Designing and Implementing a Montessori Secondary Program at the High School Level

1
Designing and Implementing a Montessori Secondary
Program at the High School Level A Step-By-step
Guide
2

• Overview
• A Step-by-Step guide
• successes
• but wait
• there is morE

3
Overview
Who are Montessori High School students? What
are their needs? How do you design an ideal
community that meets the needs of students and
parents and takes into account the expectations
of society at large while holding true to the
teaching and philosophy of Maria Montessori?
These are tough questions. But they are the
questions faced everyday by teachers in a
Montessori high school environment. I have been
a teacher in a Montessori high school for the
last seven years. I have spent countless hours
asking those I work with and myself these
questions. Some of the answers have come through
reading and dialoging. This is the easy way.
Most of the answers have come through complex and
demanding everyday experiences. This is the hard
way. While the easy way was not very meaningful,
it is the answers that I gained the hard way that
are the most valuable.
4
Overview
The design and implementation of a Montessori
program at the high school level requires an
in-depth study of the needs of middle adolescents
(15-18 years), Montessoris idea of Cosmic
Education, sustainable learning communities, the
needs of parents, and current societal
expectations.
5
A Step-by-Step guide
Setting Goals
Designing
Implementing
Receiving Feedback
6
Setting Goals

• A program that follows Montessori Philosophy
• A program that meets the physical, cognitive,
  psychosocial, and moral needs of students
• A sustainable learning community
• A college preparatory program

7
Setting Goals A program that follows Montessori
Philosophy

• Montessori credentialed (12-18) teachers
• Master of Montessori Integrated Learning

8
Setting Goals a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students

• Adolescent Psychology
• Current Trends and Issues
• Communications and Counseling Skills
• Teaching Strategies
• Classroom Leadership
• Observation, Record-keeping, and Assessment
• Curriculum Development

9
Setting Goals A Sustainable Learning Community

• Cosmic Education Using the wonder of the
  universe and story telling as the central element
  of the Montessori high school curriculum.
• Embracing Chaos Learning to embrace the chaos of
  life and harness the energy of disorder for
  creativity and innovations.
• Practice of Dialogue Creating common meaning
  through discussion.
• The Learning Environment Preparing an
  environment where learning can occur.

10
Setting Goals A College Preparatory program

• State Graduation Plan Requirements
• Minimum Graduation
• (22 credit hours)
• Recommended High School Program
• (24 credit hours)
• Distinguished Achievement Program
• (24 credit hours advanced)
• College Application Process
• Time Management Skills
• Study Skills
• Problem Solving Skills
• Personal Finance Information
• Interpersonal Relationships Skills

11
Designing a program that follows Montessori
Philosophy
Teachers Credentialed in Secondary I and II Meet
with administration to design a hiring plan that
requires the Secondary I and II teacher education
program within the first five years of
employment. Master of Montessori Integrated
Learning Meet with administration to design a
continuing education program that allows teachers
to take advantage of the on-line masters program.
12
Designing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Adolescent Psychology Before designing a program
that meets the psychological needs of students,
teachers must first come to terms with their own
adolescent issues. This prevents teachers from
getting involved in daily ups and downs of
adolescent issues and allows them to be an
objective member of the classroom.
13
Designing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Current Trends and Issues Essential to the
Montessori secondary classroom are some main
practices and elements. These practices and
elements are in harmony with Montessori
philosophy and current trends in education. They
are 1. Community Building 2. Master Learning 3.
Meaningful Work 4. Cooperative Learning Groups 5.
Erdkinder Land Laboratory 6. Cosmic, Global and
Peace Education 7. Interdisciplinary/Transdiscipli
nary Curriculum 8. Student led Family Conferences
14
Designing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
9. Service Learning 10. Appropriate
Assessment 11. Personal Reflection 12. Career
Education/Internships 13. Economic
Experiences 14. Exploration Classes/Experiential
Learning 15. Multi-age grouping 16. Block
Scheduling 17. Rites of Passage
15
Designing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Communications and Counseling Skills A secondary
program must provide a wide variety of
intrapersonal, interpersonal and community
building activities. Teachers must learn how to
incorporate community meeting, personal
reflection, community building cooperative games
and ROPES courses, counseling strategies,
Socratic dialogue, and NLP (neurolinguistic
programming) into the high school program.
16
Designing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Teaching Strategies Creating responsive middle
and high school environment includes focusing on
learning how to learn, learning styles, thinking
skills and lesson planning. Understanding the
way in which each student learns is a key to a
responsive high school environment. The three
modes of learning are 1. Auditory 2. Visual 3.
Kinesthetic
17
Designing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students

