Montessori
|
|
Traditional
|
Classroom space is carefully planned and prepared to support the independent, project-based work of each student. |
|
Classroom space is designed to accommodate lectures or other teacher directed activities. |
| |
|
|
| Multi-age classrooms are defined by developmental range (3-6, 6-9, 9-12). |
|
Grade level classrooms (first, second, etc.) are determined by chronological age. |
| |
|
|
| The classroom space belongs to the children. Furniture and equipment are size appropriate for the children in the room. Children work individually or in small groups on rugs and small tables scattered throughout the room. Teacher desks and workspaces are in other locations. |
|
Classrooms are arranged for teacher lead instruction, presentations, and discussions. Classroom furniture includes desks or larger tables and chairs. A teacher desk and workspace is located in the classroom. |
| |
|
|
| Freedom of movement and communication with peers is encouraged and often required. |
|
Movement and communication with peers can interfere with teaching and learning. |
| |
|
|
| Self-discipline is a goal of both the instructional and behavioral models. |
|
The teacher is primarily responsible for discipline. |
| |
|
|
Hands-on, project-based learning assignments are designed to require reflection and to allow the child to discover information, relationships, and solutions. |
|
A combination of direct instruction, lecture, memorization, reading, research, and projects are used to teach skills and content. |
| |
|
|
| Classroom materials are designed to utilize all senses and address tactile, auditory, and visual learning styles. |
|
Curriculum delivery emphasizes auditory (lectures) and visual (textbook) learning styles. |
| |
|
|
| Practice of required skills is built into the hands-on specially designed materials. |
|
Practice of skills is achieved through assignments or homework. |
| |
|
|
| The curriculum integrates language arts, math, science, and social sciences. It also fosters personal insights and moral awareness. |
|
The curriculum is often departmentalized and fosters individualized achievement. |
| |
|
|
| The curriculum expands according to the child's readiness, interests, and needs. |
|
The curriculum follows a yearly plan which includes skills to be taught in the yearly scope and sequence. |
| |
|
|
| Knowledge is reinforced through repetition, practice, and logically connected projects designed to satisfy the child's natural curiosity and build an internal sense of mastery and confidence. |
|
Knowledge is frequently presented in the form of lecture and research and reinforced through drill and practice. |
| |
|
|
| Practice of skills is generally in class where the teacher is present to answer questions and assist. |
|
Practice is frequently in the form of homework. |
| |
|
|
| Curriculum is designed to expand with the interest and needs of the individual child and paced to match each child's developmental stage, level of current mastery and ability. |
|
Curriculum is organized by subject area and primarily delivered to all students on a yearly schedule. |
| |
|
|
| Curriculum is individualized with frequent consultation between the student and teacher. Departmentalization is avoided. |
|
The curriculum is generally the same for all students in the class. Departmentalization is routine. |
| |
|
|
| Knowledge is reinforced through logically connected projects designed to arouse the child's natural curiosity. |
|
Knowledge is reinforced through repetition, drill, and practice. |
| |
|
|
Assessment is through demonstration of mastery. |
|
Assessment is through graded assignments, tests, projects, and portfolios. |
| |
|
|
| Feedback is immediate and comes from the materials themselves which have a built-in "control of error". (For example, too few pieces are available or too many pieces remain to complete the project successfully.) |
|
Feedback is given by the teachers. |
| |
|
|
| The student usually does the assessment of work. |
|
The teacher usually does the assessment of work. |
| |
|
|
| The student establishes their own readiness for an assignment and the pace of completion of work. |
|
The teacher establishes the readiness for assignments and the pace of completion of work. |
| |
|
|
| Self-esteem arises from within the student as a result of self-evaluation and an authentic pride in their accomplishments. |
|
Grades create an external assessment system of rewards or consequences. |
| |
|
|
Personal one-on-one relationships between the student and teacher are emphasized. The students are usually with the same teacher for two to three years. |
|
The teacher as a director of learning and source of information is emphasized. Students are usually with the same teacher for one year. |
| |
|
|
| The student is an active participant in determining what is to be learned. The student and teacher establish an individual weekly work plan. |
|
Professionals determine what is to be learned on a weekly work plan. |
| |
|
|
| The teacher is a consultant, facilitator of learning, and resource. |
|
The teacher is an instructor, source of knowledge, and an evaluator. |
| |
|
|
| The student selects the work to be done. |
|
The teacher assigns the work to be done. |
| |
|
|
| Teachers present new materials to individuals or small groups of students who are ready to master the new skill. |
|
Teachers often present new materials or skills to the entire class. |
| |
|
|
Social interaction of students in the classroom is expected, encouraged, and used as a learning opportunity. |
|
Social interactions and movement in the classroom can be a disruption and generally occur outside of class time. |
| |
|
|
| Students are encouraged to teach, work with and help other students, and as a result, reinforce their own learning. |
|
Students are often expected to work individually. |
