We’ve been working hard at ATI this summer to launch our adolescent MACTE training: a two-year diploma program for educators looking to learn and apply the Montessori method in secondary school. We’re building the training in part as a simulation: our guides and learners are coming to California next week to become students in a mock-adolescent program. That means they’ll lead morning meetings; sign up for campus jobs; collaborate during open work cycle; join an intentional place-based venture to a nearby canyon. As a result of this work, I’ve been thinking a lot about what is essential in a Montessori middle and high school program; how it differs from progressive educational programs; how it might differ from Montessori at earlier ages.
A culture of knowledge
A culture of knowledge
A culture of knowledge
We’ve been working hard at ATI this summer to launch our adolescent MACTE training: a two-year diploma program for educators looking to learn and apply the Montessori method in secondary school. We’re building the training in part as a simulation: our guides and learners are coming to California next week to become students in a mock-adolescent program. That means they’ll lead morning meetings; sign up for campus jobs; collaborate during open work cycle; join an intentional place-based venture to a nearby canyon. As a result of this work, I’ve been thinking a lot about what is essential in a Montessori middle and high school program; how it differs from progressive educational programs; how it might differ from Montessori at earlier ages.