Selected work

Pathways and Strategies for the Transition from Montessori to Middle School & Beyond Cristina Benitez M.A. Candidate, Learning, Design and Technology Georgetown University Ideation LDES 501 Methods of Learning & Design Address a challenge learners experience Accessible and Design

Pathways and Strategies for Transitioning from Montessori to Middle School and Beyond: A Learning Engagement and Resource Guide for Montessori Parents

Project Type: Learning Design, Qualitative/Mixed Methods Research
Themes: Montessori education, Educational Discontinuity, Empowering the voices of learners

The Challenge Space

When transitioning between schools of different pedagogical approaches, students must acclimate to different means of engagement, expression, and representation — this challenge of adjustment has been termed by some theorists as educational discontinuity. When it comes to the transition for Montessori students, much of the available research offers a promising picture of the long-term learning outcomes. If we focus on the phenomenological experience of learning transition itself, particularly during or after Montessori upper elementary (ages 9-12), what are, if any, the most common challenges Montessori students encounter as they get settled into new learning environments? What are the common strengths? What are strategies that have been effective for bridging encountered pedagogical divides?

The Response

Research into these questions led to the design of a learning engagement primarily meant as a resource for Montessori parents. Utilizing a cross-sectional survey tool, I collected retrospective phenomenological impressions of adult Montessori alumni (n= 90).

My data analysis focused on a subset (n=41) representing 18 different Montessori schools in the United States who transitioned during or after upper elementary years (ie grade four to six) to a new learning environment for middle school. The aim was to identify common challenges, common strengths, and effective strategies for mitigating educational discontinuity. Essentially, what advice would they offer their parents if they could go back in time to support their transitions from Montessori to their middle school environment? The slides and video recording hereby shared offer a summary of my findings and understandings from the data collected.

The Artifact

The guide provides a brief history of the Montessori philosophy, supplemental online media, narratives, learning engagement, and strategies shared by Montessori alumni survey respondents. Underpinned by a values framework, the learning engagement and guide is not meant to provide prescriptive answers, but rather, serve as a starting point for conversation; an exercise of exploration and consideration of pathways and strategies for bridging the educational experience from Montessori to new learning environments.

The Highlights: