1
The Pennsylvania State University Beresford Pratt
Open Source Education: The Third Teacher
Open Source Education: The Third Teacher
Thesis Statement & Abstract
“A” Triple Threat
High Concept & High Touch
Based on a “A Whole New Mind” - Daniel Pink
Abundance
Asia
Automation
Design
Thesis Statement Learning is an interactive dialogue amongst the senses, social interaction, and disciplines. Through STEAM (science, technology, engineering, art, and mathematics) the twenty-first century learner explores not just how-to-do but also how-to-be through multisensory, social interactivity and interdisciplinary learning approaches. The architectural potential for educational space to act as the “Third Teacher” has the power to embody these three facets of interactivity as a tool to augment learning environments.
Story Symphony Empathy Play Meaning
A New Age
21 Century
Conceptual Age
Abstract STEAM (science, technology, engineering, arts, and mathematics) education is a new version of STEM education that integrates the arts, encourages critical thinking, and promotes social interactivity. Social interaction as a catalyst for independent discovery has been overshadowed by individualistic learning approaches. This thesis explores architecture through the potential of STEAM learning environments and the sensory and social interactions formed by those who inhabit the built learning environment. Studies have shown that the twenty-first century learner has become increasingly deficient in both sensory and collaborative means of critical thinking (Williams 12). Theorist, psychologist, and neuroscientist have increasingly come to appreciate that people do not experience the world only through the ocular sense. While educational theorist and cognitive scientist have led this explorative initiative, architects can too recognize the strengths of multisensory learning. Finnish Architect Juhani Pallasmaa recognized the power of haptics as a full body interaction that connects us to the material world we both inhabit and learn from (Pallasmaa 41). From this growing body of research I look to explore how the built environment can act as the “Third Teacher” through haptics as a means to encourage interdisciplinary and social interaction as a learning tool.
20 Century
Information Age 19 Century
Industrial Age 18 Century
Agricultural Age
TRADITIONAL
STEM
STEAM
TEAMS
Technology
Science
HVAC Shop
Wood Shop
Library
Electrical Shop
Garden
Engineering
Dance Studio
Mathematics
Digital Studios
Metal Shop
Photo Lab
Collaboration Studios
Exhibition
Auditorium
Arts
Home Ed. Lab
Ceramics Lab
Haptic learning tools and spatial typographies
The STEM towers & the haptic art circuit
1635 -The First Educational Institution
1779 – Laborer v.s. Learned Proposal
1805 – Education Boa
The Boston Latin School is established for sons of high social classes destined for leadership positions in church, state, or the courts. Before the education system derived from Puritans Pilgrims and their religious views.
Thomas Jefferson proposes a two-track educational system for "the laboring and the learned.” This system allows for some laborers to advance "raking a few geniuses from the rubbish."
Wealthy businessmen push to provide poor children using a "Lancastrian" m obedience qualities that factory owne
1917 – Federal Funding for vocational schools
1945 – Economic shift increases professionals.
1957-1958 - The Race to
Smith-Hughes Act passes, providing federal funding for vocational education. Big manufacturing corporations encourage this to remove job skill training from apprenticeship programs of trade unions for their own control.
At the end of World War 2, the G.I. Bill of Rights gives thousands of working class men college scholarships for the first time in U.S. history. This opens the doors for a greater need of professional positions.
The Russians launch of Sputnick during American national security. STEM becom in increased funding for scientific resear
The American Education
The Birth of A System of How-to-do...
ards Businessmen
1817- Free public primary schools
1893-1913 - Reduced Local Representation
e education boards and systems for model. This emphasizes discipline and ers look for in their workers.
A petition presented in a Boston Town Meeting calls for establishing of a system of free public primary schools. Main support comes from local merchants, businessmen and wealthier artisans. Most New England Colonies follow suit.
The size of school boards in the country's 28 biggest cities is cut in half. The makeup of school boards changes from small local businessmen and wage earners to big businessmen and members of the richest classes.
o the Top (STEM)
2001 - No Child Left Behind Act
2009 - The Common Core State Standards
the Cold War poses a potential threat to mes an important U.S. concern resulting rch, mathematics, and foreign languages.