• Howard Gardners nine intelligences are another
  aspect of learning styles. Gardner believes that
  people have all nine intelligences but different
  people have different unique combinations of
  those intelligences. This unique combination
  affects the way each person views the world.
  Gardner currently lists the nine intelligences
  as
• Linguistic Intelligence
• Logical/Mathematical Intelligence
• 3. Musical Rhythmic Intelligence
• 4. Bodily/Kinesthetic Intelligence
• 5. Spatial Intelligence
• 6. Naturalist Intelligence
• 7. Intrapersonal Intelligence
• Interpersonal Intelligence
• Existential Intelligence

18
Designing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Classroom Leadership It is necessary for the
teacher to guide the child without letting him
feel her presence too much, so that she may
always be ready to supply the desired help, but
may never be the obstacle between the child and
his experience. (Montessori, Dr. Montessori's
Own Handbook, p. 55) The teacher is responsible
for coordinating and facilitating the day-to-day
operation of the classroom. This means that the
teacher must empower the students to participate
in this operation. It also means that the
teacher must give control of some activities to
the students. When students work with a clearly
defined daily and weekly schedule they feel able
to participate in maintaining the day-to-day
operations.
19
Designing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Observation, Record-keeping, and Assessment The
secondary program needs to include a variety of
forms for appropriate student and teacher
record-keeping and long-term assessment systems.
The use of study guides, homework and behavior
notices, transcripts, and self-assessments are a
few ways to keep accurate records while
communicating the students progress with
parents.
20
Designing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Curriculum Development Creating a curriculum
where one subject area is linked or connected to
other areas contributes to a students ability to
view knowledge as being interconnected and not
isolated into prescribed areas of study.
Montessori middle school environments create this
connection by use of a theme. The same theme is
used in all subject areas for the entire learning
cycle. At the high school level, themes are not
explicitly given rather, students are asked to
discover themes as they move through the
curriculum.
21
Designing a Sustainable Learning Community
Cosmic Education Maria Montessori believed that
giving students a vision of the whole universe
would allow them to discover relationships and
inspire them to find answers to their questions.
She called the introducing of students to this
vision Cosmic Education. In most Montessori
schools cosmic education is approached through
the telling of stories. These stories are an
introduction to each of the five main areas of
study. They are commonly known as The Great
Lessons. Once these strike the imagination
stories are told, the teacher presents choices of
work to the students that are extensions of the
story.
22
Designing a Sustainable Learning Community
Embracing Chaos
The study of chaos theory as applied to systems,
human or otherwise, has recently become a topic
of many books and articles. Experts in business,
science, management and education are just now
beginning to understand what Maria Montessori
accepted many years ago systems that embrace
chaos can reorganized, respond, and be resilient.

