Three-step lesson
The three-step lesson , or word lesson , time lesson, or step lesson is a component of Montessori education . It is a method by which certain sensory stimuli are to be linked with corresponding vocabulary.
Origin and destination
For Maria Montessori, perception is the basis for intellectual development. In her observations, she found that many children already have a differentiated perception, but the necessary link with language was not automatically given, but requires the attention of the educator. For example, some children were able to sort individual color spectra into light and dark, but could not name the actual color. That is why she introduced the “three-step lesson” in her children's homes, which Édouard Séguin had used before her . This method should ensure that the children “learn terms, numbers, letters, adjectives (long, longer, longest […]), etc.” and are able to link them to the senses.
procedure
The lesson takes place in three stages, which always follow the same pattern: First there is an association of the sensory impressions with the terms (stage of naming), then the child is led into several games in which the term is mentioned repeatedly (stage of recognition ) and finally the child uses the new terms themselves (level of active control). This approach naturally corresponds to the processes of language learning, with words first switching to passive and then to active vocabulary.
Example for sensory material:
1st stage
At this stage the sensory impression will be connected to the new word. For this, the educator tells the child about it while the object in question can be seen, heard, smelled, felt, etc.
For example: “This is red” while the teacher is holding a red colored tablet in her hand.
It is particularly important that the teacher uses a simple sentence structure and equally simple words so as not to distract from the actual goal of the lesson or to confuse the child. With the color tablets, for example, "[Séguin] also advises [...] always to show two at the same time, since the contrast supports the color memory."
Furthermore, it should be noted that similar objects are used that only differ in their color, as the designation “red” could otherwise refer to other properties of the body shown.
2nd stage
This stage can take place immediately after the first or it can only be carried out every day. In the latter case, however, the first stage should be briefly repeated. At this stage, the association that was initially made should be deepened through the activity of the child. It should show the subject that the educator names. For example: "Show me red", whereupon the child points to the red colored tablet, then the same with the other colors.
The objects are placed in a different order, the game continues: "Give me red (blue, yellow etc.)"
Here, too, clear and simple language plays a special role. The educator should only use one term at a time, so it should not even speak of purple and, at a later point in time, of purple. In addition to consolidating the concept, this phase has a second task, because it also serves to inform the pedagogue. If the child does not remember the name, as assumed, the teacher takes a step back and repeats the first step. If the child makes mistakes, it is important, according to Montessori, that the teacher does not name the mistake as such or even issue a complaint.
3rd stage
At this stage the child proceeds to an active mastery of the term. It can name the quality shown. The child can name it spontaneously or it can be provoked by a question (eg: "What is that?"). In the example above, the child would say “red”.
Individual evidence
- ↑ a b Maria Montessori: Collected Works. Volume 1: The Discovery of the Child. Newly edited, introduced and edited by Harald Ludwig. Herder, Freiburg (Breisgau) et al. 2010, ISBN 978-3-451-32510-6 .
- ^ A b c d Claudia Schäfer: Learning with Maria Montessori in kindergarten . Herder, Freiburg (Breisgau) et al. 2005, ISBN 3-451-28693-9 .