No Child Left Behind Act is installed encouraging standardized testing. This opens the doors for issues of “teaching to the test� and competitive government funding programs for high test scoring public schools.
A state-led Initiative by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers," is launched. It is expected that many, perhaps most, states will adopt them.
Origin Origin: Stuttgart, Germany Founder: Rudolf Steiner - Die Freie Waldorfschule Need: To provide a school for the children of the employees of Stuttgart cigarette factory. Age Group: Preschool - 12th grade (All years)
Philosophy (Personality Development) 1. Based on an anthroposophical view and understanding of the human being, that is a being of body, soul and spirit. 2. Follows basic stages of a child's development from childhood to adulthood. 3. It addressed children’s need to learn through both tactile an intellectual mediums. 4. The three R's of Waldorf planning: rhythm, ritual and repetition.
+
Being Soul Body Spirit
Rhythm Repetition Ritual
Rudolf Steiner The Waldorf Pedagogy A Pedagogy of How-to-Be
Learning
Teachers’ Role (Parent like figure) The class teacher walks a path of discovery with the children and guides them into an understanding of the world of meaning, rather than the world of cause and effect. 1. The teacher stays with their students for periods of 7 year intervals. 2. The teacher creates a long-term relationship between the teacher and student. 3. The teacher is well rounded to teach diverse subject matters. 4. The teacher teaches one two-hour "main lesson" teacher and specialty subject teachers teach the children eurhythmy, handcrafts, a foreign language, instrumental music, etc.
Environment (Tactile Space)
7 yrs
7 yrs
Longevity in Relationships Natural Tactile Surfaces
1. Interior is the interaction between form, light and color. The spaces respond to the human form, not simply enclosing it. Natural light is used as often as possible. 2. Natural materials are used in building construction and tactile elements 3. The use of the nature table is meant to connect the student with nature and everyday found objects
Process (Long term Projects)
1. There are 3 developmental stages that occur every 7 years 2. Primary = empathy and imitating the environment, secondary = feelings and imagination, tertiary = thinking and judgment 3. Students are grouped based on the 4 temperaments (melancholic, sanguine, phlegmatic and choleric)
Natural Tactile Space
Assessment (Daily Documentation) 1. Assessment is based on individual progress development, and not standardized testing 2. The methods are often through portfolio work and teacher conference discussions. Grades occur after ages 14-15 3. The focus is on holistic development and students are rarely held back.
Assessing for Longevity
“Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility— these three forces are the very nerve of education.” ― Rudolf Steiner
Maria Montessori The Montessori Pedagogy
Origin Origin: San Lorenzo district in Rome, Italy Founder: Doctor Maria Montessori -Casa dei Bambini Needs: For families with two working parents. Age Group: Pre-school - 12th grade (All years)
Philosophy (Personality Development)
+ Socially Interactive
1.Children must utilize purposeful movement, exploration, and discovery of their environment . 2. "Freedom Within Limits" - Children must have freedom to develop physically, intellectually, and spiritually. 3. The purpose of education is to serve as an aid to life (education must work with not against the child)
Teachers’ Role (Parent like figure)
A Pedagogy of How-to-Be
Interest Driven Multi Sensory Model
Guider
Montessorians believe in observing the child. Teachers watch the child work, making notes, either mental or on paper, as to what the child knows and how they process or don't process information. This information is used to help direct the child's learning. The Montessori teacher’s goal is to guide and facilitate, not force her/his own ideas of what students should learn, and when. 1. Guider 2. Model 3. Observer 4. Record-keeper
Environment (prepared)
Observer
Record- Keeper
Adaptable Surfaces
1. Montessori classrooms contain what they call a "prepared environment". 2. Classrooms that have all the materials for every lesson that each child in that classroom will need that day. 3. Montessori education and environments continually changes to adapt to each child's naturally occurring Sensitive Periods.
