1. A Learning Theory Put into Practice:

2. Roots: Cognitive Psychology and Biology
Based On: Experimental Learning through life
experiences to construct knowledge.
 What It Is: Adaptive learning that challenges
thinking by integrating prior experience to create
new knowledge. It allows for creative, original and
innovative work.
 What It Does: Encourages discovery through project
or tasked based learning, hands-on and
experimental and often, collaborative work.



3. The Student: Self-directed, creative and innovative.
The Students Culture: The culture or embedded
world view will allow the student to arrive at his/her
own version of “Truth”.
 The Students Role: Progressively begins to take
responsibility for their own learning as they
proportionally gain the skills to do so.
 The Students Motivation: Mastery of skills and
problem solving gained from experimentation give
confidence in their learning potential.



4. 
The Educator: Takes the role of facilitator in helping
students to take active roles in discovery and in
coming to their own conclusions.

5. 
Its Roots: Maria Montessori first studied mentally
disabled children in asylums in Rome. Through
those discoveries she wanted to apply her
techniques on mentally “normal” children.
That first school,
Casa de Bambini,
opened in 1907
in Italy.

6. 
The Philosophy: Children are naturally eager for
knowledge and capable of initiating learning within
a supportive environment.

7. 
Its Distinctive: Multi-age grouping for peer learning,
uninterrupted blocks of discovery time, guided
choice of work activities and specially designed
learning materials.

8. 
The Triangle: Teacher, Student and Environment
encourage independence, freedom without limits
and provide a sense of order. The child uses what
the environment offers and interacts with the
teacher only as support
or guidance is needed.

9. 
The Stages: Four Planes of Development
Age 0-6
Age 6-12
Age 12-18
Age 18-24
First Plane
Second Plane
Third Plane
Fourth Plane
Dr. Montessori’s 4 Stages of Development were labeled “Planes”.
The 1st and 3rd planes are periods of intense creation, while
the 2nd and 4th planes are calm.

10. 
The Stages: Four Planes of Development
Age 0-6
Early Childhood
The Sensitive Period
0-3 Unconscious/3-6 Conscious
First Plane
Characterized by:
The intense need for Order
Language development
Refinement of senses
Movement
Concrete Thinking
Construction of physical person, character
Physical Independence - “I do it myself”

11. 
The Stages: Four Planes of Development
Age 6-12
Childhood
Construction of The Intelligence
Second Plane
Characterized by:
Reasoning with imagination and logic
A thirst for knowledge
Learning about the universe and his/her place in it
A sense of morality and Justice
Reasoning skills; the “How” and the “Why”
Intellectual independence - “I can think it myself”

12. 
The Stages: Four Planes of Development
Age 12-18
Adolescence
Construction of Social Self
Third Plane
Characterized by:
Self concern and self assessment
Critical thinking and re-evaluation
Transition period both physically and mentally
Trying to find place in the world
Construction of social and moral values
Ongoing cultural development is solidified here

13. 
The Stages: Four Planes of Development
Age 18-24
Adulthood
Construction of Self Understanding
Fourth Plane
Characterized by:
Construction of spiritual values
Conscious discernment of right and wrong
Seeking to know ones place in the world
Financial independence

14. CONSTRUCTIVISM THEORY
MONTESSORI METHOD

Experimental Learning through life
experiences to construct knowledge.

Naturally eager to learn and capable of
initiating learning through play.

Adaptive learning that challenges
thinking by integrating prior experience
to create new knowledge. It allows for
creative, original and innovative work.

As child passes from the concrete to the
abstract , he begins the application of his
knowledge to real-world experiences.

Progressively begins to take on
responsibility for their learning as they
proportionally gain the skills to do so.

Create a desire in the student to tackle
challenges and a desire to go beyond the
classroom environment for exploration.

Takes the role of facilitator in helping
students to take active roles in discovery
and in coming to their own conclusions.

Teacher facilitates a sense of order with
the child using them for support or
guidance is needed.

15. This presentation was
created with the intention
of informing those
interested in the
Montessori Methodology.
Be it teacher considering
to implement portions
into their classroom, or
complete change overs, to
perhaps a parent wanting
to supplement their own
child's education.

16. Mooney, Carol G.. Theories of Childhood. Special ed.
Pearson Education Inc.: Redleaf Press, 2000. Print.
Montessori, Maria, Montessori Method, The. Wilder
Publications LLC, Radford, VA , 2008. Print.
http://en.wikipedia.org/wiki/Montessori_education
http://en.wikipedia.org/wiki/Constructivism_(philosophy_
of_education)
http://www.mediachildrenshouse.com/about-us/themontessori-method/four-planes-of-development
http://www.montessoriedu.org/montessori-education
//www.amshq.org/Montessori-Education/Introduction-toMontessori.aspx
http://www.montessori.org/
http://www.montessoriedu.org/