Adolescent ProgramServing Ages 12-15 or 7th-9th grade
Characteristics of an Adolescent Child
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"Erdkinder"
The term Erdkinder is Dr. Maria Montessori's name for the adolescent program. The word erdkinder is German for "land children," since work on the land (specifically the farm) is an ideal environment for this age group. The Montessori Seeds of Education "Erdkinder" or Adolescent Program follows a holistic project based curriculum using Dr. Maria Montessori's Plan of Study and Work as a framework, which facilitates the development of problem solving skills and collaboration. Students engage in the social fabric that drives work through freely chosen activity during a three hour morning work cycle, focusing on math and language in the morning and a two hour afternoon work cycle focusing on science-based occupations, self-expression and the humanities. The Guide and specialists are available throughout the day to give engaging and inspiring three-period lessons in the various disciplines to all students. Projects are interdisciplinary, which means that, for example, students learn math by studying the history of the various mathematicians, and after reading the stories of contributions made by those individuals, write a paper showing their understanding of how those mathematicians affected civilization and further scientific study.
Curriculum and Testing
Part of the adolescent curriculum also includes specific methods such as the Socratic Seminar, where students discuss a text or math lesson in a group setting. Adolescents actively participate in creating self governing rules such as a Code of Civility, technology policy, rubrics and self-assessments. Students have opportunities to explore their community, including the local town of Merchantville, our partner farm in Chesterfield, the city of Philadelphia and other environments that provide opportunities for eclectic study. They engage in science-based occupations, community meetings and the creation of a student-driven micro-economy. Students facilitate morning meetings and teach their own mini courses to peers throughout the year. Adolescents engage in physical education activities and health lessons. The 7th grade students take the Iowa Standardized Test in the Spring, and the 8th and 9th grade students take the 8-9 PreSAT to provide comfort and familiarity with test-taking and to be better prepared for the SAT.
The Farm
The farm is the ideal prepared environment for the adolescent. Students do work on a farm, which allows them to connect with nature and develop moral responsibility all while learning care for self, care for society and care for the environment. The adolescents engage in the social responsibility that drives work and learn to be stewards of the planet. They work to change the environment to suit their needs by solving problems and working in harmony with the land. This provides an opportunity to create a "museum of machines" and study human progress through the artifacts which contributed to the building up of civilization. They have a direct impact on the living things they are working with. These experiences support interdisciplinary studies including geography, biology and genetics, integrated into the history of science and the technologies that have contributed to the civilization of humanity.
Self-Expression
Self-expression activities and projects are an important part of the MSOE curriculum. Such presentations in music, drama, art, language and sports lead to self-awareness and self-confidence. These projects aid in the development of the personality and allow students to find their identity as well as encourage imagination and the ability to step out of their comfort zone. This builds a sense of self-efficacy and a sense of dignity. Projects will also be interdisciplinary, as students have experiences such as the dramatic representation of historical characters, which involves negotiation, research, and drama. Alternatively, students can choose, for example, to explain Euclid's mathematical proofs through song. At MSOE, adolescents have the freedom to choose how they will engage in self-expression and will share a presentation at the end of each quarter.
The Odyssey
Participation in an Odyssey trip at the beginning of the year, provides an orientation to the adolescent program that sets the tone for the school year and the expectation that there are "no children on this trip." In other words, it is a rite of passage and henceforth they will be treated like young practicing adults. The adolescent environment will be prepared by allowing students the space and materials needed to understand broad ideas, dig deep into the details of a subject and then understand how things fit into the scheme of society. They will practice independence and interdependence simultaneously.
MMUN
The Middle School Montessori Model United Nations (MMUN) Conference provides an opportunity for students to work together. Adolescents prepare for this conference and engage in lessons that will aid in the further understanding of their role as delegates of other countries. The preparation for the MMUN conference becomes a framework for interdisciplinary studies in the humanities, mathematics, sciences, self-expression and social organization. The ultimate goal of the Montessori curriculum is to teach peace and create successful, fulfilled, interdependent, contributing members to society as citizens of their community and of the world. They also develop great relationships with students from other Montessori schools in other parts of the world.
