Dramatic skits, re-enactment and visualization of stories are extremely effective ways for children in the elementary plane of development to internalize knowledge. By harnessing their imaginations and channeling them towards a meaningful purpose – whether it be for summarizing a novel, celebrating a cultural event, or communicating a virtue – children simultaneously engage their creative minds, practice and apply communication skills, and ultimately make a personal connection to what they are learning.

Students presenting their original holiday skit.

We thus begin 2012 just as we had ended 2011: With creative learning through drama! The Christmas holiday brought a special Christmas skit staged by several students, who spent time writing an original skit and song, and sharing it with their classmates during the last day of school in December. February 2012 brings yet another opportunity for the children to flex their performance muscles, with the third-year students hosting their very first school assembly. With the guidance of their teachers, the eldest students of both Lower Elementary classes voted on possible topics for the assembly (honesty was the prevailing topic), volunteered for various tasks, and are in the process of fine-tuning scripts and rehearsing. We are all looking forward to sharing the children’s hard work during the assembly in February.

Visualization and inferential thinking have also been topics of focus in our development of comprehension and reading skills. Students in different groups have been enjoying listening to stories – without being able to see any accompanying pictures – and actively using their minds to visualize and then re-tell various aspects of the story. In addition to utilizing their imaginations to picture what is happening in the stories, students have also been participating in circle discussions that ask inferential questions – which have several possible answers, depending on what each individual draws from the story to support his or her opinion or view. Inferencing is a key part of the development of the imagination, and answering questions that engage and exercise our ability to fill in gaps in our information is critical and essential. By Focusing on these key skills of visualization and inferential thinking, students are given the foundational tools to better draw information from any text that they are reading.

Making the most of this imaginative, dramatic and expressive period in the children’s development not only makes learning enjoyable and vibrant, but also makes it deeply effective and personally resonant.

OTHER NEWS:

Bienvenue, Abi!

BIENVENUE, ABI!LEU warmly welcomes Abi, a third-year student from France who will be joining us for several weeks. We are thrilled to have Abi, who has been avidly welcomed by her fellow classmates and who has easily assimilated into the LEU class. In addition to the joy of having a new friend in class, Abi is a precious, direct source of information for the children as they research for their various Europe projects. Students writing projects on France have already interviewed her about different aspects of French life! Merci, Abi!

JANUARY LESSON THEMES – Please CLICK HERE to view lesson theme guides for the month of January.

A student works on her geometry project.

Creating geographical features outside!

The first term for the LEU class has been a joyful journey through learning, friendship and responsible citizenship. Throughout this first term together, we have focused on cultivating a classroom culture that is intrinsically curious about the universe, with community members who are working together to discover their unique place and purpose in it.

During these last few weeks of school in December, we will be focusing on completing projects and reports, and deepening our knowledge of lessons learned. These final weeks are an opportunity for us to reflect on the term’s studies, and address any lessons that may have been missed or that may need to be refreshed and revisited. As such, parents are most welcome to review this term’s lesson themes. Teachers will be using these themes as a guide, and will be using the month of December to review, present or further expound on lessons with the students.

By taking this time to carefully and thoroughly evaluate our work, complete our projects and refresh our memories on what we have learned, we will be able to wrap up the academic term with the satisfaction of a job well done – and look forward to enjoying a festive holiday season!

We wish all of you a joyful, peaceful holiday!

More measuring and cooking for American Thanksgiving!

A student presents his botany model to the class.

– Chinese Proverb

A child learns about factors by manipulating groups of pegs.

One of the definitive aspects of Montessori education is the prominence of manipulation and concrete materials in its educational methodology.  Dr. Montessori was keenly aware of the importance of sensorial manipulation in the acquisition of knowledge, and was a pioneering advocate for its effectiveness in education.

Hands-on learning in a Montessori classroom is not strictly limited to the requisite classroom materials.  Children benefit deeply from any learning opportunity that engages both hands and minds.  When knowledge is used to solve problems, effectively complete practical tasks, or even make something beautiful, it is given meaningful context and consequent, lifelong impact.

Children apply measurement to baking. Delicious!

Learning By Doing  Mathematical measurement, for example, comes to life in the classroom through activities such as baking.  In the process of making an apple crisp to recognize Canadian Thanksgiving, children exercised essential skills in measuring volume with precision. As well, they had the opportunity to actively build teamwork, communication and social skills, as they worked with others who possessed different personalities and abilities.

Finding geometry in our classroom.

