In a previous blog, we discussed the value of inclusion and how Montessori’s tenet of following the individual needs of the child makes it inherently inclusive. The Circle of Inclusion Project (University of Kansas) and Raintree Montessori (Lawrence, Kansas) listed 11 specific ways in which Montessori education addresses the needs of all children, including those with disabilities. Included in this list is “The classic Montessori presentation.” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal.
One of the main differences between the Montessori method and conventional education is in the delivery and presentation of information. Conventional education methods rely mainly on delivering information through teacher-presented lectures. Even though more emphasis is now placed on active learning, the majority of classroom time is spent on passive learning and lectures.
The traditional teacher-centered lecture model is drawing more and more criticism. The learning is delivered in a predominantly auditory setting, and students are expected to sit still, be obedient, be quiet, and take notes. The lecture method does not take into account students who may learn differently than others, in particular those who may have auditory-processing challenges, dysgraphia (the inability to write), or ADHD, or who are on the autism spectrum.