At first glance a Montessori classroom may appear
to be mass confusion, but a close observer
notices the patterns or order in the chaos.
Freedom of choice and self-correcting materials
are two ways that organized chaos is integrated
into the Montessori classroom. Students who are
freed from rigid schedules and direct instruction
learn to self-organize and be flexible.
23
Designing a Sustainable Learning Community
Students are traditionally taught that chaos is
not a desirable state and schools spend time and
money trying to maintain order and control in
their classrooms. While this is the accepted way
of educating our young people, it is not the best
way. There is no way to avoid chaos. Nor should
we want to avoid it. From chaos and disorder
comes creativity and innovation, those things
that are necessary for a sustainable learning
community.
24
Designing a Sustainable Learning Community
Practice of Dialogue
The ability for people to communicate effectively
with one another will have a significant impact
on the future of human society. Few people would
argue with this statement. But what do we mean
by communicate? Many educators believe that
teaching students about communication involves
refining and practicing speaking. They give very
little thought or time to the practice of
listening. Dialogue is not easy. It takes
practice. But the process of dialogue can be
just as rewarding as the outcome. Educators who
want to prepare their students to be positively
contributing members of human society must engage
in the practice of dialogue.
25
Designing a Sustainable Learning Community
The Learning Environment
Establishing a healthy and dynamic learning
community where cosmic education, embracing chaos
and practicing dialogue can occur is the major
responsibility of the teaching staff. Three key
parts of a healthy learning community
are 1. Education Philosophy 2. Teacher-Student
Relationships 3. Individual Learning Styles Each
of these parts provides the space for students to
move beyond themselves and into the world of
community.
26
Designing a Sustainable Learning Community
When school districts dictate which concepts
should be taught when, and teachers must adhere
to this strict schedule or fear losing their job.
The teachable moment is lost and spontaneity
disappears. Each teacher specializes in teaching
one specific class in one subject area. Another
key part to a healthy learning community is the
teacher-student relationship. An environment
where students are afraid of or cannot respect
teachers is not the kind of environment that
fosters community.
27
Designing a Sustainable Learning Community
Learning is the goal of all education. Each
student learns at his or her own pace and own
way. Learning communities should work to
discover each students individual learning style
and trust that in time they will acquire the
education they need
28
Designing a College Preparatory program
State Graduation Plan Requirements Minimum
Graduation Requirements
29
Designing a College Preparatory program
State Graduation Plan Requirements Recommended
High School Program
30
Designing a College Preparatory program
State Graduation Plan Requirements Distinguished
Achievement Program
31
Designing a College Preparatory program
College Application Process
College Placement Intensive ?Application
Process ?Interview Skills ?Essay
Writing ?Financial Aid Awareness
32
Designing a College Preparatory program
Time Management, Study, Interpersonal
Relationships and Problem Solving Skills All of
these skills need to be integrated into multiple
classes across all areas of study. In addition
to integrating these skills into the curriculum
it is also helpful to give lessons and have
activities to practice each of the skills you are
expecting the students to master before
graduation.
Personal Finance Information With the number of
credit cards and financing options that are
available to college students these days it is
vital to have a class that specifically addresses
the financial opportunities and challenges that
are available at the college level.
33
Implementing A program that follows Montessori
Philosophy
Teachers Credentialed in Secondary I and
II Implement the designed hiring plan. Support
the teachers in their training activities
including mid-year seminars and
research. Encourage faculty and staff that have
not yet completed their credential to audit the
Montessori Philosophy component of the teacher
education.
34
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Adolescent Psychology After spending many hours
considering our options, our faculty has
established a few age-appropriate academic and
social markers. Some of our academic markers are
grades, honor roll, and study hall. The high
school level is the first level where students
are given grades in class. Some of our social
markers are graduation, sports, and dances.
While most schools have a graduation for each
grade level, our school has a moving-up ceremony
for everyone with graduation only for high school
seniors.
35
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Our school does not start organized sport until
the middle school level. The middle school
students have a casual dance while the high
school students have a formal dance or prom.
Each year, there is always pressure from parents
to change some of our markers. They mention what
is done at other schools as a way to persuade us
to change. We always listen, and then we explain
that we do things to meet the developmental needs
of the student.
36
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students

• Meeting students needs touches every part of a
  Montessori classroom, including building design,
  classroom set up, curriculum, and scheduling.
• The physical needs of high school students
  include
• 1. Large sturdy furniture
• 2. Open Spaces
• 3. Real work
• The cognitive needs of students in the third
  plane include
• 1. Creative expression
• 2. Academic choices

37
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
The psychosocial needs of students in the third
plane include 1. Independence 2. Consistent
Adults The moral needs of students in the third
plane include 1. Problem Solving 2. Causes
38
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students

• Current Trends and Issues
• Community Building - A trusting, caring community
  doesnt just happen. The staff and students must
  spend time and energy building the community.
  Cooperative games, trust building activities and
  physical and mental challenges all support a
  healthy, caring and nurturing classroom and
  school community.
• 2. Master Learning - Mastery learning holds that
  everyone can learn, given the right circumstances
  and environment. The secondary environment is
  designed to give each student the time needed to
  master the objectives. The teachers job is to
  design clear objectives for each area of study
  and to break the area into small learning units.
  At the end of learning unit the student is
  assessed and may only proceed to the next unit
  when he/she has demonstrated understanding of the
  previous unit.

