Assessment PLan

Topics: Montessori method, Educational psychology, Maria Montessori Pages: 20 (3656 words) Published: July 20, 2014

An Effective Assessment Plan for a Bilingual Early Learning Program: Integrating Montessori, High/Scope, and Constructivist approaches from a Leadership and Personal Point of View

Adriana Ferrari
University of Calgary

Montessori, High Scope, and recent constructivist theories are properly integrated in this paper in order to create an effective assessment plan in a two-way bilingual early educational program. Montessori Method promotes the 21st Century Competencies such as problem solving skills, multilingualism, culture, awareness, and critical thinking. Teachers, as passionate educators, should rely on professional development to engage students and inspire them to accomplish their individual goals as well as to promote successful assessment practices. An integration of Montessori, High Scope, and constructivist approaches in a two-way bilingual program are presented into a program in which high quality assessment practices are promoted. An assessment plan is presented by distributing leadership in both languages of instruction, including parents, students, teachers, and administrators in the process of learning, as well as working along with other schools and communities. By following children’s interests, using assessment, teachers provide the learner with self-fulfillment and confidence. Teachers must understand culture and language, not just both languages of instruction promoted at school, but also students’ home language and culture. In this way, we must guarantee that assessment reflects our highest educational goals for young children.

Montessori, High Scope, and recent constructivist theories are properly integrated in this paper in order to create an effective assessment plan in a two-way bilingual early educational program. This ideal scenario of program combination works towards young multilingual and multicultural communities’ success and it could be adapted to different cultures, languages and specific children’s needs. Let’s start our discussion by defining the approaches and concepts mentioned above.

The Montessori Approach
Montessori schools have existed on a global level under a variety of cultures for more than 100 years and this is an evidence of the universality of the Montessori pedagogy. In January 2000, the Calgary Board of Education approved the Montessori Alternative Program, which commenced in September 2000, offering three public schools. Montessori schools seem to differ from each other; however, most of them follow the uniqueness in each child development, as well as, specific needs in terms of culture and community engagement. ‘Although Montessori schools do differ within and between countries, they are different precisely because Montessori respected the uniqueness as well as the universals in each child’s development. These varied environments include activities that speak to the universal needs of young children as well as to the particular needs and interests of individual children and their cultures.’ (Loeffler, M. 1992). Montessori classroom groups are mixed-aged; students are treated as individuals without standardized outcomes, thus they work at their own pace without competing with peers. A ‘prepared environment’ is offered to students in which they’re free to respond to their natural tendency to work. Kids learn from active, hands-on activities using their five senses. Learning materials are meant to be interesting, reality oriented, and designed to facilitate self-correcting, helping to refine sensory perceptions. Studies have shown that the Montessori Method makes positive contribution to preschool children’s readiness to primary school and is more efficient than current preschool education programs (Kayli, G. & Ari, R. 2011).

Montessori & Assessment
In Montessori classrooms there are usually no grades, or other forms of reward or punishment. Dr. Maria Montessori didn’t believe in grades but in daily assessments based...

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