Finding What Works  The flexibility of the Montessori learning environment enables children who respond to different learning methods to successfully grasp concepts.  For example, some children enjoyed learning about types of lines by cutting and manipulating a piece of string.  Others enjoyed using their knowledge of lines to create artistic and geometrically accurate, labelled drawings.  With other children, finding lines in the environment and digitally photographing them to record their findings resonated.

Applying geometry to our artwork!

In all cases, the children found meaningful, individually relevant ways to express and apply their knowledge. One size definitely does not fit all, and the Montessori way of learning makes it possible for each child to find what works for himself or herself.

By connecting academic concepts to meaningful experiences, by integrating lessons into the children’s daily lives, we go beyond studying for the sake of a good grade or a correct answer, and instead facilitate true understanding and lifelong learning.

OTHER NEWS:

November 2011 Lesson Themes Overview –  Please CLICK HERE to view the LEU November 2011 Lesson Themes Overview.

Happy Trails, Isabella!  – The LEU class was sad to have Isabella end her brief stay at MBTS in October.  Isabella has since moved to Miami, Florida.  Isabella, the entire class wishes you  and your family all the best!

It is important to note that classroom lessons are not strictly limited to or determined by these themes. Other fundamental Montessori principles are considered in the comprehensive implementation of a productive classroom:

• We respect and seize moments of serendipitous learning initiated by the student. These “teachable” moments are invaluable, effective opportunities to engage the child’s inquiring mind, and feed and deepen intellectual curiosity. Lessons may and will arise from these moments, and they are prioritized as crucial opportunities for optimum learning.
• We follow the readiness of the child for any lesson. Each individual’s pace and readiness for learning is respected. Time is allotted for students to practice and grow with the concepts which have been presented.
• Learning is cross-curricular and cyclical. Fundamental concepts and skills are re-visited on a regular basis throughout a child’s time in a Montessori class. Lessons are not simply given one month and then promptly forgotten. The unique structure of a Montessori classroom – with its emphasis on connective learning and its focus on individual inquiry – enables students to come across a particular concept several times and in different contexts or ways within a three-year cycle.

CLICK HERE to view the October 2011 Lesson Themes Overview. 

Please do not hesitate to contact us at leu@mbts.ky if you have questions.  Thank you.

A child displays pride and enthusiasm for his work.

When we walk back into the classroom at the end of the summer, we are ready: Ready to learn, ready to discover, ready to begin a wonderful school year. The first few weeks of school are a key time for us as a class to plant the seeds of a vibrant classroom community, unified by the love of learning.

Mapping studies - inspired by the study of the Earth.

THE SEEDS OF WONDER  We started off the year with a BANG – the volcanic Great Lesson! This comprehensive story offered children a fundamental point from which to launch their own wonderment on the origins of our universe and our planet. The children enjoyed partaking in a little bit of the lesson – and its accompanying, exciting experiments – over the course of several mornings. This gave them the chance to digest the great scope of the story, covering states of matter, the laws of physics, and fundamental geological concepts, and the time to delve into independent streams of study.

It is wonderful to note that some of the younger students launched Botany experiments, inspired by some of the older children finding sprouting seeds on the playground and bringing them into class. This led to lessons on seeds and the needs of plants. Such organic development of intellectual curiosity is intrinsic to a Montessori classroom.

Students exploring fractions.

THE SEEDS OF CONNECTIVE THINKING  Cross-curricular learning is a crucial component of any Montessori classroom. Students engage in projects and lessons that dovetail different disciplines, dividing their families into fractions, seeing the angles formed by the hands of a clock, applying organization, comprehension and presentation skills by staging a skit.

Students exercise language, comprehension and presentation skills through drama.

Such an inter-disciplinary approach and environment encourages connective thinking – a key trait of innovators and leaders, as cited by a Harvard Business Review study in 2009. This ability to “…make connections across seemingly unrelated questions, problems, or ideas” is fundamental to highly successful innovators, “… because new ideas aren’t created without connecting problems or ideas in ways that they haven’t been connected before.” Because learning in a Montessori classroom is not limited to delineated information, students’ minds become fertile for connections – across subjects, across skills, across ideas and concepts.

The LEU Class

THE SEEDS OF CITIZENSHIP   Just as the students have been working hard to build and foster good work habits, they have also been working to build the foundation of a respectful, peaceful classroom. They worked in groups in early September to brainstorm on classroom ‘Rights and Responsibilities’. In class, students are expected to carry out classroom jobs, cleaning and tidying up, caring for plants, preparing and serving snack, and making daily, routine announcements. The classroom thus becomes a truly functioning community, with citizens who share inherent rights and responsibilities.

