Montessori Elementary Homeschool Blog - with documentation of our infant Montessori, toddler Montessori, and primary Montessori experiences; as well as preparation for the upcoming adolescent Montessori homeschool years.

Monday, November 25, 2013

Montessori Astronomy - Elementary

I am having the absolute worst time finding the time and the proper resources to finalize the AMI-style astronomy supplement. I'm just not satisfied with it - to the point of "it's not even in a share-able format even if I'm not satisfied with it." In the end, I think I am trying to justify others' experiences that may be valid for a few children, but are not necessarily valid for the universal child.


So to try to bring myself back into this, I am organizing some thoughts on our own experiences in light of AMI Montessori training and observations in various Montessori schools on this topic.


Previous Montessori Trails on Astronomy:
Non-Montessori Resources we have used: 

Montessori Experiences, Presentations, Materials Specific to Astronomy: 
  • God With No Hands (First Great Lesson for the elementary age)
  • Geography (elementary): Sun and Earth chapter

Various Montessori studies that led to astronomy - but were not specifically astronomy at the out-set: 
  • History studies (ancient history ---> worship of gods ---> constellations and planet names ---> clocks and calendars (through history and names of days, months) ---> ASTRONOMY
  • Mathematics - history of math, use of math
  • Geometry - shapes, patterns, degrees, circles, angles
  • Language - basic language skills
  • Geography - land/water forms, formation of our own planet, form and matter
Paying close attention, you'll see that we didn't really use many Montessori materials or specific experiences. This is exactly as it should be: lay the foundation with the properly prepared environment and the key presentations - and the child will "get there". 

We've not used fancy equipment beyond the sunshades and occasional use of binoculars (and a very cheap telescope that only works during the day). 

We've not even used computer-based items except for watching a few DVDs. It is has been hands-on (eyes-on???) exploration of the night and daytime sky, predicting what we will see, following-up, lots of reading and lots of map-making (Legoboy likes his maps). But yes, several trips to observatories and planetariums - and THEIR high-tech equipment ;) 

But I have been in Montessori homeschools - and I know that those parents without Montessori training really need more guidance on these topics. You typically don't have just children within one age range (primary or elementary or adolescence) - but are spread out across several planes of development, with few or one child in each. So yes - difference between school and homeschool in the environment again. Not a bad thing - just a truth that needs to be addressed. 

My son and I haven't even used 3-part cards and beautiful booklets and charts found at the various online printable sites. He created some of his own with stickers and information from books. For US, that worked great! I will include that experience as a suggestion in the Montessori Elementary Astronomy Supplement. 


Other thoughts: 
  • Almost all my observations in schools on astronomy have been contrived - the children may have learned something, but in no different manner than they would have learned it at another school - and the information didn't stick with them any better than if they'd learned it elsewhere. 
  • The Montessori primary level astronomy options available also seem contrived or more appropriate for lower elementary, or just plain fluffy. There are some REALLY great activities in there! But I find those ones more appropriate for the elementary age. Why? Because primary children are very concrete - and need to focus on what they can actually experience: seeing the stars, perhaps some of the very obvious constellations, phases of the moon, beautiful sunrises/sets --- but mostly focusing on the weather patterns and outer layers of our own planet. Study home first - move into outer space in the imaginative "big picture" elementary years. 
  • I am trying to create something that fits in with what is already available. That is likely my biggest mistake. I need to focus on the keys - get it pulled together - and let individual families decide how/if they would like to utilize other resources. 
  • ALL OTHER SOLIDLY scientific and age-appropriate materials introduce astronomy in upper elementary or middle school (the depth of astronomy - you can certainly get into phases of the moon and the patterns of the sun in earlier ages). Not that we Montessorians follow non-Montessori scope and sequences very closely (since most of them are not based on careful observation). But there is something here.... When Dr. Nebel, who is more Montessori-like than he knows, doesn't get into astronomy with the children until volume 3 for grades 6-8 --- well, I start taking notice. 
  • And then there are local educational requirements - which, again, Montessori tends to be far ahead of, but even pulling down their requirements 3-4 grades (before Common Core), brings astronomy barely into the beginning of upper elementary. 

