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In a previous blog , we discussed the value of inclusion and how Montessori’s tenet of following the individual needs of the child makes it inherently inclusive. The Circle of Inclusion Project (University of Kansas) and Raintree Montessori (Lawrence, Kansas) listed 11 specific ways in which Montessori education addresses the needs of all children, including those with disabilities. Included in this list is “The classic Montessori presentation.” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. One of the main differences between the Montessori method and conventional education is in the delivery and presentation of information. Conventional education methods rely mainly on delivering information through teacher-presented lectures. Even though more emphasis is now placed on active learning, the majority of classroom time is spent on passive learning and lectures. The traditional teacher-centered ...

Along with controlled error and freedom to choose your own work, nothing is quite as Montessori as the three-period lesson. The three-period lesson is a focused and precise way of presenting new vocabulary and concepts to children in a consistent manner, allowing them a sense of comfort and security. They know what to expect every time something new is presented and can focus their entire attention on the concept rather than on the structure of the lesson. The structure of the three-period lesson is simple. It is made up of three phases: 1 This is… (Naming Phase) 2 Show me… (Recognition, Association Phase) 3 What is…? (Recall, Confirmation of Knowledge Phase) The Three-Period Lesson and Generalization: Helping Cognitive Processing in the Montessori Environment If we look at Bloom’s taxonomy, the three-period lesson aligns with the first three levels of the pyramid: (Cornwell, 2011) from http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg While the process of the three-period...