39
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
3. Meaningful Work - Adolescents crave the
opportunity to do meaningful and valuable work.
Meaningful work is work that has an impact on the
school, local or global community. Projects that
incorporate designing and building, or problem
solving and implementing solutions, are
particular engaging for students. Being able to
see the results of their projects make them feel
that the work done was valuable. When students
author school policies, plan social events and
build structures used by the school, they feel
important and valued by their community. 4.
Cooperative Learning Groups - Cooperative
learning is an instructional method in which
students work together to solve problems and
complete projects. Clear guidelines and learning
objectives are established in order to assure
group interdependence and individual
accountability. Students plan and accomplish each
activity together. Cooperative learning allows
students the experience of working with peers of
different abilities and leadership styles.
40
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
5. Erdkinder Land Laboratory - Provide required
and optional opportunities for work on the land.
Places that are ideal for high school students
are small farms, horse farms, ranches, city
gardens or communes.
41
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
6. Cosmic, Global and Peace Education -
Montessori believed that the fundamental goal of
cosmic and global education was peace. She had a
vision of children growing up in a world of peace
and respect. The peace education curriculum can
be introduced at all levels of Montessori the
important part is to match the activities with
the needs of the students. Activities that are
appropriate for early childhood age children will
not necessarily be meaningful to middle or high
school students. At the high school level,
students participate in a variety of centering,
community and cultural awareness activities.
Centering activities include journaling and
meditation. Community awareness practices
consist of participation in daily community
meeting, trust building exercises and classes
which emphasize positive ways to contribute to
the school community. Some cultural awareness
activities available are classes in world
cultures and religions, cultural celebrations and
opportunities to experience other cultures first
hand through travel.
42
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
7. Interdisciplinary/Transdisciplinary Curriculum
- A key to engaging adolescent cognitively is to
show the interconnectedness of things.
Interdisciplinary/Transdisciplinary curriculum
that integrates subjects and focuses on themes,
is one way to emphasize the interconnectedness of
all areas of study. It is not, however, as
simple as bringing literature or creative writing
into a science curriculum. Transdisciplinary
curriculum must have overarching themes that
touch every subject area. 8. Student led
Family Conferences - Family conferences are held
multiple times throughout the year for students
to develop and update their educational plan.
The teachers and parents' roles are to guide
each student in setting realistic goals, and then
support the student to meet his/her commitments.
Students are asked to evaluate their progress in
academic work, personal responsibility and group
responsibility. Students then request their
parents and teachers points of view in each
area.
43
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
9. Service Learning - Service learning goes
beyond community service. It is an approach by
which young people learn through active
participation in thoughtfully organized service
experiences that meet an actual community need
and are coordinated in collaboration with the
school and community. Service learning provides
students with opportunities to use newly gained
academic skills and knowledge in real life
situations in their community. It broadens
student learning beyond the classroom and helps
to promote the development of a sense of caring
for others. Reflection, thinking, talking, or
writing about the experience, is also necessary.
Students in the high school program spend 200
hours volunteering at a variety of organization
in the community. During the volunteering
experience, students keep a daily journal. After
the volunteering, students give brief
presentations to their peers about their
experience.
44
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
10. Appropriate Assessment - To assess a student
authentically, the teacher must provide
assessment to the student that is developmentally
appropriate. Assessment techniques used in the
Montessori secondary classroom include
portfolios, presentations, and written and oral
examinations. 11. Personal Reflection - In our
hurried society, students need to learn to spend
time reflecting on goals, reducing stress and
creating a personal vision. Activities for
personal reflection include guided self-knowledge
activities that are recorded in a journal, power
naps (short 20-30 minutes naps meant to refresh),
creative arts (drawing, painting, sculpting,
poetry) and group discussions.
45
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
12. Career Education/Internships - Career
education and internships are opportunities for
students to explore their interests and talents,
to contribute to society and to improve critical
thinking and problem-solving skills. Students in
the high school, participate in 250 hours of
career education and business internships. High
school students spend 100 hours as apprentices in
businesses of their choice. Before interning,
students write a resume and a business letter
explaining the goals of the experience. During
