3-Period Lesson (Montessori): Difference between revisions
MontessoriX (talk | contribs) (Created page with "<languages/> <translate> In the Montessori Method, the '''Three-Period Lesson''' is a method of teaching that's used to move from the unknown to the known. It provides a simple and effective structure for introducing new concepts, enriching vocabulary, and ensuring comprehension. It is widely used across various subjects, from language to math to sensorial learning.<ref>Montessori, M. (1964). The Montessori Method. Schocken Books.</ref> == Phases of the Three-Period Les...") |
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In the Montessori Method, the '''Three-Period Lesson''' is a method of teaching that's used to move from the unknown to the known. It provides a simple and effective structure for introducing new concepts, enriching vocabulary, and ensuring comprehension. It is widely used across various subjects, from language to math to sensorial learning.<ref>Montessori, M. (1964). The Montessori Method. Schocken Books.</ref> | In the Montessori Method, the '''Three-Period Lesson''' is a method of teaching that's used to move from the unknown to the known. It provides a simple and effective structure for introducing new concepts, enriching vocabulary, and ensuring comprehension. It is widely used across various subjects, from language to math to sensorial learning.<ref>Montessori, M. (1964). The Montessori Method. Schocken Books.</ref> | ||
== Phases of the Three-Period Lesson == | == Phases of the Three-Period Lesson == <!--T:2--> | ||
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The three periods or phases of the lesson are as follows: | The three periods or phases of the lesson are as follows: | ||
'''Introduction or Naming (Period 1)''': In the first period, the teacher introduces the new concept, item or term. The teacher uses clear, slow speech to name the object or concept, often involving physical interaction with the object (for instance, while introducing a new vocabulary word, the teacher might touch the object that the word refers to). The emphasis is on experiencing and understanding the concept. | <!--T:4--> | ||
'''Association or Recognition (Period 2)''': In the second period, the teacher asks the child to demonstrate understanding, often through physical interaction (e.g., "Show me the ____"). This phase is usually longer and provides the child with ample opportunities to explore and interact with the new concept. The child’s success in this period is an indicator that they are ready to move on to the third period. | * '''Introduction or Naming (Period 1)''': In the first period, the teacher introduces the new concept, item or term. The teacher uses clear, slow speech to name the object or concept, often involving physical interaction with the object (for instance, while introducing a new vocabulary word, the teacher might touch the object that the word refers to). The emphasis is on experiencing and understanding the concept. | ||
'''Recall or Self-expression (Period 3)''': The final period checks the child's understanding and internalization of the concept. The teacher asks the child to name the object or concept independently (e.g., "What is this?"). If the child struggles in this phase, it is an indication that more time is needed in the second period.<ref>Standing, E.M. (1957). Maria Montessori: Her Life and Work. Plume.</ref> | |||
* '''Association or Recognition (Period 2)''': In the second period, the teacher asks the child to demonstrate understanding, often through physical interaction (e.g., "Show me the ____"). This phase is usually longer and provides the child with ample opportunities to explore and interact with the new concept. The child’s success in this period is an indicator that they are ready to move on to the third period. | |||
* '''Recall or Self-expression (Period 3)''': The final period checks the child's understanding and internalization of the concept. The teacher asks the child to name the object or concept independently (e.g., "What is this?"). If the child struggles in this phase, it is an indication that more time is needed in the second period.<ref>Standing, E.M. (1957). Maria Montessori: Her Life and Work. Plume.</ref> | |||
== Language Acquisition and the Three-Period Lesson == | == Language Acquisition and the Three-Period Lesson == | ||
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The three-period lesson plays a critical role in language acquisition in the Montessori Method. It serves as a means to enrich a child's vocabulary, making it easier for them to articulate and understand the world around them. | The three-period lesson plays a critical role in language acquisition in the Montessori Method. It serves as a means to enrich a child's vocabulary, making it easier for them to articulate and understand the world around them. | ||
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The three-period lesson is used to introduce new words or phonetic sounds, with a focus on engaging as many senses as possible. For instance, when teaching phonetics, children are often given tactile materials like sandpaper letters to trace, adding a sensory experience to the auditory experience of learning the sounds. | The three-period lesson is used to introduce new words or phonetic sounds, with a focus on engaging as many senses as possible. For instance, when teaching phonetics, children are often given tactile materials like sandpaper letters to trace, adding a sensory experience to the auditory experience of learning the sounds. | ||