-- Maria Montessori
Process (mixed age) 1. Planes of Development, which occur in approximately six year intervals (3 year sub planes) 2. Montessorians believe that mixed age groups at three year intervals (3-6 year olds, 6-9 year olds, 9-12 year olds, etc.) should have flexible groupings. 3. Children are grouped by equal strength in an area are put together in a group to learn a topic no matter what their age. 4. Montessorian believe in hands on, multi-sensory/multi-modality instruction. 5. Concepts are slowly isolated into one new concept at a time to reach benchmarks.
Adaptable Space
Assessment 1.Anecdotal records shows incidents of the child at different times to see if specific activities are not used or used in different ways . 2. Observation is used to be able to see what the child is interested in and how to prepare an environment that is stimulating for the child. 3. Observation is used to observe the child's abilities, reasoning, time management skills and attitudes. 4. Portfolios keep record of the child's performance and demonstrate mastery and progress.
“Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.”
Assessing for Longevity
“The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” -- Maria Montessori
Loris Malaguzzi The Reggio Emilia Pedagogy
Origin +
Origin: Reggio Emilia, Emilia Romagna in Northern Italy Founders: Loris Malaguzzi and parents of the region Need: Provide childcare for young children; Inspired by the need for women to return to the workforce Age Group: Early care and Preschool
Philosophy (Project Based Approach) 1. Children have some control over the direction of their learning 2. Learning occurs through experiences of touching, moving, listening, seeing, and hearing. 3. Children have a relationship with other children and with material items in the world that children must be allowed to explore 4. Children must have endless ways and opportunities to express themselves
A Pedagogy of How-to-Be
Socially Interactive Interest Driven Multi Sensory
Teachers’ Role The Reggio teacher is a keen observer, documenter, and partner in the learning process who allows the children to: 1. Generate their own questions and test their hypotheses. 2. Use symbolic languages to represent thoughts and hypothesis 3. Revisit past work to reorganize concepts, ideas, thoughts and theories and construct new meaning
Environment (Third Teacher) The school is seen as a living organism.
+ Collaboration
Idea Generator
Share Question
Revisit
?
The layout of the physical space in the schools encourages encounters, communication, choices, problem solving, and discoveries in the process of learning.
Process (Long term Projects) Long-term projects with small groups while students continue to stay involved in other self-selected activities and explorations.
2 31
123
Rethink
Assessment (Daily Documentation) 1. Work in progress is made visible on large panels keeping the memory of the work vivid and alive 2. Analyze children’s understanding, thoughts, and learning process 3. Generating further interest and investigation
Assessing for Longevity
“The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking. ... And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there.” ― Loris Malaguzzi
Verbal/Linguistic Intelligence
Logical/Mathematical Intelligence
Learners: 1. Listen and responds to the spoken word, reading, writing, and discussing 2. Remember what has been said or read 3. Have highly developed auditory skills and often thinks in words
Learners: 1. Respond best with reasoning and calculating 2. Understand concepts of quantity, time, and cause and effect 3. Use abstract symbols to define complex scenarios
Tools: computers, games, multimedia, books, tape recorders, and lectures
Tools: logic games, investigations, mysteries
Visual/Spatial Intelligence
Musical Intelligence
Learners: 1. Learn by seeing and observing 2. Think in terms of physical space and highly aware of their environments 3. Enjoy to draw, do jigsaw puzzles, read maps and daydream
Learners: 1. Show sensitivity to rhythm and sound 2. Enjoy music, but they are also sensitive to sounds in their environments 3. May study better with music in the background
Tools: models, charts, photographs, drawings, and videos
Tools: musical instruments, music, radio, stereo, CD-ROM, multimedia
Interpersonal Intelligence