their internship, students create a portfolio of
projects completed and write daily in their
journals. Afterwards, students share their
experiences with their peers and write a
thank-you note to the business. Students spend
100 hours in college placement/career education
during their junior year. During the two-week
session, students create a portfolio of their
high school honors and extracurricular
activities, write college admission essays,
participate in mock interviews, and compile a
list of six to eight colleges and universities to
which they plan to apply.
46
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
13. Economic Experiences - The opportunity to
earn money is one of the most important
activities in which an adolescent can
participate. Students feel empowered by working
hard and getting paid for that work. At the
middle school level, all students work in
businesses run by the middle school class. At the
high school level, each student is required to
take one semester of business entrepreneurship.
The goal of this class is to coach students
through planning and implementing a small
business. Students can work individually or with
a team. In addition to establishing their own
business, students also participate in a stock
market project and learn personal finance.
47
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
14. Exploration Classes/Experiential Learning -
As in all levels of Montessori education, there
are opportunities for discovery and experiential
learning in which participation is the goal.
Experiential learning is the goal for career
education, internships, service learning, and
field study trips. These activities are one- or
two-week intensive experiences that include
visual or performing art classes, local community
service, global community service, language
immersion, business internships and Erdkinder
experience. Students are required to participate
and keep a daily journal or log of their
activities. After completing the experience,
students give a short presentation to their
peers. This presentation includes what they gain
from the experiences and how they can apply this
new knowledge to their lives.
48
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
15. Multi-age grouping - The ideal Montessori
classroom includes a three-year age span of
students. This multi-age group promotes peer
teaching, students learn that all members of the
class are teachers and students. The middle
school level incorporates multi-age grouping in
all classes. Multi-age grouping is utilized at
the high school level in math, social studies,
science, additional language, electives, health
education, and experiential learning. Students
are placed in classes not by age but by academic
level or interest.
49
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
16. Block Scheduling - Allowing students to have
time to plan, work, present, and evaluate their
work all in one block gives students the
opportunity to increase their skills in
concentration, problem-solving, and time
management. Blocks of time are of different
lengths and occur at different frequencies
depending on the goal of the class. In classes
in which skill building and practice are
important, such as math or additional language,
the blocks are shorter (one and one-half hours)
and occur every other day for the entire year.
Classes in which studying material by concept or
topic is the goal have longer blocks (two or
three hours) and occur every other day for half
of the year. In all classes, students are
responsible for choosing their work, planning
their time, deciding on due dates, presenting,
and evaluating the finished products. 17. Rites
of Passage - There seems to be a built-in human
need for some kind of process to mark the shift
from childhood to adulthood (Bruetsch, p. 3).
It is important that the school acknowledge this
process by implementing a challenging and
unforgettable experience that marks the physical,
social and emotional transition the adolescent
makes from childhood to adulthood.
50
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Communications and Counseling Skills Community
meeting is a secondary school version of early
childhood and elementary community circle. This
is a student-led activity in which students have
the chance to share, acknowledge their peers, and
problem-solve with the community. This meeting
usually begins or ends the day. At the high
school level, a group of three students leads
community meeting.
51
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Teaching students to reflect on their own
thoughts and experiences is the goal of personal
reflection. This is a time of day set aside for
journaling and relaxation. Students are asked to
refine their intrapersonal communication skills
as they progress through the secondary program.
At the high school level, students participate in
daily personal reflection activities.
52
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Community building activities are a part of a
healthy classroom community. Cooperative games
and ROPES courses are two ways by which teachers
are encouraged to build community in their
classrooms. Cooperative games can be employed any
time of the year. ROPES courses are more intense
community-building experiences and a group of
professional instructors is usually needed to
facilitate these activities.
53
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
In order to help students discuss and resolve
typical adolescent issues, teachers are educated
in individual and group counseling strategies.
These strategies include active listening,
role-playing, conflict resolution, brainstorming,
individual and group problem solving, goal