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Moreover, the process allows children to gradually build their understanding of language, starting with associating sounds with symbols (phonemic awareness), to creating words (writing), and eventually reading and comprehension.<ref>Lillard, P.P. (1972). Montessori: A Modern Approach. Schocken Books.</ref> | Moreover, the process allows children to gradually build their understanding of language, starting with associating sounds with symbols (phonemic awareness), to creating words (writing), and eventually reading and comprehension.<ref>Lillard, P.P. (1972). Montessori: A Modern Approach. Schocken Books.</ref> | ||
== Montessori Quotes == | |||
"This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single centre... This is the bright new hope for mankind."<ref>Montessori, Maria. The Absorbent Mind. Holt Paperbacks, 1995.</ref> | |||
"The greatest sign of success for a teacher... is to be able to say, 'The children are now working as if I did not exist.'"<ref>Montessori, Maria. The Absorbent Mind. Holt Paperbacks, 1995.</ref> | |||
== Research and Critiques == | |||
=== Pro === | |||
The three-period lesson has been lauded for its simplicity, structure, and efficacy. Research has shown that this method promotes active learning and engages multiple senses, which enhances memory and learning.<ref>Chattin-McNichols, J. (1992). The Montessori Controversy. Delmar Publishers.</ref> It also allows the child to explore the concept or material at their own pace, which is consistent with Montessori's emphasis on individual learning. | |||
=== Cons === | |||
Critics argue that the three-period lesson may be too structured and that it does not always allow for variation in teaching methods. They contend that it might not cater to children who have different learning styles and that the transition from one period to another may not always be clear to the child.<ref>Lillard, A. S. (2005). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | |||
== Comparisons to Other Methods == | |||
Unlike traditional teaching methods, which often involve one-way transmission of knowledge, the three-period lesson promotes active involvement of the child in the learning process. This is in line with Montessori's child-centred approach to education. In contrast, methods like Direct Instruction or rote learning typically involve less child engagement and exploration. | |||
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== See Also == | == See Also == | ||
*[[Montessori Method]] | *[[Montessori Method]] | ||
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*[[Phonemic Awareness (Montessori)]] | *[[Phonemic Awareness (Montessori)]] | ||
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{{Glossary of Montessori Terms}} | {{Glossary of Montessori Terms}} | ||
== References == | == References == <!--T:10--> | ||
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<references/> | <references/> | ||
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Latest revision as of 22:57, 17 July 2023
In the Montessori Method, the Three-Period Lesson is a method of teaching that's used to move from the unknown to the known. It provides a simple and effective structure for introducing new concepts, enriching vocabulary, and ensuring comprehension. It is widely used across various subjects, from language to math to sensorial learning.[1]
Phases of the Three-Period Lesson
The three periods or phases of the lesson are as follows:
- Introduction or Naming (Period 1): In the first period, the teacher introduces the new concept, item or term. The teacher uses clear, slow speech to name the object or concept, often involving physical interaction with the object (for instance, while introducing a new vocabulary word, the teacher might touch the object that the word refers to). The emphasis is on experiencing and understanding the concept.
- Association or Recognition (Period 2): In the second period, the teacher asks the child to demonstrate understanding, often through physical interaction (e.g., "Show me the ____"). This phase is usually longer and provides the child with ample opportunities to explore and interact with the new concept. The child’s success in this period is an indicator that they are ready to move on to the third period.
- Recall or Self-expression (Period 3): The final period checks the child's understanding and internalization of the concept. The teacher asks the child to name the object or concept independently (e.g., "What is this?"). If the child struggles in this phase, it is an indication that more time is needed in the second period.[2]
Language Acquisition and the Three-Period Lesson
The three-period lesson plays a critical role in language acquisition in the Montessori Method. It serves as a means to enrich a child's vocabulary, making it easier for them to articulate and understand the world around them.
The three-period lesson is used to introduce new words or phonetic sounds, with a focus on engaging as many senses as possible. For instance, when teaching phonetics, children are often given tactile materials like sandpaper letters to trace, adding a sensory experience to the auditory experience of learning the sounds.
