Feez, Susan

2023

<p>This chapter reports on a study that investigated how a three-stage multimodal dialogic pedagogy first described by Montessori in 1909 is applied in present day high-fidelity Montessori classrooms. This three-part lesson is a multimodal dialogic routine through which young children learn to perceive and label phenomena in ways that lead them incrementally into the domains of educational knowledge. The study comprised analysis of recordings of two qualified and experienced Montessori teachers, one a preschool teacher and one a teacher of a multigrade (Years, 1, 2, 3) class, both of whom apply this pedagogy in a suburban Montessori school in Australia. The analysis compares the application of this century old approach to 21st century understandings of dialogic pedagogy and provides insights into how teachers apply and adapt the original lesson blueprint in 21st century Montessori settings.</p>

Dialogic Pedagogy: Discourse in Contexts from Pre-school to University, p. 35-51

9781003296744

9781032284095

9781032284101

9781000876963

1000876969

https://hdl.handle.net/1959.11/54786

en

Routledge

Routledge Research in Education

1

Perceiving, labelling and knowing: Mediating educational meanings through multimodal dialogue in Montessori early years classrooms

Book Chapter

Publication