setting, and acknowledgments. Resources regarding
depression, drug and alcohol abuse, Internet
safety, sexuality awareness, nutrition, eating
disorders, suicide, and physical abuse are
particularly useful to high school faculty and
staff.
54
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Teaching Strategies Montessori secondary
education addresses each of the three modes of
learning in presentation and assessment of
material, giving each student an opportunity to
experience and demonstrate knowledge of the
information in the way that works best. But it
is not enough for the teachers to be aware of
learning styles at the secondary level it is
imperative that the students themselves be aware
of their own learning style as well as the
learning styles of their peers. This allows
students to design presentations that will inform
and meet the needs of all classmates.
55
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Before presenting their one-hour end of semester
projects, students in each class meet together to
brainstorm ways to incorporate the three modes of
learning and the nine intelligences into their
presentations. Once a student gives his or her
presentation, the class members and the teacher
complete an evaluation on the presentation. The
evaluation includes questions about quality of
content and leadership ability. The evaluation
also includes a section in which students
identify which of the three modes and nine
intelligences were used during the presentation.
56
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Students quickly learn the importance of
addressing learning styles because the larger
variety of activities they incorporate, the
easier it is to keep their classmates engaged for
the entire hour.
57
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Classroom Leadership Allow students to
facilitate community meetings, organize socials,
initiate problem-solving discussions, and create
and enforce school policies and
guidelines. Create a clear and predictable
daily, weekly, and semester schedule. Have as
few interruptions to as possible.
58
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
The design of the secondary environment can make
the job of a secondary teacher easier. When a
teacher takes into consideration how the space
will be used and the specific needs of his/her
students while designing a classroom, the
environment becomes a partner in classroom
leadership. When a teacher disregards the use of
the space or the needs of his/her students, then
the design, no matter how attractive will make
the classroom leadership job of the teacher more
difficult.
59
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Observation, Record-keeping, and Assessment The
study guide is a written record for the student
and the teacher of all lessons and activities
that will be taking place in a learning cycle.
The student uses the study guide as a reference
to plan individual and group work as well as a
place to record completion of work. Each area of
study has a study guide that is colored-coded for
easy reference.
60
(No Transcript)
61
(No Transcript)
62
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Curriculum Development The high school language
arts program is divided into two areas English
Language and Additional Language. The English
Language program, while continuing to have the
five strands used in middle school, focuses on
three main areas of study World Literature,
United States Literature, and Literary Tradition
Overview. World Literature is studied over a
course of two years and is made up of English I
and English II. United States Literature,
studied the third year, is titled English III.
Literary Tradition Overview, studied the final
year, is titled English IV and includes a great
deal of English Literature.
63
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
The Additional Language program offers Spanish,
French, and American Sign Language and includes
an intensive study of vocabulary, literature,
speaking, grammar, and writing. Courses offered
are Spanish Level I-V, French Level I-IV and ASL
Level I-V. The focus of the math curriculum is
to match each students particular ability and
allow him or her to work at the best individual
pace. Students find math more enjoyable when they
are allowed to make it a social occasion. The
high school level offers six level of math
Algebra I, Algebra II, Geometry, Pre-Calculus,
Calculus AB, and Calculus BC. At all levels,
students take quizzes for feedback and master
comprehensive tests with at least 80.
64
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Health education, which is taken by student all
four years, is the study of issues pertinent to
the needs of todays adolescents. Students
explore topics such as communicating with family
and friends, stress management, self-esteem, peer
pressure, drug awareness, sexuality, nutrition,
and balanced-living. Each grade level has a
specific area in which they work. There is a
time each day that students spend in personal
reflection for development of their intrapersonal
skills. Once a week, students participate in a
group discussion or cooperative game. Students
complete a yearlong project focused on issues
that affect teens.
65
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Social studies or social sciences at the high
school level are comprised of four classes World
Cultures and Geography, World History, United
States History, and Economics/United States
Government. Students complete all four classes.
Natural science class are semester-long (16 week)
classes. The focus of the social sciences
curriculum is the thoughtful and systematic
examination of ideas. Students focus on group
dialogue and presentation.