Bodily/Kinesthetic Intelligence
Howard Garner Theory of Multiple Intelligences Learning How-to-Be “Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.� -- Howard Gardner
Learners: 1. Understand by interacting with others 2. Can be taught through group activities, seminars and dialogues Tools: telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail
Intrapersonal Intelligence
Learners: 1. Understand one's own interests and goals 2. Tend to shy away from others 3. Can be taught through independent study and introspection Tools: books, creative materials, diaries, privacy and time. They are the most independent of the learners
Learners: 1. Use the body effectively 2. Understand through making things and touching 3. Communicate well through body language Tools: physical activity, hands-on learning, acting out, role playing
Naturalistic Intelligence
Learners: 1. Have an understanding and interest in, the main global environmental issues 2. Have a sensitive, ethical, and holistic understanding of the world and its complexities Tools: earth, trees, animals, other organisms
I believe that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content, etc. -- Howard Gardner
Origin
S
+
Origin: – Blacksburg, VA (United States of America Founder: Georgette P. Yakman Need: To develop an educational framework that formally linked the study of hard sciences to the divisions of the arts. Age Group: Preschool - 12th grade (All years)
E
A
T M
M
ual
Nature Aerospace Medical of Concepts Architectural Construction Process Inquiry Manufacturing Computer Physics Civil Transportation Biology Communication Mining Chemistry Acoustical Informational Space Chemical Biomedical Geosciences Electrical Power & Energy Bio Chemistry Industrial/ Systems Agriculture
Aerospace Architectural Computer Civil Mining Acoustical Chemical Electrical Industrial
Physical Fine/ Manual Language Liberal Digital
Assessment (Daily Documentation) 1. Assessment is based on individual process and progress and not just the end result. 2. The methods often include portfolio work and process work. 3. The focus is on holistic development and students are rarely held back.
Assessing for Longevity Science...
Technology...
Focuses on what exists naturally & how it is affected.
Focuses on what is human-made.
Arts... Language, Physical, Manual, and the Fine arts.
Focuses on R&D (research & development), Design, and Invention.
Focuses on the study of numbers, symbolic relationships, patterns, shapes, uncertainty & reasoning.
Engineering...
Mathematics...
Arts...
Language, Physical, Manual, and the Fine arts.
Mean Comparison country Mean Comparison country 600 Shanghai-China 556 Shanghai-China 562 Singapore 539 Focuses Korea on R&D (research & development), Design, 555 Hong Kong-China 536 Finland Invention. 546 Korea 533 Hong Kong-China 526 Singapore 543 Chinese Taipei 541 Finland 524 Canada 536 Liechtenstein 521 New Zealand 534 Switzerland 520 Japan 515 Australia 529 Japan 508 Netherlands 527 Canada 506 Belgium 526 Netherlands 503 Norway 525 Macao-China 501 Estonia 519 New Zealand 515 Belgium 501 Switzerland 514 Australia 500 Poland 513 Germany 500 Iceland 512 Estonia 500 United States 507 Iceland 499 Liechtenstein 503 Denmark 497 Sweden 501 Slovenia 497 498 Germany Norway 497 France 496 Ireland 497 Slovak Republic 496 France 496 Austria 495 Chinese Taipei 495 Poland 495 Denmark 494 United Kingdom 494 Sweden 494 Hungary 493 Czech Republic 489 Portugal 492 United Kingdom 487 Macao-China 490 Hungary 486 Italy 489 Luxembourg 484 Latvia 487 United States 483 Slovenia 487 Ireland 483 Greece 487 Portugal 481 Spain 478 Czech Republic 483 Spain 477 Slovak Republic 483 Italy
Engineering...
Tec Focuses on
Reading
Math Arts
Mathematics
Engineering
Content Specific
1. includes sharing knowledge with language arts 2. includes a working knowledge of manual and physical arts (fine arts) 3. includes understanding developments with social/liberal arts
A
STEM
Discipline Specific
Process (Interdisciplinary)
T
STE@
Multidisciplinary
17th
21st
Science...
Focuses on what exists naturally & how it is affected.
Science
Integrative
Science
1. Spatial variation allows for Intimate to large collaborative spaces/ learning studios 2. Spatial arrangements allow for design studios/ laboratories 3. A collaborative space is a central learning space.
25th
LifeLong Holistic
Technology
Environment (Tactile Space)
1. Assessment is based on individual process and progress and not just the end result. 2. The methods often include portfolio work and process work. 3. The focus is on holistic development and students are rarely held back.
Assessing
Philosophy (Holistic Development) 1. Based on an educational evolution of elements, programs and institutions to include multidisciplinary-oriented practices 2. The goal is to create FUNctional citizens who are creative in their solutions. 3. The program in customizable to individual teaching and learning style. 4. STEAM = Science & Technology interpreted through Engineering & the Arts, all based in Mathematical elements.
U.S.’s Ranking Among Developed Countries Assessment (Daily Documentation)
Mean
and
575 554 549 542 539 538 532 529 528 527 522 520 520 520 517 514 512 511 508 508 507 503
Comparison country
Shanghai-China Finland Focuses on the study of Hong Kong-China Singapore patterns, shapes Japan Korea New Zealand Canada Estonia Australia Netherlands Chinese Taipei Germany Liechtenstein Switzerland United Kingdom Slovenia Macao-China Poland Ireland Belgium Hungary
Math
502
United States
500 500 499 498 496 495 494 494 493 491 490 489
Czech Republic Norway Denmark France Iceland Sweden Austria Latvia Portugal Lithuania Slovak Republic Italy
Statistically significantly above the OECD average Not statistically significantly different from the Statistically significantly below the OECD average Source: OECD (2010), PISA 2009 Results, Volume I, Table I.2.20.
Georgette Yakman The STEAM Pedagogy A Pedagogy of How-to-Be “STEAM provides an avenue for formally teaching the inter-relationships of how subjects relate in real-life. STEAM-style education can be enjoyably and meaningfully delivered in more engaging and deeply embedding ways within the already well-established realm of education. STEAM is a substantiated, economical and sociologically adaptable as a framework by which to transition, maintain, create and evolve educational elements, programs and institutions to include multidisciplinary-oriented practices catering to developing more FUNctional citizens.� -- Georgette Yakman
D AN RYL MA E AV
19TH ST NE
ING RD
Criminal Justice Center of Juevenille
BENN
Open Source Education: The Third Teacher
NE
H ST NE
Northeast Washington D.C. - Carver Langston A Haptic Site
20TH ST NE Community Builders of Washington DC
21TH ST NE
“I have never let my schooling interfere with my education.”
Haptic Learning Environment
26TH ST NE
Spatial configuration must be able to open to other spaces to encourage social interactivity.
Interstitial connections must be accessible to all students.
24TH ST NE
3)
3)
Anacostia Park
Spaces must give a sense of ownership to its users (both learners and educators).
Spatial cluster’s Spaces must programmatically contain an arts core.
1ST ST NE
2)
2)
Langston Park
Spaces must be operable to provide adaptable configurations for multiple learning environments.
Programmatic spaces must allow for learners to learn haptically through the arts.
Site Plan - Carver Langston Spingarn High Field
1)
1)
Proposed Street Car Transit
Flexibility
Memory
Functionality
Spingarn Child Development Center
Ownership
Boys & Girls Clubs of Greater Washington
-Mark Twain
Materiality 1)
Materials must be sensitive to touch and conducive to social interaction.
2)
Materials must be spatial definers of the various learning spaces.
3)
Materials must also blur the lines between inside-outside as well as studio spaces/disciplines.