Social Organization
Students at MSOE have an opportunity to practice social organization. An example of leadership is giving tours to prospective parents as ambassadors or to visitors on the farm. They are also in charge of their own portfolio of work, which will be presented by them during student-led parent conferences twice a year. Students will be meeting with advisors throughout the year so that they are well aware of their progress and are able to communicate challenges. Advisors guide, motivate and monitor student development, offering individualized and focused attention. They help students set, work towards, and achieve academic, social and personal goals. This sets the stage for a lifetime of achievement.
The Objective
Through the Montessori curriculum (Plan of Study and Work), students become conscious of the fact that human solidarity already exists. They satisfy a desire to do something good and useful, resulting in faith that humanity can come together. The goal is to instill optimism of the unknown and a sense of gratitude during a turbulent time of development. Students acquire the intellectual skills to begin to function as an adult. Academic content is important. At the same time, the self-construction of the adolescent's personality through freely chosen activity and experience in social organization are the objective. Intellectual acuity becomes the natural byproduct.
Areas of Study
Social sciences, science, and geography: The adolescent student integrates history utilizing themes from earlier studies in natural and cultural history, including inter-dependency, evolution, life cycles, matter and energy, behavior and culture, mental health, physical health, agriculture, government, manufacturing, communication, world systems, earth preservation, and so on, in the context of social responsibility and governance.
Language arts: The adolescent student develops confidence in self-expression utilizing the oral presentation, debates, drama, essays, play-writing, poetry, and short stories; explores related accounts of historical and philosophical material through literature utilizing components of style, genre, characterization, interpretation, and the art of discussion.
Second language and grammar: The adolescent student revisits grammar through the study of a second language and reviews complex sentences and paragraph structure in English.
Mathematics: The adolescent student uses higher-order thinking skills to solve problems in relation to a variety of challenges, from practical money transactions to algebraic relationships; explores in-depth numbers, properties, simple equations, higher measurement, computer calculation and graphics, geometric proofs, and algebraic equations.
Practical management: The adolescent student manages reality-based operations in economic enterprises including agriculture, fund-raisers, travel, volunteerism and service, apprenticeship, and computer programming.
Fine arts: The adolescent student utilizes a discipline-based arts education plan which presents individual artistic areas of painting, sculpture, and drawing and includes a general education for aesthetic literacy which integrates the arts with other academic endeavors.
Farming: The adolescent student engages in elements of farming as an economic enterprise through the care of plants and animals, the maintenance of simple machines, the understanding of land use, and the operations of accounting, sales, personnel records, and working relations in ongoing projects.
Language arts: The adolescent student develops confidence in self-expression utilizing the oral presentation, debates, drama, essays, play-writing, poetry, and short stories; explores related accounts of historical and philosophical material through literature utilizing components of style, genre, characterization, interpretation, and the art of discussion.
Second language and grammar: The adolescent student revisits grammar through the study of a second language and reviews complex sentences and paragraph structure in English.
Mathematics: The adolescent student uses higher-order thinking skills to solve problems in relation to a variety of challenges, from practical money transactions to algebraic relationships; explores in-depth numbers, properties, simple equations, higher measurement, computer calculation and graphics, geometric proofs, and algebraic equations.
Practical management: The adolescent student manages reality-based operations in economic enterprises including agriculture, fund-raisers, travel, volunteerism and service, apprenticeship, and computer programming.
Fine arts: The adolescent student utilizes a discipline-based arts education plan which presents individual artistic areas of painting, sculpture, and drawing and includes a general education for aesthetic literacy which integrates the arts with other academic endeavors.
Farming: The adolescent student engages in elements of farming as an economic enterprise through the care of plants and animals, the maintenance of simple machines, the understanding of land use, and the operations of accounting, sales, personnel records, and working relations in ongoing projects.