66
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Natural sciences at the high school level are
comprised of four classes Biology, Chemistry,
Physics, and Environmental Science. Students
complete all four classes. Natural science class
are semester-long (16 week) classes. The focus of
the natural science curriculum is on using great
ideas to look for patterns in science and
integrating this information into all
disciplines. In all classes students conduct
laboratory experiments and make presentations.
67
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Integration classes are specifically designed to
help students integrate all areas of the high
school curriculum. The three integration classes
offered are Personal and Social Responsibility,
Theories of Knowledge and Senior Thesis.
Personal and Social Responsibility is taken the
first two years and focuses on study skills and
speech communication. Personal responsibility is
addressed with the teaching of a variety of
communication skills such as acknowledging
others, active listening and goal-setting as well
as organization skills. Social responsibility is
addressed with the teaching of conflict
resolution, peer mediation skills and basic
speech communication. Emphasis is also placed on
basic etiquette skills.
68
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Theories of Knowledge is taken the third year and
is designed to introduce students to the area of
philosophy called epistemology. The course
examines the foundations underlying the various
disciplines encountered throughout ones
educational careerhistory, language,
mathematics, physics, etc. and asks fundamental
questions which show the interdisciplinary nature
of all human knowledge. The course also
introduces logic. In addition to elements of
formal deductive logic, students learn methods of
classification and definition, recognizing
fallacies, basic argument analysis, inductive
generalization, analogies, statistical reasoning,
and explanation. Emphasis is given to analytical
reasoning, writing, and speaking. Course work
includes a year-end analytical essay on the
foundations of knowledge.
69
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Senior Thesis focuses on the researching, writing
and presentation of the senior thesis. The
thesis will be researched and written in steps
throughout the year and the information will be
shared at the end of the year in a 15-20 minute
presentation. The paper must be original
research, movie/literature analysis, or design
project in an area of interest.
70
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Experiential Learning classes are offered during
semester electives and three intersession
periods. Electives offered include classes such
as health fitness, fine arts, and performing
arts. Intersession periods include opportunities
for field study programs, language immersion,
land lab experience and community
service. Electives are semester-long classes
offered during the school day. Students choose
these classes based on interest and are expected
to participate fully. Grading for these classes
is based on class participation and completion of
assigned projects.
71
Implementing a program that Meets the Physical,
Cognitive, Psychosocial, and Moral Needs of
Students
Intersession periods are short (one to two week)
breaks between learning cycles. During
intersession periods students can choose from a
group of service opportunities or find their own
service project, travel to other countries for
language immersion, travel for a field study
experience, and participate in an intensive fine
or performing art class. All students are
required to keep a journal during their
intersession period and share their experiences
with their classmates upon returning to
school. During their third year, high school
students are required to participate in the
intensive college placement program. During
their fourth year, high school students are
required to find and work in a job of their
choice during one of their intersession periods.
72
Implementing A Sustainable Learning Community
Cosmic Education The cosmic education at the high
school is unique in that it allows the five
stories to unfold over a four-year period. The
stories are not always told by the teachers but
are experienced and told by the students as they
move through the curriculum. The Story of the
Universe - Students investigate chemistry and
physics in-depth with experiments, textbooks, and
science literature such as The Universe Story by
Thomas Berry and Brian Swimme. The Story of
Life - Students investigate biology and
environmental science in depth with experiments,
textbooks, and science literature such as The
Double Helix by James Watson.
73
Implementing A Sustainable Learning Community
The Story of Humans - Students investigate early
civilizations and follow these early cultures as
they expand and change over time. Students
complete an in-depth study in the social sciences
including world cultures, world religions,
government, economics, and thematic world
history. The Story of Math - Students
participate in an in-depth study in of algebra,
geometry, trigonometry, calculus, and computer
technology.
74
Implementing A Sustainable Learning Community
The Story of Language Students conduct an
in-depth English language study of world
literature, United States literature, and
literature traditions, thematic writing, grammar,
world literature, and vocabulary an in-depth
additional language study of literature,
vocabulary, and grammar and an in-depth
curriculum integration study of speech
communication, study skills, organizational
skill, epistemology, logic, and research skills.
75
Implementing A Sustainable Learning Community