UP
Ground Level - Floor Plan
Haptic Green Garden Photovoltaic Glazing Grey Water Collection Surface Natural Day lighting Natural Ventilation
1905 - Neo Georgian School (Core Classrooms) 1960 - Vocation School Addition 1995 - School Expansion Addition 2020 - Third Teacher STEAM Additions
Third Teacher: Campus Expansion
Third Teacher: Environmental Intelligence
UP
Second Level - Floor Plan Bodily/Kinesthetic Intelligence
Verbal/Linguistic Intelligence Collaborative Core Classrooms Break-Out Work Shops Science Laboratory
Musical Intelligence
Visual/Spatial Intelligence
Intrapersonal Intelligence
Gymnasium Music Laboratories Dance Studios
Digital Fabrication Lab Screen/ Presentation Pod Informal Seminar 1 (Small) Design Studios Informal Seminar 2 (Large) Photography Studio (Below) Digital Art Studio (Below) Audio Studio (Below) Interactive Core Classrooms
Interpersonal Intelligence
Portfolio Library Student Gallery
HVAC Laboratory Electrical Laboratory Plumbing Laboratory Metal Shop Woodshop
Logical Intelligence
Naturalistic Intelligence Work Yard Green Garden Community Vegetable garden
Cafeteria Student Kitchen Lab
Third Teacher: Multiple Intelligence/ Functionality
Exterior View
“Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.” -John Gardner
Exterior View & The Haptic Garden
The Third Teacher - Design Studios
A haptic/ interactive network for the senses, social interactions, and educational disciplines.
The skin possesses eyes, that encourge haptic cognintion and a more intimate connection to our knowledge.
Materiality Is the architects greatest tools into connecting to the haptics of the material world we inhabit.
Cognition and learning draws connections beyond just the optical sense. The Third Teacher has the potential to encourage the use of multi-sensory learning through incidental haptics.
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Building Section A
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Building Section B
The Third Teacher - Haptic Gallery
Origin Origin
Origin: Stuttgart, Germany Germany Origin: Stuttgart, Founder: Founder: Rudolf Steiner Freie- Die Waldorfschule Rudolf- Die Steiner Freie Waldorfschule Need: To Need: provide school for the children the employees of Stuttgart Toa provide a school for theofchildren of the employees of cigarette Stuttgart factory. cigarette factory. Age Group: Preschool - 12th grade (Allgrade years)(All years) Age Group: Preschool - 12th
Philosophy (Personality Development) Philosophy (Personality Development)
. Based 1. onBased an anthroposophical view and view understanding of the human being, thatbeing, is a that is a on an anthroposophical and understanding of the human eing of body, and spirit. beingsoul of body, soul and spirit. . Follows2.basic stages of stages a child's from childhood to adulthood. Follows basic ofdevelopment a child's development from childhood to adulthood. . It addressed children’schildren’s need to learn tactile an tactile intellectual mediums.mediums. 3. It addressed needthrough to learnboth through both an intellectual . The three R's three of Waldorf rhythm, ritual and ritual repetition. 4. The R's ofplanning: Waldorf planning: rhythm, and repetition.
+
BeingBeing
+
Repetition Repetition Rhythm Rhythm RitualRitual
Soul Soul BodyBody SpiritSpirit
Learning Learning
Teachers’ RoleRole (Parent(Parent like figure) Teachers’ like figure)
The classThe teacher a path of discovery with the children guides them into them an into an classwalks teacher walks a path of discovery with theand children and guides understanding of the world of meaning, rather than the world of cause effect. understanding of the world of meaning, rather than the world and of cause and effect.
1. The teacher withstays their with students periods 7 year intervals. 1. Thestays teacher their for students forofperiods of 7 year intervals. 2. The teacher long-term relationship between the teacher student. 2. Thecreates teachera creates a long-term relationship between theand teacher and student. 3. The teacher well rounded teach diverse 3. Theisteacher is well to rounded to teachsubject diversematters. subject matters. 4. The teacher two-hour lesson" specialty 4. Theteaches teacherone teaches one "main two-hour "mainteacher lesson"and teacher and subject specialty subject eachers teach the teach children handcrafts, a foreign language, instrumental teachers theeurhythmy, children eurhythmy, handcrafts, a foreign language, instrumental music, etc. music, etc.
