three enduring understandings This creates two year long cycles for each two year multi age program integrating. science and social studies content standards together under each essential question This integration extends to the Mathematics. and English Language Arts standards as children use these tools to communicate and evaluate their understandings of the world. The first year or cycle is devoted to the concept of What does it mean to be Human and the second year or cycle to How does. the World Work During the K 3 years students study these questions within the context of continent studies In other words. they explore what it means to be human and how the world works through the lens of various cultures on each continent In the. 4th 6th ages 9 12 multi age program the children focus on three cycles adding a third essential question What is Culture. Children learn to use language mathematics scientific inquiry and research to develop their inquiry based studies. The Curriculum Framework provides the teacher with the standards that must be addressed within the context of the unit. developed and the projects in which the children engage Instructional strategies are used in small group and individual. lessons projects These include hands on Montessori materials the Science Coalition Kits and resources various resources such as. the National Geographic lessons Delaware Social Studies Standards books and other media to meet the individual instructional. needs of children These materials are not provided to limit resources available but to offer a starting place for the development of. instructional units Small group lessons individual lessons and projects provide opportunities for teachers to observe children and. to evaluate their progress towards the goals for learning across each strand of the science and social studies curriculum as well as. their understanding and demonstration of the Over arching Big Ideas and Thought Processes The Framework provides various. formative and summative assessment tools for teachers to confirm their observations and to make adjustments in instruction as a. result of those observations These tools include daily observations teacher designed assessments Science Kit assessments etc. The RTI model of assessment instruction allows teachers to adjust instructional strategies and follow more closely the progress of. children who are off track learners, The development of the child in the Montessori Cultural Curriculum Integrated Science Social Studies is embedded within the. context of a classroom that supports the best educational practices It is generally accepted that the workforce of the future will. require skills such as creative and innovative thinking comfort with ideas and abstraction as well as a global worldview and vibrant. imagination Research Adams 2005 shows that children develop these skills in classrooms designed to promote intrinsic. motivation classrooms that provide choice time for focus and deep study in areas of interest opportunities to experiment and. Sussex Montessori School Attachment 4E Cultural Interdisciplinary Science Social Studies Maps. discover and a focus on what did you learn rather than how well did you do The overall Montessori Program is designed to. support the following, Focus on big ideas and essential questions with extended work periods that allow for depth of understanding and.
development of habits of mind, Child centered inclusive learning environments that utilize differentiated instruction and flexible grouping to meet individual. children s learning needs, Classroom based assessment and observation that informs instructional decision making as the basis for RTI. Hands on interactive curricular materials and classroom environment that supports children developing from concrete to. abstract thinking, Academic development supported by an emphasis on the social emotional development of the child within a multi age. community of learners, Collaborative learning and community service leading to mutual respect of others and the development of the child s global. perspective, This document is designed to support this type of teaching and learning experience.
References, Adams K 2005 Sources of innovation and creativity A paper commissioned by the National Center on Education and the. Economy Accessed 10 26 2011 at http www fpspi org Pdf InnovCreaitivy pdf. Boyer Ernest L 1995 The Basic School a community for learning Carnegie Foundation for the Advancement of Teaching. Clark Edward T 1997 Designing and Implementing and Integrated Curriculum Brandon VT Holistic Education Press. Charney Ruth 2002 Teaching Children to Care classroom management for ethical and academic growth K 8 Northeast. Foundation for Children, Diffily Deborah and Charlotte Sassman 2002 Project Based Learning with Young Children Heinemann. Montessori Maria 1991 The Advanced Montessori Method Scientific pedagogy as applied to the education of children from seven. to eleven years Oxford England Clio Press, Montessori Maria 1973 The Advanced Montessori Method Volume 2 New York Schocken Books. Wiggins Grant and Jay McTighe 2005 Understanding by Design Association for Supervision and Curriculum Development. Guidelines for the Responsive Classroom Level 1 and 2 Northeast Foundation for Children. Sussex Montessori School Attachment 4E Cultural Interdisciplinary Science Social Studies Maps. Sussex Montessori School, Interdisciplinary Science Social Studies Curriculum. K 1st Grade, Sussex Montessori School Attachment 4E Cultural Interdisciplinary Science Social Studies Maps.
The K 1st ages 5 7 Cultural Curriculum,Social Studies Science. This document is the core of the curriculum plan for the K 1st ages 5 7 child This document allows teachers to plan rich. interdisciplinary units to ensure that the content standards are addressed to determine where children are on the continuum of. learning to match instruction to learning goals and to use assessment as a tool to monitor progress. Social Studies and Science K 1st Ages 5 7,Transfer Knowledge. Transfer Skills in the Integrated Social Studies Science curriculum known as the Montessori Cultural curriculum are not based on the transfer. of a specific body of knowledge but rather of several key conceptual understandings and the development of what Maria Montessori called. the human potentials These understandings and potentials transfer throughout the child s school and later life experiences. Montessori Great Lessons tied to Human Potentials Research Skills Self expression. what it means to live in the, Unity of Human Beings Students will Students will Students will. Students understand the Understand the role the human Understand what makes a Discover and express ideas. similarities and differences of potentials play in both their question which leads to inquiry feelings beliefs and values. cultures across the world that school community and their and investigation Reflect on how these ideas effect. people interact with the natural everyday lives Plan investigations to address a the way they interact with the. world in distinct ways that Character Students are question or problem world. produce cultural uniqueness that trustworthy compassionate and Use mathematics reading Acquire the skills necessary to. people places and environments demonstrate integrity writing and technology when successfully participate in groups. are integrated that life involves Leadership Students combine conducting an investigation and which includes defining the. producing and consuming vision ethics and courage to communicating the results objective dividing responsibilities. Unity of all Living Things on empower others to make a Synthesize information from and working cooperatively. Earth difference in the community various resources and. Sussex Montessori School Attachment 4E Cultural Interdisciplinary Science Social Studies Maps. Students will show Thinking Skills Students experiences to develop inquiries Demonstrate cooperation. respect for the beauty and develop flexibility perseverance about the world around them assertion responsibility empathy. wonder of nature They develop curiosity imagination Determine ways to gather data and self control when. an understanding of how inventiveness wonder and the and use various tools communicating with others. through science we learn how ability to reflect on process and experiments surveys logs Utilize and explore their own. nature works They understand product which support lifelong journals etc creativity. that all people use natural and collaborative learning in Understand what constitutes Learn to appreciate the aesthetic. resources to meet a variety of order to address real life evidence Use various technology tool to. human needs challenges Understand when you have gather organize and. This use of resources defines Life Management Students enough evidence communicate with others. many cross cultural human develop self awareness so that in Interpret evidence and present Use various visual print and. interactions the long run they make logical inferences and conclusions artistic mediums to communicate. Unity of the Universe Itself responsible healthy and to others from the evidence with others. Students develop an balanced life work choices Adapt presentation style and. understanding of their Creative and Artistic Students speech for the audience. relationship and place in the discover and develop creative Present claims and findings in a. development of the universe gifts o that in the long run they logically sequenced. Introduction to the Cultural Curriculum Framework Sussex Montessori School has signed the MOU for the Delaware Science and Social Studies Coalitions This documents serves as description of how the work of these coalitions will support the Montessori Cultural Curriculum The themes in this document provide the framework for the overall classroom studies The Montessori Cultural Curriculum

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