• Embracing Chaos
• Teaching students to embrace chaos and to
  recognize opportunities to reorganize and respond
  is an important part of any Montessori high
  school environment.
• Two areas that educators can address to help
  students adopt a positive and beneficial view of
  chaos are
• 1. Flow
• Paradoxes

Students who experience flow have a deep
understanding of the benefit of chaotic creative
power. Since the concept of flow applies not
only to individual activities, but also to the
activities of groups and societies, students are
then able to transfer their individual
experiences to a group situation.
76
Implementing A Sustainable Learning Community
Cooperation not competition becomes the focus in
the classroom. Students realize that diversity
is the key to optimal flow the more diversity,
the more creative potential the more creative
potential, the more flexible and resilient the
group will be. Helping students discover those
activities in which they experience individual
flow and encouraging them to participate in them
benefits the entire learning community.
77
Implementing A Sustainable Learning Community
The paradoxes of the universe are everywhere.
Teaching students to recognize and accept these
paradoxes is another key to helping them embrace
chaos. They need to know that life is not
either/or it is and. It is simple and
complex, pleasant and unpleasant, it is serene
and turbulent. To embrace the in-between is to
embrace life with all of its chaos and calm.
Teaching students to embrace, not fear, the
chaos of everyday life will help them to thrive
in our ever-changing world.
78
Implementing A Sustainable Learning Community
Practicing Dialogue Introducing dialogue in a
high school classroom can be a difficult and
painful experience. But it is important to work
through the difficulty and pain. Resistance from
high school students is common. When dialogue is
first introduced, many students try to cover
their discomfort with humor, making jokes and
laughing. After deciding on the standards for
dialogue (integrity, honesty, etc.) students
sometimes become defensive or angry when others
try to enforce the standards during discussions.
Allowing students to express their anger and
frustration with the process helps to establish
group trust and many times is the basis for the
dialogue guidelines. After much practice
students finally learn to speak honestly,
critique ideas not people, and receive feedback
gracefully.
79
Implementing A Sustainable Learning Community
It is then that the objectives of dialogue have
been achieved. Once the process and guidelines
of dialogue are established, maintaining the
practice of dialogue is much easier. While
dialogue may seem to fit more naturally into a
language arts or social studies curriculum, it is
an important part of all subjects and should be
part of the students everyday experience. This
practice inevitably extends beyond the classroom
into the students routine interactions with
peers and parents. They soon enjoy it. They
learn how to speak, listen, learn, and most
importantly participate.
80
Implementing A Sustainable Learning Community
Once students incorporate dialogue into their
everyday life, they become more involved in their
family, learning, and local communities. They
feel confident that they can make a difference.
They become connected. The feel empowered to
make a difference. They can communicate with
anyone about anything and do so effectively.
81
Implementing A Sustainable Learning Community
The Learning Environment
Education Philosophy In order to have a real
learning community, teachers and schools must
give up concerns about state exams and instead
focus on their schools educational philosophy.
Teacher-Student Relationships The ideal
learning centered environment focuses on students
and teachers as individuals. There is an
acknowledgement that everyone is an equal. When
students view their teachers as colleagues in the
educational process rather than authority
figures, trust and respect develops between the
students and teachers.
82
Implementing A Sustainable Learning Community
Individual Learning Styles Providing curriculum
activities that address different learning styles
and intelligence allow for different students to
experience the same knowledge in a variety of
ways as well as exposing them to the learning
styles of their peers.
83
Implementing A College Preparatory program
Graduation Requirements When a student begins at
the high school a four year plan is created to
track the credits earned. The individual
four-year plan is kept in the students records
and reviewed every semester by counselors and
teachers. This plan allows students to see the
big picture of classes they must take in order
to complete the graduation plan of their choice.
It particularly helps students organize and plan
their electives and intersessions.
84
Implementing A College Preparatory program
Time Management, Study, Interpersonal
Relationships and Problem Solving
Skills Personal and Social Responsibility is
taken the first two years and focuses on study
skills, problem-solving and speech communication.
Students are given the opportunity (as a class)
to name the class whatever they want. These
years class is called Island of Responsibility.
Personal Finance Information The high school
needs to offer a class that addresses the issues
of personal finance for college and life. This
class can include information on credit,
financing, account management and investments.
85
Implementing A College Preparatory program
College Placement Intensive The two-week program
gives students the practical life experience of
living on their own at college and prepares them
for completing their college application the
following term. The first week students live on
campus at the high school while attending classes
on the college application process, interviewing,
essay writing and financial aid. The second
week students visit at least four colleges and
universities either with their parents or on a
school sponsored trip. Career Education The
grading period before beginning their internship
students write resumes and cover letters and
apply and interview for jobs. Students are
encouraged to choose jobs related to the areas of
study that they are interested in pursuing in
college.
86
Receiving Feedback
One of the best ways to make sure the needs of
the students are being met is through feedback.
The use of feedback to improve a program is a
common technique employed by schools. Most
schools survey teachers, staff, and parents.
These surveys usually address the teachers,
staffs or parents experiences with the program.
The data collected from these surveys help the
school administration make changes to programs to
meet the needs of the school population. I
believe studen