Environment (Tactile(Tactile Space)Space) Environment
7 yrs7 yrs
7 yrs7 yrs
Longevity in Relationships Longevity in Relationships The Third Teacher - Interactive Corridor
Natural Tactile Surfaces Natural Tactile Surfaces
1. Interior1. is Interior the interaction between form, lightform, and color. Thecolor. spaces the is the interaction between light and Therespond spacesto respond to the human form, not form, simplynot enclosing it. Naturalit.light is used human simply enclosing Natural lightasisoften usedas aspossible. often as possible. 2. Natural2.materials are used in and tactileand elements Natural materials arebuilding used inconstruction building construction tactile elements 3. The use theuse nature table is meant student nature and every3.of The of the nature table to is connect meant tothe connect thewith student with nature and everyday foundday objects found objects
Process (Long term Projects) Process (Long term Projects)
1. There are 3 developmental stages that occurthat every 7 years 1. There are 3 developmental stages occur every 7 years 2. Primary2.=Primary empathy imitating environment, secondarysecondary = feelings=and imagi= and empathy and the imitating the environment, feelings and imagination, tertiary = tertiary thinking=and judgment nation, thinking and judgment 3. Students are grouped on based the 4 temperaments (melancholic, sanguine,sanguine, 3. Students are based grouped on the 4 temperaments (melancholic, phlegmatic and choleric) phlegmatic and choleric)
Natural Tactile Space Natural Tactile Space
The Third Teacher - Digital Fabrication Labratory
Environment Environment (prepared)
(prepared)
1. Montessori classrooms contain what they call a "prepared environment". 2. Classrooms that have all the materials for every lesson that each child in that classroom will need that day. Montessori classrooms contain what they call a "prepared environment". 3. Montessori education and environments continually changes to adapt to each Classrooms that alloccurring the materials for every lesson that each child in child'shave naturally Sensitive Periods.
Adaptable Surfaces
Adaptable Surfaces
1. 2. that classroom will need that day. 3. Montessori education and environments continually changes to adapt to each (mixed age) child's naturally occurring Sensitive Periods.
Process
1. Planes of Development, which occur in approximately six year intervals (3 year sub planes) 2. Montessorians believe that mixed age groups at three year intervals (3-6 year olds, 6-9 year olds, 9-12 year olds, etc.) should have flexible groupings. 3. Children are grouped by equal strength in an area are put together in a group to learn a topic no matter what their age. 4. Montessorian believe in hands on, multi-sensory/multi-modality instruction. Development, which occur in approximately six year intervals (3 5. Concepts are slowly isolated into one new concept at a time to reach benchmarks.
Process (mixed age)
1. Planes of year sub planes) 2. Montessorians believe that mixed age groups at three year intervals (3-6 year olds, 6-9 year olds, 9-12 year olds, etc.) should have flexible groupings. shows incidents ofinthe child at different times to see if specific 3. Children are 1.Anecdotal grouped records by equal strength an area are put together in a group to are not used or used in different ways . learn a topic noactivities matter what their age. 2. Observation is used to be able to see what the child is interested in and how to 4. Montessorianprepare believe in handsthat on,is stimulating multi-sensory/multi-modality instruction. an environment for the child. Observation is used to observe child's abilities, reasoning, time 5. Concepts are3.slowly isolated into onethe new concept at a time tomanagement reach benchmarks.
Assessment
skills and attitudes. 4. Portfolios keep record of the child's performance and demonstrate mastery and progress.
Assessment
1.Anecdotal records shows incidents of the child at different times to see if specific activities are not used or used in different ways . 2. Observation is used to be able to see what the child is interested in and how to prepare an environment that is stimulating for the child. 3. Observation is used to observe the child's abilities, reasoning, time management skills and attitudes. 4. Portfolios keep record of the child's performance and demonstrate mastery and progress.
Adaptable Space
Adaptable Space Assessing for Longevity
Assessing for Longevity
Open Source Education: The Third Teacher
“Education for an age where the left brain is significant but no longer sufficient must: ....develop holistic life-long learners through an interest driven curriculum. ...can no longer be designed as a one size fits all model. …be sensitive to the senses, social interaction, and interdisciplinary learning.
The Third Teacher knows this.”
- Beresford Pratt
The Pennsylvania State University Beresford Pratt
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