What I am taking from my own notes laid out as above: 
  • consider the "keys" to modern life understanding of astronomy, along with historical development from what was observable through to what is inferred. What is key so that a homeschool family can hone in on the necessary pieces - and leave room for exploration, interest, follow-up (or leaving out the extras for the sake of time/space and FOCUS)
  • primary level: focus on only what is observable - experience-able - by the young child
  • lower elementary: take what we have in the albums and provide specific follow-ups for the most clear connections into astronomy, along with tips for the child whose interest entirely goes there. 
  • upper elementary: move into Montessori-style presentations that cover the typical local educational requirements for astronomy through middle school

Ok, time to get on with this!!!




Thursday, October 24, 2013

Montessori and Creationism

Legoboy and I have been busy with Cover Story, catching up and going deeper with reviewing our herb studies, preparing to sprout new seedlings and begin our herb garden anew, finishing up the major material-making projects for my 5 atriums, and getting caught up with Garden of Francis (including a site revamp, still to be posted) - all with limited internet access. Keys of the Universe discussion community has a life of its own, for which I am eternally grateful!

Legoboy has been assisting me in almost all of this - mostly happily, sometimes a bit more grudgingly. Somehow he still gets his Lego and reading time in - and all I get is a sore throat, lost voice and swollen lymph nodes (love those herbal remedies! I'd still be sick if on regular medications). But big sigh on being an adult and not an invincible child anymore!

One other project we have been working on is modifying the Keys of the Universe albums to specifically address those who believe in the 6-day creation of the earth, approximately 6,000 years ago. We have been studying resources in-depth to see what we can do with our lower elementary Montessori materials and presentations, most of which currently support an old-age of the earth even the ones that don't particularly emphasize evolution (some were already modified to remove "evolution").

The fact is that Maria Montessori lived at a time when long-term evolution and the Bible were potentially going to be reconciled; so she combined them. The last century has certainly brought about many changes in scientific processes, our ability to look in more detail at the presented evidence, and begin to realize that some holes just aren't going to be filled in, specifically because there is nothing to fill it in.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

My household is Catholic. I am Catholic. Our homeschooling is imbued with the Catholic Faith.

I receive many questions about how we combine Montessori and the Faith, particularly in regards to the origins of the world. That part is the easy part.

The hard part is the persistent lack of understanding in our world, especially among Catholics, about what Catholics must believe about the origins of the world. Required to believe:
  • God created the world. 
  • God created two parents, each with an eternal soul and free will. 
  • There was an incident that lost Grace for the human race. 
  • He promised a Redeemer, who became incarnate as Jesus Christ. 
  • God is implementing Salvation History with the cooperation with the free will He gave to humans. 

From there it is open to interpretation. HOW did God create? How long did it take? Evolution, 6-day Creation, something in between? The Church allows us to look to the evidence for ourselves and believe what we will, if anything at all, on these matters.

That is not to say that people within the Church have not strongly put forth their own conclusions, and even made it sound authoritative.

In the Catholic Church, it is not authoritative as a required dogma of belief (what one must believe in order to be a true Catholic) unless it is promulgated by the Pope. Even the Popes who have believed, for themselves, one way or another on matters of creation that have been left open, never spoke dogmatically on those topics.

Respect for free will - especially when the Holy Spirit has not revealed it to us.


I personally lean VERY strongly to 6-Day Creation. I used to be VERY strong (devout?) believer in long-term evolution - I saw all the evidence and believed, I saw all the evidence and ignored all the holes. Then I started asking questions about those holes. This is MY experience. I will not push it off on others when the Catholic Church leaves us to interpret for ourselves. I suppose I will only receive the final knowledge on this matter, if (when?) I reach Heaven and the Beatific Vision myself.


Legoboy and I are putting together resources to help out others wanting to do Montessori with 6-Day Creation at the foundation.

Genesis Montessori is the slow fruit of our labors.
http://genesismontessori.blogspot.com/

We don't have anything actually available for sale or review just yet. We are establishing the framework, then slowly filling it in so that we can then focus on each detail with confidence in the structure. It is really fun to work on this with my 9 year old at my side - and many times at the helm!



Wednesday, October 16, 2013

Herb Love

Here's a post that has been a while in the making - for something so simple! 


Our indoor garden went downhill fast after some dear friends over-watered; and we had a pest issue with the mulch used - our treatments were too-little-too-late :( 

But the marshmallow lives on! Can't beat that!


We started Herb Fairies when they opened up this past spring. We're not exactly "fairy" people in our home, but it is a neat concept and storyline to teach the various properties and uses for a wide variety of herbs. 

Each month, a new story is released. Legoboy reads the book via the computer and takes a look at some of the other information. He's more on top of things than I am ;) 


Eventually (generally long after that month has passed), I will sit down and print out selected pages for our binder. 




We then listen to the audio-book together while we each color our own coloring page. Again - we're not exactly coloring page people here, but it is nice to color in the flowers and leaves of the plant at hand while listening to a story about it. 



It is really much better to do the stories in the month they are received, because that is the when the plant is already in bloom and going to be in bloom out in nature already. We attempted to grow things inside, but we had a series of unfortunate events - now that winter is soon upon us again (we have a south-facing window and grow tomatoes inside during the winter - they don't grow as much in the summer for us), I think we'll start again with fresh seeds.


I try to print on the lowest ink setting possible - and use up low ink cartridges - so our pages turn out light. It just means we can fill in the details we like (and get the information through our hands again!).


The great thing about our binder is that, even if we did the work in the actual month provided, there is SO much there - that you can easily pick and choose a few things this year; and cycle back around to it next year. We also have a beautiful binder full of recipes, crafts, additional activities, uses, journal pages and background information (like scientific classification information). One would have to cut back on other studies in order to do everything provided in one month. It has really been worth every penny spent.

I myself am really learning a lot and enjoying every minute of it!



Sunday, October 13, 2013

Elementary Biology - Scientific Classification


Within the AMI elementary biology album, there are two levels of classification:
  • simple classification - primarily for the lower elementary student as plants and animals are being explored; simple classification based on observable characteristics - essentially "practice sorting" while being able to explain one's choices
  • scientific classification - primarily for the upper elementary student. The "traditional Montessori" system utilizes a dichotomous system for Kingdom Vegetalia and a not-so-dichotomous for Kingdom Animalia.

The simple classification is truly simple - it is organizing specimens that are on hand or through photos. No extra or particular materials necessary. 

The scientific classification though... not so easy. And that is where Legoboy is heading in less than a very few number of days. I have intended to get this material prepped at various times over the course of the last 4 years, but it just hasn't happened. So here we are. 

And oh my. What a chore! 


What troubles I am causing for myself: 
  • studying up on others' takes on the Montessori approach, including a prevalent science author with materials available on several Montessori websites. I purchased some of the material to get a feel for it. It doesn't sit well with me - particularly the sections that say, "We'll use those old outdated ways for now until the scientists get all the new naming structures in place." It is all just very complicated. And if you're looking at anything from a faith-based perspective? Well, her intention straight-out in the introduction to the book I own is to get away from humans as stewards of the earth - we are simply part of the earth (she's puts the words "an important part" in parentheses perhaps to downplay the anti-stewardship statement she'd just made?). Sorry - the whole attitude rubs me entirely wrong. 
  • studying up on more recent scientific classification methods, without the Montessori component. Yep, up in the air. At least the above-mentioned author is right on that one. So whatever I create now to "match" will be in-progress anyway, needing updates sooner and often. 
  • There are so many varieties of classification. 
  • the fact is that evolutionary-based classifications, which can only be based on current hypothesis (which change as the times change) are simply not appropriate to provide to young children. We want to give them the unchanging facts first - then with that solid foundation we can build upwards into the unknown or unclear areas. 
  • And some kids won't care - so let's give them the foundation they need for a solid education and let them be, without over-complicating the matter. 
  • Convincing myself that the Montessori materials for scientific classification are outdated - is spinning me around in circles. The only clear path is to accept the materials as they are, present these to the children.....
  • and leave "The Tree of Life" and other materials for adolescence, where they belong; NOT in elementary.