Moreover, the process allows children to gradually build their understanding of language, starting with associating sounds with symbols (phonemic awareness), to creating words (writing), and eventually reading and comprehension.[3]
Montessori Quotes
"This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single centre... This is the bright new hope for mankind."[4]
"The greatest sign of success for a teacher... is to be able to say, 'The children are now working as if I did not exist.'"[5]
Research and Critiques
Pro
The three-period lesson has been lauded for its simplicity, structure, and efficacy. Research has shown that this method promotes active learning and engages multiple senses, which enhances memory and learning.[6] It also allows the child to explore the concept or material at their own pace, which is consistent with Montessori's emphasis on individual learning.
Cons
Critics argue that the three-period lesson may be too structured and that it does not always allow for variation in teaching methods. They contend that it might not cater to children who have different learning styles and that the transition from one period to another may not always be clear to the child.[7]
Comparisons to Other Methods
Unlike traditional teaching methods, which often involve one-way transmission of knowledge, the three-period lesson promotes active involvement of the child in the learning process. This is in line with Montessori's child-centred approach to education. In contrast, methods like Direct Instruction or rote learning typically involve less child engagement and exploration.
See Also
Glossary of Montessori Terms
The Glossary of Montessori Terms is a collection of specific terms and vocabulary that are related to the Montessori method of education, primarily focusing on the theory and practice for children aged 3 to 6. The jargon used by Montessori educators offers a unique insight into child development as discussed by Maria Montessori. The 'Montepedia Glossary of Montessori Terms' originated from a glossary that was compiled by the late Annette Haines from the Montessori Training Centre of St. Louis, at the request of Molly O'Shaughnessy from the Montessori Centre of Minnesota. The reason behind the creation of this glossary was to supplement O'Shaughnessy's lecture at the Joint Annual Refresher Course that took place in Tampa, Florida, in February 2001.[8] The glossary has since been expanded and updated with additional 'Montessori Terms'.
- 3-Hour Work Cycle
- Absorbent Mind
- Adaptation
- Adolescence
- Albums
- Advisor
- Analysis of Movement
- Casa dei Bambini
- Children of the Earth
- Children's House
- Choice
- Classification
- Concentration
- Concrete to Abstract
- Control of Error
- Coordination of Movement
- Cosmic Education
- Creativity/Imagination
- Cycle of Activity
- Development of the Will
- Deviations
- Didactic Materials
- Director
- Discipline from Within
- Earth Child
- Elementary Classroom
- Erdkinder
- Exercises of Practical Life
- False Fatigue
- Freedom of Choice
- Freedom within Limits
- Grace and Courtesy
- Great Stories
- Ground Rules
- Guide
- Help from Periphery
- Human Tendencies
- Imagination
- Independence
- Indirect Preparation
- Indirect Presentation
- Isolation of a Difficulty
- Intrinsic Motivation
- Job
- Kinderhaus
- Language Appreciation
- Language Acquisition
- Learning Explosions
- Materials
- Materialised Abstractions
- Mathematical Mind
- Maximum Effort
- Mixed Ages
- Montessori Materials
- Nido
- Montessori Materials
- Normalization
- Obedience
- Peace
- Personality
- Planes of Development
- Points of Interest
- Practical Life
- Phonemic Awareness
- Phonics Instruction
- Phonological Awareness
- Prepared Environment
- Presentation
- Primary Classroom
- Psychic Embryo
- Reading Comprehension
- Repetition
- Respect
- Self-Discipline
- Self-Regulation
- Sensitive Periods
- Sensorial Materials
- Simple to Complex
- Socialization
- Society by Cohesion
- Sound Games
- Three-Hour Work Cycle
- Valorisation
- Vocabulary Enrichment
- Work
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References
- ↑ Montessori, M. (1964). The Montessori Method. Schocken Books.
- ↑ Standing, E.M. (1957). Maria Montessori: Her Life and Work. Plume.
- ↑ Lillard, P.P. (1972). Montessori: A Modern Approach. Schocken Books.
- ↑ Montessori, Maria. The Absorbent Mind. Holt Paperbacks, 1995.
- ↑ Montessori, Maria. The Absorbent Mind. Holt Paperbacks, 1995.
- ↑ Chattin-McNichols, J. (1992). The Montessori Controversy. Delmar Publishers.
- ↑ Lillard, A. S. (2005). Montessori: The Science Behind the Genius. Oxford University Press.
- ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
