The Project Approach

At KTMS Elementary, we use the Project Approach to teach our learners about topics. This approach proved to be most effective especially in making them truly understand their lessons.

We will be posting articles about project approach, so you, the parents, guardians and caretakers can also understand.

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from:
http://circleofinclusion.org/english/approaches/project.html


The Project Approach

A project is an in-depth investigation of a topic. This topic is one that involves children's attention and energy. Projects involve children in conducting research on events worth learning about in their own environments. The teacher selects the topic of study based on the children's and his/her interest, curriculum, and availability of local resources. A topic "web" is then organized by the teacher as a structure to guide the project.

While gathering information on the chosen topic, children have the opportunity to ask questions, to generate theories and predictions concerning possible answers, to seek answers to their questions, to interview experts and others from whom relevant information can be obtained, and to engage in other activities involved in collecting information.

Projects, like good stories, have a beginning, a middle, and an end. This structure helps the teacher to organize the progression of activities according to the development of the children's interests and personal involvement with the topic of study.

Phase 1: Beginning the Project
The teacher discusses the topic with the children to find out the experiences they have had and what they already know. The children represent their experiences and show their understanding of the concepts involved in explaining them. The teacher helps the children develop questions their investigation will answer. A letter about the study is sent home to parents. The teacher encourages the parents to talk with their children about the topic and to share any relevant special expertise.

Phase 2: Developing the Project
Opportunities for the children to do field work and speak to experts are arranged. The teacher provides resources to help the children with their investigations; real objects, books, and other research materials are gathered. The teacher suggests ways for children to carry out a variety of investigations. Each child is involved in representing what he or she is learning, and each child can work at his or her own level in terms of basic skills, constructions, drawing, music, and dramatic play. The teacher enables the children to be aware of all the different work being done through class or group discussion and display. The topic web designed earlier provides a shorthand means of documenting the progress of the project.

Phase 3: Concluding the Project
The teacher arranges a culminating event through which the children share with others what they have learned. The children can be helped to tell the story of their project to others by featuring its highlights for other classes, the principal, and the parents. The teacher helps the children to select material to share and, in so doing, involves them purposefully in reviewing and evaluating the whole project. The teacher also offers the children imaginative ways of personalizing their new knowledge through art, stories, and drama. Finally, the teacher uses children's ideas and interests to make a meaningful transition between the project being concluded and the topic of study in the next project.



Resources:

Web sites:
ERIC Digest: The Project Approach
The Project Approach (ERIC/EECE)
The Project Approach

Books:

Title: The Project Approach: A Practical Guide for Teachers
Author: Sylvia C. Chard
Date: 1992
Publisher: Edmonton, Alberta: University of Alberta Printing Services

Title: The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education
Author: C. L. Edwards, L. Gandini, & G. Forman (Eds.)
Date: 1993
Publisher: Norwood, NJ: Ablex
ISBN: ED 355 034

Title: Engaging Children's Minds: The Project Approach
Author: L. G. Katz & S. C. Chard (Eds.)
Date: 1989
Publisher: Norwood, NJ: Ablex


Copyright © 2002, University of Kansas, Circle of Inclusion Project. Permission for reproduction of these materials for non-profit use with proper citation is granted. Please send your comments and questions to questions@circleofinclusion.org

The Dolphin Warrior visits KTMS

Last May 14 2011, AG Sano, also known as the Dolphin Warrior or the Whaleboy, together with KTMS teachers, learners, parents and other volunteers and environment-lovers gathered together to paint and color dolphins on the walls of the KMTS fence and buildings.

The activity was made more festive with the presence of the KTMS family, local artists and musicians and photographers.

For photos of the activity, please visit the KTMS Facebook site. More photos of the murals can also be found in this Facebook folder.

Ms. Divine also visited AG's art exhibit at Indios Bravos Art Gallery in San Juan, Manila. She also purchased a commemorative tile of AG's artwork to be placed at the new elementary building of KTMS.



Check out these links for more information about the Dolphin Warrior and his advocacy:

CNN I-Report coverage

GMA Video coverage

GMA news story

Dolphins Love Freedom Facebook page

Dolphins, the Environment and You

Kiddie Toes Montessori School (KTMS) aims to be a “green school”, taking into consideration the environment and the society in all that we do – from our academic curriculum, learning materials, building and school plan, school policies and extra curricular activities.

We know how important it is to provide information relevant for the protection of our environment. That is why this summer, we have invited artists and advocates working to protect the environment.

We have invited Mr Guerrero “AG” Saño, 35, a marine mammal expedition photographer for the World Wide Fund for Nature, to do a mural of bottlenose dolphins.

AG is aspiring to paint 23,000 dolphins in different locations all over the country as a personal crusade to raise public awareness on dolphin slaughter. The number represented those killed yearly in Taiji, Wakayama, Japan, according to the US documentary film “The Cove.” He has so far painted 110 walls from as far as the Babuyan Island in the north down to the Tawi-Tawi Island in the south.

Painting dolphins are just the tip of the iceberg, it’s just the beginning and a jump off point to inform the public, particularly the children, about love for animals and the environment. The activity will not only serve as a public awareness on dolphin slaughter and protection, but also protection of the marine species as a whole, and how climate change and disregard for the environment will affect our friends in the ocean.

Isabela is blessed with a 208-km. coastline and is home to beautiful caves, coves, bays and rich marine life. That is why it is important for us to protect and preserve the marine creatures and environment.

On 14 MAY 2011, Sunday, AG, together with KTMS teachers, learners, parents and other volunteers and environment-lovers will paint and color dolphins on the walls of the KMTS fence and buildings.

