How Do We Meet Current Research Data? – Part 3: How Children Can Participate in Their Own Curriculum Planning

Today, we continue our series entitled How Do We Meet Current Research Data?, exploring how the latest brain and education research impacts curriculum and learning, with Part 3 of the series: How Children Can Participate in Their Own Curriculum Planning.

The more input we have from the children in curriculum planning, the closer we come to achieving deeper meaning for students since it connects them to real-world experiences. Children become actively engaged in their learning when they are allowed the luxury of defining curriculum content, when they are able to move in academic directions that interest them, and when they actually do something. The elementary model of Montessori curriculum clearly allows for the child to make decisions in his own learning by making content choices. When a child is interested in a specific topic, he is free to research the topic. Through research, students acquire language skills such as reading, writing, and composing, and are able to manipulate and problem solve through self-directed exploration. Children also have opportunities to use technology to make their content more meaningful. Computers offer virtually unlimited opportunities for accessing information, and should be used to enhance, not replace, discovery and learning.

Next Monday: The Value of the Child’s Process vs. the Product

Previous posts in this series:
How Do We Meet Current Research Data? – Part 1

Part 2: Ways to Create an Optimal Learning Environment