AMI Primary into Elementary

My Boys' Teacher over at What DID We Do All Day? had this to say in a recent post on sentence analysis:

That's one thing I've never liked much about AMI albums.  The primary albums are so relaxed and breezy and "some of this is advanced work and you might not get to it."  Then the elementary albums are all stern business and like "the child should have covered all that in primary."  

She is picking up on this far more than I did - but I also went straight from Primary training (academic year) into Elementary training (multi-summer - so I started elementary a few weeks after graduating from primary, moving across the country in the between-time) --- and the training centers are probably (?) the two geographically closest centers to one another (don't quote me on that!). I don't know if that had anything to do with it, but with the general Montessori culture of that entire area of the country being AMI-flavor because of the wide-spread communities of Montessori that build up around training centers, I think it raises the calibre more than a bit. Also, the city of my elementary training has a large community of AMI public Montessori schools - they have a whole public Montessori school system! So I am sure THAT raises the calibre quite a bit.

Even in primary training, doing my observations (10 locations required, more preferred) and student teaching (2 locations), I did get the sense that "most" children DO indeed finish the primary albums - or come really, really close. Again - culture of the area? Plethora of elementary Montessori options, so the schools are preparing the children more?

Within elementary training, I also picked up on the early elementary work in each area of "what to do if a child comes in without ample primary experience". So for me, the flow was there, regardless if the children had the primary experience or not. And I can easily pick up with the elementary album and modify as needed - but that might be me.

So I got the transition part for every area. And don't personally see the disconnect as much (I'm not saying it's not there - it's just not as clear to me).


In all areas except ONE.

Clock Time.


In primary we were told, "This is an elementary work, but we could do some language exploration with it." In elementary we were told, "This should have been mastered in primary with basic math functions with time to practice now."

Seriously!?

I submitted self-designed album pages to the assistant of my primary training course because she said she was looking to put something together - in hopes of collaborating to get some great album pages going. She never did anything with it (she was busy, to give her credit) - and I figured I would get the work in the elementary albums. Then... I didn't.


I have to admit - I felt cheated. But that could be tied into the reality of the training center I was at.
(new post coming on!)

Montessori Albums - Part 2

My last post got so wordy!

I wanted to answer some questions about the AMI Montessori albums I use, and offer for sale, but from the perspective of being a mom, a homeschooling parent, a Montessori homeschool co-op teacher, and not just a Montessori teacher or seller of albums.


I USE these albums. In their entirety. Yes there is one area I am saving for upper elementary (discussion of evolution), but that is a personal family choice; within the albums I sell, everything is left where it belongs from AMI training.

• I have provided minor adaptations to improve continuity. 
• I am adding a small astronomy album. 
• I am fleshing out the art section so that it is more clear what the expectations are. 
• I am looking at typical state standards and trying to tag where the most pertinent "hidden" presentations might be (i.e. graphing starts in geography, not in math)

I have had one person tell me that the albums have been dumbed-down for homeschoolers - this is simply not true. The entire main content is straight from my training, what I submitted for album review, what was returned to me with comments, the changes I made in response to those comments and instructor requirements and what I received in final album checks - within the context of AMI training. All I have done is correct typos, write out material descriptions more clearly, change a few sentences in the elementary language album (there was a solid week where almost all sample sentences used in my training had references to alcohol (long story) - I do NOT find these appropriate to have within albums that you will use to present to children, even if you do not use THAT sample sentence. My son READS my albums from time to time - my albums are intended to guide me in presenting materials to children. (my last post mentioned by abhorrent feelings towards my particular elementary training). Stepping off that soapbox.)

The point is, I have made minor modifications to the album pages themselves. I did add a substantial number of references for quotes and statistics noted in the introductions and theory albums. These items make the material at hand meatier than what I received in training, not less. I have not chosen just my favorite album pages or presentations - I have included EVERYTHING, in its purest form, so that *you* and *your family* can choose to make the modifications (or none) that *you* see fit.

UPDATED 2/1/13 - for the accusation of 'dumbing down,' it is interesting how many errors I still find with ALL those album checks. Including a safety error in the geography album (which has now been corrected). Indeed, the albums are much more academically sound, professional appearance and still open to further clarity.


I also use these albums to tutor other children. When I have been in schools, these are the albums I use. I *rarely* need to go elsewhere for alternate album pages, although the temptation is always there ;) Why don't I need to? Because the children's interests are enticed to explore on their own - and the children have TIME - and they end up studying all the areas I would have pulled in something from another album anyway.  or they go so far beyond the album, that I have little to do myself ;) (haha like a homeschool mom, CGS formation leader, atrium and co-op teacher, who also runs two businesses from her home as "little" to do!).
For example, my son is studying a high school geometry book right now (another post).


So yes, these albums are usable in a homeschool setting, though designed for classroom use. Does that mean they are perfect? Not a chance! But I do have a fantastic group of ladies online and a couple of local families that report any discrepancies to me, so that they will be one of the best options available for homeschool families. I also provide online support via e-mail or online discussion board. And I am slowly but surely adding in a few components that others have found truly necessary to pull from other albums. These sections I am writing myself in the same format as the rest of the album, so that they are as comprehensive as possible while still maintaining the "foundation and framework" structure that makes them so perfect for my own family.

AMI Albums - Framework vs. Every Detail

I am asked a LOT why AMI albums don't seem to have as much information as, let's say, the NAMC albums. And why would I choose the "stripped-down" version for our homeschool when my son obviously craves to learn SO MUCH.

All those impressionistic charts - and timelines
INSPIRING! 

Well.... admittedly, it was not at first a conscious decision. However, I can say this: my sons craves to learn so much because *I* do not give him every detail. Because our albums are *not* the only source of information. He cannot learn all that he wants or need from me - and he doesn't even need me (or my albums) to tell him what to study next and at what age. If I knew back when, what I know now, I would saved so much headache reviewing other albums!

Mathematics and Language are closer to what people expect with lots of details. Language does not include "writing assignments" as much as guidance on setting up an environment (both physical and psychological) that integrates writing into all components of the child's day and provides guidelines for what to look for at which ages. I love the follow-up on one album page to write a paragraph in active voice, then re-write it in passive voice. But that is a follow-up - not the main presentation - and should be an inspiration to the child, not a mundane exercise.

History and Geography though - these are frameworks - and they continue to cycle back around on each other so that new studies are done every year, prompted by the child's interconnected interests and the adults continued presentations of "tidbits" here and there to spurn that interest on. I give the presentations, using an enticing voice; then I provide the necessary materials for repetition, exploration and research, and away soars my son's imagination! He ends up learning everything this is set up as "required" in other Montessori albums, with the complete freedom to go DEEP.

He is years ahead on some topics; right on par on some; and "behind" the guidelines in others.

And that is exactly where he needs to be right NOW! :)

Provide the right environment, provide the right support, and don't waste a child's time with something that he is likely to study on his own next month, but with the benefit of it being connected with his own most recent studies.