Your albums does not consist of the first stage of teaching, Origin, history, methodology and application. Why is that?
The difference in terminology that you bring up may be that you were trained by NAMC and I was trained by AMI. I think you are asking about the theory portions of the albums. Theory is built into every album. Specifically, each instructor's album begins with theory for that area of the environment (here's an example from the Sensorial album). Then, each lesson includes key aspects of theory for that material including:
- General age at which to offer the lesson
- What lessons are presented before this lesson (indirect or direct preparation)
- The purpose or direct and indirect aims of the lesson
- The control of error offered by the materials/activity
- The initial/key presentation
- Additional exercise/extensions
- Remedial lessons (if needed)
- What accommodations may be offered when/if needed
- Detailed pedagogical notes to clarify key practical points
You can see a full example of this in our lesson on the sandpaper letters and phonogram spelling folders.
That said, there is one additional album that I still need to finalize for sale, it is what is called the Theory Album. That album will include:
- Montessori History (biography)
- Montessori Method
- Mixed Age Group
- Planes of Development
- Human Tendencies
- Sensitive Periods
- The Absorbent Mind
- Freedom & Discipline
- The Prepared Environment
- Scientific Observation
- The Role of the Adult
It is taking me forever because I want to back every statement up with contemporary research...so it is a huge project! You can learn most of the theory by reading Dr. Montessori's books.
Dr. Montessori herself created the Association Montessori Internationale (AMI) to pass down the teachings, train teacher-trainers, and train teachers in doing the work of scientific pedagogy. It took me 3 years to earn my AMI diploma (summers plus weekend seminars). It takes teacher trainers 9 years to earn their teacher trainer diploma. So, it is a rigorous and thorough preparation of the adult. When I consult with AMI teachers, they generally understand the key principles and may only need support in ironing out a few kinks. Because of that, the children are self-directed learners and the room is a joyful, peaceful buzz of purposeful activity.
The difference is in how the adult approaches the child. So in an AMI classroom, the children are working on their own, without waiting for adults to tell them what to do, advancing through the materials at a pace that makes sense for them...and may be quite different from their peers. If they need help, they understand how to ask a peer instead of waiting for the adult. The adult is a guide, not a teacher.
I just want to clarify that I have seen extraordinary teachers who were not AMI-trained. But, this is the exception rather than the rule. In any event, the Maitri Learning albums follow the AMI approach.
You can find more details about our digital and print albums on the Teacher Education page of our website.
I hope this helps!