Coordinating Montessori and Traditional Education through the Use of Units Focused on a Skill Based Competency and Training Staff To Be Goal Directed.

Autor/in	Childs, Carol
Titel	Coordinating Montessori and Traditional Education through the Use of Units Focused on a Skill Based Competency and Training Staff To Be Goal Directed.
Quelle	(1991)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monografie
Schlagwörter	Forschungsbericht; Competency Based Education; Concept Teaching; Conventional Instruction; Day Care Centers; Early Childhood Education; Educational Objectives; Lesson Plans; Montessori Method; Preschool Curriculum; Skill Development; Teacher Education; Units of Study + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Day care centres; Hort; Early childhood; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Lesson planning; Unterrichtsplanung; Montessori pedagogics; Montessori-Pädagogik; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerausbildung; Lehrerbildung; Lerneinheit
Abstract	This report discusses the implementation of a unit-based instructional method at three child care centers. Two of the centers were Montessori schools and one was a traditional school. The centers were operated by a single corporate owner. A questionnaire completed by the 14 staff members of the 3 centers indicated that there was little year-long planning, scheduling, or use of learning units in the centers. A series of workshops held for staff addressed the issues of the creation of a year-long lesson plan, the use of goals and concepts in teaching, and teacher training. Objectives accomplished by these workshops included: (1) monthly unit studies were created to cover a school year; (2) a list of concepts to be taught each week was created; (3) daily lesson plans were developed; and (4) teachers were trained to use the lesson plans to become more goal oriented in their daily routines. An extensive discussion of existing early childhood education programs and models is presented. A reference list of 21 items is provided. Appendixes include copies of staff questionnaires; lists of unit themes and concepts; forms for recording student progress; and forms for recording weekly and monthly lesson plans. (BC)
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC