WIKI Assignment

Project Based Learning Response M.Paradiso, UAB RE: http://iae-pedia.org/Project-Based_Learning
As a Montessori teacher, project based learning (PBL) is a continuing theme within our 4th-6th grade classroom; especially in the cultural subjects (geography, history, science). Our premise as educators is for the children to become explorers of their environment and dive further into subjects that interest them. Many topics are covered throughout the year and the students work independently and in small groups on projects to present to the class or school community. All projects are assessed using a rubric system we develop to for that particular project. So on reality, no two assessments are alike.
I agree with the author that many parts of formal education are the building blocks to PBL activities. If children do not have the foundations of math, reading, and writing then they are unable to move forward and develop their higher level thinking skills in collaborative situations. These basic skills are the stepping stones to our future.
As technology continues to progress, I have seen PBL learning activities move towards this trend. Students are drawn to researching on the internet, developing PowerPoint presentation, and developing written reports with graphics and other various images inserted. These make for powerful presentations that engage the audience and make a lasting impact on the group. Some of my students have even developed timelines of ancient civilizations and insert clip art along with information. These printed documents are later lamented and displayed within the classroom as reference materials. Other activities include PowerPoint presentations on Ancient Egypt life and making Ancient Roman god and goddess information cards. These cards are now used as information materials within the classroom.
I to believe that PBL learning develop students to be higher level thinkers and problem solvers. They learn to work in cooperative learning situations and to assess each others work within the group with positive reinforcement. In our class, negative criticism is not allowed. All criticism is taught to be given positively so the child feels proud of their work instead of defeated. As their higher level skills develop with maturity, the task they are given become more complex. We tend to follow Bloom’s Taxonomy and model all research to include some types of questions from each category. The complexity of the questions/research increases as the children develop emotionally and academically.
I personally feel if all school could allow more PBL learning, our children would be better rounded academically. They would know how to think outside –the-box and understand how to handle many life skills that will eventually come their way. It is a shame that public education is not fully recognizing this and is only allowing this to happen sporadically within the school system. It seems to happen only as an enrichment program for those they deem up to the challenge; instead of teaching everyone to think and learn in a bright and creative way.

Using Technology within our Ecological Festival at Creative Montessori School

Since the beginning of March, the entire Creative Montessori community has been working on putting together an environmental fair as an annual community service project. The EcoFest will be held on May 9, 2008, on the CMS grounds. This incorporates the toddlers all the way to the 6th grade. There will be singing, dancing, a production of The Lorax, and informational booths throughout the grounds. Our mission is to educate the families about environmental issues facing our nation and what we can do as a society to correct the problems for the future generations to have a place to live and prosper.

The Upper Elementary (my class) has been extremely busy researching and gathering information on various environmental issues. This has included using the Internet to locate information/resources and find valuable contacts to answer pertinent questions. The students have learned proper E-Mail etiquette on how to write and present questions to individuals; and then send appropriate thank you’s in return. One group is even developing a PowerPoint presentation to accompany their trifold board on green buildings. This PowerPoint will feature various Green Building throughout Alabama and the United States. We were lucky enough to visit one green building in Homewood and have the owner speak to the children about the time and labor that goes into making a building green. The students are having a wonderful time researching and typing their information. The wonderful part is that they are learning so much and enjoy sharing their wealth of knowledge with others within the building.

I feel this project has really opened the eyes of our children and is making them (and me) more environmentally conscious. If each individual would tackle at least one eco friendly concept every couple a months, we could help make the world a better place for the generations to come.

Remember that it takes 100 years for a plastic bag to decompose into the earth. So make the switch to paper or splurge and spend the .99 on the recycled bag. I now have fifteen and keep them in my car at all times and use them everywhere I go. I thought it would be hard but it was so easy!

Chapter Eleven: Technology in Math and Science Instruction

It is amazing how far education has come in the past twenty plus years. No longer are children dependent upon learnig from a textbook math skills once required to be memorized and taken at face value. Today children have access to programs that allow them to manipulate and explore concepts so the true meaning of the skill being taught has value. This is imperative for many children who are mathematically deficient; especially girls when they become older. This has even been documented that their math skills begin to lag behind those of their male counterparts as they advance in grade.

Maria Montessori basically invented the hands-on approach to math with the various manipulatives she developed to teach concepts such as basic operations, fractions, decimals, squaring, cubing, and geometry. As time progressed, some schools saw some of these materials appear in traditional classrooms with different names; but they were used as a visual aid and for introductory lesson purposes only. It was a shame that chilren were not allowed to work and manipulate the materials and internalizes the skills.

Today technology is replacing the materials and it is amazing. Students are able to sit down and do basic drill and practice to to interactive software applications. These programs allow the children to visualize the concept and at times see the 3 -D respresentation. What a wonderful way to enhance understanding of concepts and build upon problem solving skills.\

I believe an equal balance of technology intergration in the classroom with collabrative group work allows children to develop into higher level problem solving thinkers that are more motivated to move forward independently and learn and work in their environment. Again, I personally feel if Maria Montessori were alive today she would embrace the use of technology in a Montessori environment.