This document discusses visual strategies used in a Montessori classroom. It outlines some of the basic Montessori principles like using manipulatives, intrinsic motivation, and structured self-directed learning. It describes how a Montessori classroom is set up to be learner-sized, safe, orderly and inviting with low shelves, tables, rugs, limited decorations and lines/areas clearly delineated. The role of the teacher is to guide students and provide self-correcting materials so students can take responsibility for their own learning in an open and cooperative environment. The document connects these strategies to theories around visual and verbal expression in learning from sources on Montessori methods.

1. Visual Strategies in a
Montessori Classroom
By: Alicia Smith
M333 Spring 2012
Hallie Jones, Tuesdays 8:30-10:30

2. Why This
Topic??
vs.

3. Human Tendencies
Activity Work
Communication Repetition Orientation
Order Exactness

4. Basic Montessori Ideas
Manipulatives Intrinsic motivation Structured, self-
directed
Cooperative learning Multi-age Self-correcting materials
Peace Ecological studies Student choice
education

5. Breaking it down…

6. Learner-sized

7. Safe, Orderly, Inviting

8. Low, Open Shelves

9. Tables for Individuals/Small
Groups

10. Rugs and Mats

11. Limited Decorations

12. Lines Taped or Painted –
Separate Areas

13. Cubby for Belongings

14. Limited Teacher Areas

15. Sense of Order

16. Similar Materials Together

17. Materials are “All Access”

18. Self-Correcting/Error Control

19. Few Rewards/Punishments

20. Open Space

21. Larger Classrooms

22. Ground Rules/Regulations

23. Cooperation and Sense of
Community

24. Multi-Aged Students

25. Peace

26. So, what does the teacher do??

27. Putting It All Together

28. Connection to M333
O “Reading the Image and Viewing the Words:
Languages Intertwined” – Fountas and Olson
O Reciprocal relationship between visual and verbal
expression and how this affects learning
O “Teaching Children to Draw from Observation” –
Smith
O “The task is to enable children to construct their own
individual drawing strategies” (role of the teacher is
more of a guide, students responsible for own learning)
O “You Can Hide But You Can’t Run” – Bellengee-
Morris and Taylor
O Integrating cultural studies into the curriculum
O The “Family of Images” Handout
O Importance of varied visual culture in the classroom

29. What Does This Mean for
Me??

30. Sources
O Cohen, D. (1989). Montessori methods in public
schools. Education Digest, 56(1), 63-66.
O Components of curriculum implementation. (pp. 3-14).
Retrieved from
http://ptgmedia.pearsoncmg.com/images/9780137034
833/downloads/Hoover_Ch_1_p3_14.pdf
O Gordon, C. (2007). Together with Montessori. (third
ed.). Minneapolis: Jola Publications.
O Sheikhzade, M. (n.d.). Intended, applied, and
experienced null curriculum. Unpublished manuscript,
Department of Education, Islamic Azad University,
Orumieh, Iran. Retrieved from http://www.inter-
disciplinary.net/wp-
content/uploads/2011/06/sheikhzadecpaper.pdf