With that load off my shoulders, I can move forward, create the materials I received in training, enjoy my son's childhood instead of nitpicking all of these details - and if it works for him, we'll pick up further biological studies down the road. 

So our material might still include phylum for the plants - and that may be outdated for now (the above author states they might come back but with a different name) - but this system is based on observable characteristics that an elementary child can handle. 

Like utilizing the mind for foreign languages, this work will prep the children for further classification down the road - it is not the only way to organize the world - it is ONE way. And it is one way that works for the elementary child. 


UPDATE 10/15/2013: Progress is being made! I hope to have a download available for purchase at Garden of Francis and Keys of the Universe very soon. Keys of the Universe discussion community participants will access it for free ;)



Friday, October 11, 2013

Writing Experiences - Upper Elementary

Reading The Remarkable Journal of Professor Gunther von Steuben
Legoboy was finally able to start his Cover Story program we ordered a few weeks back. Through Homeschool Buyers Co-Op, we got it for a significant discount and we were one of the first people to receive it. He has long had his eye on their high school "One Year Adventure Novel" (he kind of prefers their follow-up program on Science Fiction and Fantasy, but he knew he would do the Adventure version first) - and was SO excited when they created the middle school level "Cover Story." At the time we learned this, he was in an online middle school literature course on Lord of the Rings with my favorite college professor - so he already had an inkling he might be able to do this middle school writing course sooner than "6th grade".
Well, it took a few weeks for our lives to settle into the current school year (our school year still adjusts at Advent, but we have school-year-based activities and programs we join or I lead) - and he had a few requirements of my own before I was entirely certain of his readiness: I wanted him to review the lower elementary grammar boxes material (ostensibly to help me with some errors I had in the files, but also for his own review since we're not in a classroom where built-in review just happens), he also had some more language analysis work to work through - we will finish that up concurrently with his writing program. Otherwise, his "language arts" for the 'year' is in this box: 


I say 'year' in quotes not just because of our Advent school year change - but also because, well, it's Legoboy. He's creating a magazine about (guess!). I just have a strong feeling things won't take a typical school year. Although - they might. We shall see. I do anticipate by Easter, he will have produced his own magazine, but I wouldn't be surprised if it becomes a Christmas thing is all ;) 

What is in the box?

Teacher guide; student text; Journal (reading/writing); DVD set

The DVD does most of the teaching, with a lesson watched each of three days a week. There is a bonus DVD on grammar in case the child needs some additional work there; otherwise the program assumes the child has a good foundation there. Each of the core lessons are followed with a tiny number of pages done in the...

student book: focuses on exercises which clarify their topic, get them thinking about their topics, looking at different styles of writing, reading some short story selections and analyzing.

Write in the journal 5 days a week - instructions are given on the DVD. It alternates between the "Professor" and sets of blank pages to be filled in by the student. In the beginning days, the student writes sets of questions that come to mind - could be unrelated to one another - just to get started on "thinking": just asking the questions. Later they start to look at how to find the answers to those questions. Hm. Sounds a bit like "research" ;) The journal assignments build from asking questions, to describing interesting details, to a 5-sentence paragraph, to dialogue, to a paragraph describing a person, to a paragraph "mini-story" - and that's just the beginning!

If you follow the program to a T, it comes out to 3 days a week of DVD and workbook; 5 days a week of writing in the journal. Not very much time spent at all, which is great for someone with a full schedule. I really like this simplicity, because it means we have so much more flexibility with it when it comes to possible sickness, scheduling, and focusing on developing relationships with other people.

This first week is picking a theme - Legoboy is doing all the exercises in this section even though he has his theme already so that he gains experience for the future, when perhaps he won't have a topic already picked out that is acceptable to the current authority - i.e. college.


This is where I am (again!) so in love with the Montessori method of education and living. We keep things to the essential keys - and then we can flesh out interests, pull in other resources at will, and enjoy the learning process. Yes, I'm gushing. ;) I enjoy these moments as they come!