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The Montessori studies contained in this website are aimed at developing a practical application of Dr. Montessori's method of education for primary and elementary teachers.
1. - PRIMARY TEACHER’S NOTES – These are step-by-step presentations of Montessori materials, exercises, and lessons in the four subjects of Practical Life, Sensorial, Language, and Math taken from our Montessori Teacher Preparation courses to work with children 2 ½ through 6 years of age. The notes serve as refresher courses for the experienced teachers, as instructional material for the new teachers and for home teachers.
2. - JUNIOR ELEMENTARY TEACHER’S NOTES – These notes consist of step-by-step presentations with Montessori materials and exercises. The lessons cover the three subjects of Language, Math, and Geometry taken from our Montessori Teacher Preparation courses for working with children 6 to 9 years of age. The notes serve as refresher courses for the experienced teachers, as instructional material for the new teachers and for home teachers.
3. - CULTURAL PROGRAM LESSONS – These are lessons in Geography, Biology, History, Social Studies and Science that teachers present with appropriate Montessori materials. The lessons are intended to guide the elementary students to select the activities in a gradual progressive, self-testing method. Answer keys for the teachers are provided.
4. - TOPICS FOR THE PRESCHOOL TEACHER – This is a collection of essays on pedagogical issues. These articles discuss Principles of Montessori education and Class Management insights pertinent to preschool-age children.
5. - TOPICS FOR THE ELEMENTARY TEACHER – This is a collection of essays on pedagogical issues, on principles of Montessori education, and Class Management insights pertinent to working with elementary students.
6. MONTESSORI CLASS MANAGEMENT - This is a series of articles taken directly from the chapters of the homonymously entitled book. The material in this section, as all other material on this website, has been obtained from notes collected by Franco Albanesi during his years of study as a student-teacher in London, Great Britain and in Bergamo, Italy and from the many years of practical teaching experience that he shared with his wife Julie Anne.
In 1974, Mr. and Mrs. Albanesi opened their Montessori private school under the name Albanesi Educational Center. The Center offered a primary and elementary Montessori school for students of ages 3 to 12, a teacher preparation program leading to an independent certification called Contemporary Montessori Education (C.M.E.), many workshops and conference lectures for teachers and parents, and a Montessori research department for the publishing of primary and elementary curriculum materials. After 25 years of feverish activity that included Montessori instruction to children and adults, the Albanesis retired from the school operation of the Center. By 2004, they had developed a curriculum tracking program that had been successfully tested for over two decades in their Montessori school. Known as the Albanesi Curriculum Program (A.C.P.), it is used today in hundreds of Montessori classrooms.
Because the Montessori method is an individualized, ungraded approach to learning, there was always a need for teachers to know precisely how a student would pass from concrete manipulative work to abstraction and how any Montessori student would perform academically, if one were suddenly placed in a traditional school. For many years, before the A.C.P. was implemented, there was a strong public perception that the Montessori method really worked best at the primary level, where freedom of choice in non-academic subjects, such as sensorial and practical life, is appropriately and conspicuously given to the children. But freedom of choice in academic subjects can also be given intelligently at all levels, provided that teachers have a program that guides them in maintaining an objective assessment of the strong and weak areas of their pupils in subjects such as math, reading, and writing.
Dr. Montessori's ingenious method was founded on the principle of respect for the individual and respect of each student's personal mode of learning. She never confused METHOD with CURRICULUM. She knew that her method would be a better servant of the curriculum than the traditional method would, simply because with her method each student is treated as an individual. As far as the scope and sequence of the curriculum, Maria Montessori relied on the requirements dictated by the state (in her case, Italy). Therefore, given that a school should have a clearly established curriculum goal, the academic success of the students depends entirely on how well teachers can monitor their progress. The A.C.P. is designed to meet the academic requirements of a standard American elementary curriculum. With this program, teachers can evaluate more objectively the intellectual needs of the students. The lesson presentations and exercises can be tailored to be neither too simple nor too difficult, so as to lend themselves well for allowing guided freedom of choice in a self-paced learning environment.
The information provided on this site is not intended to be a substitute for a live Montessori teacher preparation course. No teaching certification will be awarded for using the information provided here. For Montessori teacher-assistants, home schoolers, and beginners, the notes on the use of the Montessori materials will lay a solid foundation for understanding the Montessori method and for practicing many of its principles and techniques. For the experienced Montessori-trained teachers, these notes may provide an additional, broader perspective, as well as valuable insights on the variables that exist within the application of the method itself.