The activity will be made more festive with the presence of the KTMS family, local artists and musicians and photographers.

What: “Colors and songs for dolphins and the environment”
Where: KTMS school compound, Patul Road, Santiago City
When: 14 May 2011, 9am onwards


Bring your paint brushes!

Bring your guitars, bongos, flutes, songs and dances!

Bring your love for the environment!

Join us in a day of arts, music, volunteerism and love for mother earth.

Four: 4th Moving Up Day

Opening Remarks
4th Moving Up Day
Kiddie Toes Montessori School
29 March, 2011

By: Divine May Flor Mercado- David
School Directress


Year one… One big step forward.

Year two… Soar high, fly high.

Year three… Three’s a charm.

And then… there’s four.

But does anyone in the room know the meaning of the number “four” – F-O-U-R?

Let me give you a few definitions.

Four… is the natural number following 3… and preceding 5.

In religion, Four represents the Noble Truths in Buddhism.

There are Four great elements in the Universe… earth, water, fire and wind.

There are Four stages of enlightenment.

There are Four gospels, according to Christianity.

There are Four Archangels in Islam.

There are Four basic states of matter… solid, liquid, gas, and plasma.

Four. It has different meanings to different people.

But here at KTMS, Four is important for us… because today, marks the 4th year of KTMS’ existence.

Four, for KTMS means stability. Much like a chair or a table, which sits securely and sturdily – with 4 legs to provide stability and permanence.

We have labored, together with you, dear parents, to provide the learners with the best possible educational framework there is. We have developed, improved, and tirelessly kept on enhancing the kind of elevated education, that your kids deserve.

We have not only continued with our quality academic processes, but we have made sure that we provide a secure and stable learning and physical environment for the learners. And so it is with much pride that we would like to inform you that KTMS will have a new home. We are soon moving to an ideal location, complete with all the things and elements that you could hope for and expect in a school of the future. This is the product of countless of hours of planning, brainstorming, conceptualization, fundraising, discussions, monitoring and implementation.

Today, we are moving up… together with our learners… together with their parents and care-takers. We are all moving up to greater heights because we have demonstrated that with our joint hearts and minds, we can make a difference for these young souls.

For you little learners… we congratulate you. And you truly deserve a round of applause… You have shown how it is to be a true and genuine Montessorian.

For you dear parents and care-takers… let us be your children’s foundation for their education. We commit to continuously provide a stable environment for your children’s development. Help us, in building and maintaining a stable quality educational system that only KTMS can give.

We fervently wish that you will choose to still hold hands with KTMS to provide your children with only the best. We request you to continue believing in us… because we will never fail you, and most especially our dear learners. Together, we can definitely help them to shine… towards stardom… towards success.

Thank you. And let’s all shine!

Montessori influenced Google

Watch this video:
Youtube clip of Google and Montessori

... and find out how Montessori education influenced the emergence of Google.

What are Suitable Montessori Toys?

http://www.dailymontessori.com/montessori-articles/montessori-toys-gifts/

What are Suitable Montessori Toys?

In line with Montessori philosophy here are some suggested toys & gifts for the different age groups and also some developmental considerations.

Many quality toys have age guides to help choose what the appropriate age is, but remember these serve as a guide and always check for small pieces when young children are around. The quality of the toy’s materials is a valid consideration; natural wooden toys will last far longer than plastics, but can prove a challenge to wash. Lillard and Jessen (2003, ‘Montessori from the start’) said “your only purpose is to give a key to your child for discovering his world“.

Toys and materials can act as that key, they aid the child’s understanding of the real world and help them distinguish order and make sense of their environment. This is a true gift to the child.

Montessori Toys for Infants
Birth to 6 months - Babies are interested in exploring the senses of sight sound and touch

6-12 months - Developmentally interested in mobility, crawling, learning to walk, safety important as objects still being mouthed

12 to18 months - Children this age are curious about how things work and still put most things in their mouth. Mobility, coordination and manipulative skills are still developing.

Toys & Gift Suggestions: Birth to 18 months

soft toys
things with bright contrasting colors
rattles (wooden or silver)
mobiles (that catch children’s attention/ reflective)
squeaky toys
music boxes
balls (of various sizes and textures)
knock down toys
blocks
bath and pouring toys
simple wooden musical instruments
push or pull toys
spinning top
drop boxes
stacking toys
rings and bases
board books


Montessori Toys for Toddlers
18 to 24 months - Children are learning to control events and organize the world, they have little sense of danger. Mostly, cannot share. They want to imitate you, yet are still becoming independent

2-3 years - More imitation of adult behavior and exploration of the adult world. Enjoy manipulating objects, express their own personality and test everything.

Toys & Gift Suggestions: 18 months to 3 years

posting toys
wooden jigsaws
blocks
sandpit toys
hammer and pegs
wooden animals
rocking horse
crayons, colored pens
paints, easel board
simple musical instruments
household objects (real child sized)
moving toys (such as trucks)
large threading beads
bean bags
wheelbarrow or a wagon
interlocking blocks
doll equipment and clothing
large cartons and boxes
play dough
realistic animals (farm or zoo)
child sized cleaning apparatus (mops, brooms, gardening tools)
simple story books

Montessori in the early childhool years

Please click on this link from the American Montessori Society for a short video clip about Montessori education for the early childhood years.

This is an excerpt from "Nurturing the Love of Learning" produced by the American Montessori Society. It shows how Montessori education nurtures learning for children who are 3-6. It is available from www.edvid.com. Over 1,000 schools are using this DVD to educate parents.