Learning to Learn
What Does Learning to Learn Look Like at Otari School?
After being presented with a lesson or a piece of equipment, children can freely choose from a range of Montessori equipment to help them learn and discover ideas at their own pace.
Children are given opportunities to plan their own work day or week and are encouraged to reflect on the quality of the work they have undertaken and the activities that they can choose to help them learn.
Children have a three-hour work cycle in the morning. Afternoon sessions may involve whole class, strand or syndicate activities.
Children are given the tools to help them learn, rather than all of the answers. It is not uncommon for teachers to say to a child, ‘I don’t know the answer, let’s find out.’
The specifically designed Montessori materials enable the learner to literally see and explore abstract concepts. The primary child uses these concrete experiences to develop a deep abstract understanding of complex concepts.
We encourage the children to use different skills (numeracy, literacy, social skills, problem solving abilities,
logical thinking, reasoning skills and so on) learned at school, in ‘real life’ for their future life and to recognise that things are connected and purposeful. Children regularly learn skills they can use at home and in the community, e.g., food preparation, gardening, computer skills and library assistance.
Supporting Learning to Learn at home
Parents observe the child’s behaviour or the situation before ‘jumping in’ to solve the situation at home or school. Parents accept that children experience mistakes, disappointments and frustrations and that this helps the child build resilience.
Parents encourage children to reflect on their thinking and actions.
Parents seek to offer a prepared environment at home so the child can do things independently.
Toys and activities are open-ended. Computer, IPad and TV time is kept to a minimum so that the child has many opportunities to enhance their social, emotional and academic skills in face-to-face situations.
There are regular times for children to have long periods of uninterrupted free-play, including the opportunity to play outdoors.
Parents model learning by acquiring new skills and talking about things that they have recently learned.
Parents encourage curiosity and seek to find out things together with their child through real-life experiences, books and the internet.
Otari School Principle
The Otari School Curriculum encourages all students to reflect on their own learning processes.
Montessori Philosophy and Curriculum
Montessori focuses on children’s learning and self-discovery. Fostering independence is an important part of the Montessori philosophy.
We believe that from birth, children are curious about the world and intrinsically motivated to learn, absorbing new concepts and skills, thanks to the Montessori prepared environment and adults’ reflection.
Our objective is to support children in their learning by encouraging them to ask questions, think for themselves, explore, investigate and discover.
We aim to have an uninterrupted morning work cycle (of a recommended 3 hours) to encourage the child to develop concentration and reflect on their own learning.
The Montessori philosophy includes the children, the materials, the adults (at school and at home), the interactions and their interconnections.
The daily practising of Montessori philosophy is made possible by a clearly defined Montessori Curriculum. (1.1)
Montessori focuses on fostering independence. (1.2)
Montessori learning environments enable children to be active for long uninterrupted periods of time. (1.3)
Montessori is a way of being − it does not stop and start at specific times or only occur indoors. (1.4)
The Montessori environment enables the child to make independent choices for learning. (1.5)
Montessori teachers engage in regular professional development to enable them to be reflective practitioners and life-long learners. (2.5)
The Montessori Strand has a clear vision for its delivery of Montessori education and has an active cycle of reflection and self-review. (2.6)
The Montessori learning environment meets the developmental needs of children. (3.1)