Ryan blows the shofar.

With awareness of our actions comes reflection, and Ms. Marcia from the LED class treated us to a wonderful presentation on the celebration of Rosh Hashanah. The children enjoyed partaking in apples and honey, and took turns blowing into the shofar, or ram’s horn. We had the opportunity to listen and discuss the importance of reflecting on our own actions, and the value of making amends. Thanks to Ms. Marcia for spending time with us for this special occasion.

OTHER NEWS:

- We would like to thank all of the parents for attending preliminary meetings last week. We appreciate that you took the time to share with us you observations and questions. All parents are encouraged to please contact us at leu@mbts.ky if you have any questions about the classroom.

- Please visit this blog regularly for updated information on upcoming curricular or seasonal themes of study in the LEU classroom. You can expect to read all about October’s themes by this Friday, October 7th.

Thank you for visiting the LEU Blog!

We welcome back our returning second and third-year students, and also warmly welcome our new first-year students!

We would like to personally invite all Lower Elementary parents to attend this year’s Parent Orientation Evening, on Tuesday, September 6th, from 6:00 – 7:00 p.m. Starting in the LEU Room, we will begin with a Lower Elementary Program overview for parents in both LEU and LED classrooms. After this, parents are invited to then join us in the LEU classroom for more specific information about our daily routines and classroom procedures. This evening is a valuable opportunity to get to know or get re-acquainted with your child’s teachers, to ask questions about the curriculum and the program, and to also re-connect with other parents in the school community. Parents who are new to the Lower Elementary Program are especially encouraged to join us for this evening.

We are both eagerly awaiting the beginning of the school year, and look forward to working with you and your child over the next ten months!

Sincerely,

Ms. Kristina and Ms. Denise
leu@mbts.ky

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About the LEU Teachers:

Ms. Kristina Wight
Affectionately referred to as Ms. K, Kristina returns to MBTS after spending the past 7 months with her new son. She is eager to be reunited with her LEU students and excited to welcome those new to the classroom. She has been working with children of varying ages and abilities in hospitals, developmental programs, and schools for over ten years. Ms. Kristina received her Lower Elementary training through NAMC and also holds an M.S. in Child Development. This is her fourth year at MBTS.

Ms. Denise Orosa
Ms. Denise is thrilled to join the MBTS community. Ms. Denise comes to MBTS by way of Toronto, Canada. She has worked with children in the educational field for ten years, and brings over eight years of experience as both a classroom teacher and a Visual Arts teacher in an elementary Montessori environment. Ms. Denise completed her Lower Elementary training at Montessori Teachers’ College in Toronto, and also holds an M.A. in Communication Arts. She is an avid animal lover, and is also an illustrator and writer.

Yesterday our continent study of South America culminated with a delicious buffet of food and drink from South American countries. Special thanks to Grade 1 and Grade 3 Families for preparing all of the delicious food. Some of our samples included quinoa from Bolivia, empanadas from Uruguay, and lentil dahl from Suriname. It was educational AND delicious! We also listened to presentations from students who have been working hard on several research topics related to South America, from flags, to countries, to football! We look forward to in depth studies of Africa and Europe next year.

This week we started our intro into Chemistry. We will be focusing on atoms, molecules, and the Periodic Table of the Elements.  We will also investigate some chemical reactions.  Have a look at this interactive Periodic Table at home:

http://chemistry.about.com/library/blperiodictablekids.htm

We have been studying mangroves for the past few weeks, and today our class had the chance to take a boat trip into the mangrove forest! We saw all types of mangrove that grow on Grand Cayman (red, white, and black), and we even got to taste the salty leaves of the black mangrove!

We also had the chance to get up close and personal with some mangrove residents, including the upside down jellyfish, and sea squirts, which were brought up onto the deck in touch tanks!

It was an unforgettable field trip; special thanks to Ms. Cathy and Mr. Kelly at Cayman Sea Elements for making this trip so interesting and fun!

http://billybproductions.com/lyrics-coral-reef/

We learned that parrofish eat coral, grind it down as they swallow it, and then poop out sand! One average size parrotfish can poop 200 pounds of sand in our year!

And finally, we each had a chance to make edible coral polyps. Using marshmallows for the soft animal, melted chocolate for the limestone secreted exoskeleton, green sprinkles for the zooxanthellae, and licorice twists for the tentacles, our models were life-like and delicious!