THE THREE PERIOD LESSON 三階段教學法

THE THREE PERIOD LESSON

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This is the technique used in teaching new words to the children. It is only used for teaching words. The example illustrated here is the naming of the colors:

The teacher takes two color tablets, such as red and blue,

from Color Box 1. She takes one red tablet and one blue one

and puts them on the table in front of the child. She tells

him she is going to teach him the names.

FIRST PERIOD:

The teacher puts the tablets to one side. The teacher makes an

association between the quality and the name by taking up each

tablet in turn, placing it in front of the child and saying

several times:

"This is red....red."

She pauses a moment before saying "red" or "blue", (depending on

which color she is showing) and raises her voice slightly,

enunciating clearly.

She repeats until she thinks the child has made the association

between the color and the name.

SECOND PERIOD

She places the colors in front of the child.

In order to make sure that the child has understood and in order

to help him fix his knowledge, she asks him:

"Point to the blue."

"Point to the red."

She asks, again and again, sometimes mixing the tablets first,

sometimes asking for the same one a second time in succession. The

teacher tries to make it interesting and enjoyable. Each time the

teacher says "red" or "blue" the child has to make an association

in his mind of the name with the color. It is proof that the child

understands if he hands the teacher the correct color. If he makes

mistakes too often, she does not correct him but goes back to the

first stage of the lesson.

THIRD PERIOD:

Now, the teacher sees if the child can remember the name for

himself. She places the tablets to one side. Then, the teacher

puts one of the color tablets in front of the child. She asks him:

"What color is this?"

She does the same for the other color tablet. She asks the child

again several times for the name of the different colors. If the

child has done this easily, or on another day, the teacher

introduces the yellow color tablet. She places the yellow color

tablet in front of the child as in the First Period and names it

several times. Then, she uses the red, blue and yellow tablets in

the second and third stages of the lesson.

The three period lesson can be used to teach vocabulary related to any of the sensorial materials.

Note: When teaching positive, comparative, and superlative forms (i.e. tall, taller, tallest)

all three objects remain in front of the child during the lesson, because we are teaching close

comparisons. The teacher should always present and ask for these objects in order.

Cylinders

Tall - Short; Thick - Thin; Large - Small

Deep - Shallow (with the sockets)

Tall - Taller - Tallest; Short - Shorter - Shortest

Thick - Thicker - Thickest

Large - Larger - Largest; Thin - Thinner - Thinnest

Deep - Deeper - Deepest; Small - Smaller - Smallest

Shallow - Shallower - Shallowest

Knobless Cylinders

Same as cylinders

Pink Tower

Large - Small

Large - Larger - Largest

Small - Smaller - Smallest

Broad Stair

Broad - Narrow

Narrow - Narrower - Narrowest

Broad, Broader, Broadest

Thick - Thin; Thick - Thicker - Thickest

Wide - Wider - Widest

Long Rods

Long - Short

Long - Longer - Longest

Short - Shorter - Shortest

Color Tablets

The names of the colors

Light - Dark (with graded box)

Light - Lighter - Lightest

Dark - Darker - Darkest

Sound Boxes

Loud - Soft

Loud - Louder - Loudest

Soft - Softer - Softest

Touch Boards

Rough - Smooth

Fabrics

The names of the different materials..

Linen, Cotton, Silk, etc.

Baric Tablets

Light - Heavy (two most contrasting boxes)

Bells

Names of the notes

The First Period: "This Is..." (Naming)

This is the introduction of the concept or nomenclature. There is no sense of urgency as the teacher moves from one isolated concept to another, using simple language to simply state "This is.... Sometimes called "the gift", this first period lesson gives the student knowledge they had not previously received.

Presentation

• Place one picture of each of the three types of Greek Columns (Doric, Ionic, and Corinthian) on a work mat.
• Point to the Doric column and state “This is a Doric column. It is the most plain.”
• Repeat the name several times, slowly, with purpose.
• Point to the Ionic column and state “This is an Ionic column. It has fancy scrollwork.”
• Repeat the name several times, slowly, with purpose.
• Point to the Corinthian column and state “This is a Corinthian column. It is very ornate.”
• Repeat the name several times, slowly, with purpose.

The Second Period: "Show me...” (Recognizing)

Often, this lesson occurs at a later time, after the first period lesson. You may wish to briefly repeat the first period lesson. The purpose of the second period is to present action and build muscle memory of the concept. If the objects are tangible, the student holds them, moves them, and touches them in order to fully absorb the object with tactile movement and his senses.

The second period lesson is the most critical and most important lesson. It is a time to review and reinforce vocabulary. It is also the time where the teacher observes the thought processes of the student. What connections are being made? What is not understood? What needs re-teaching or more emphasis?

Presentation

• Randomly place the pictures of the Greek Columns on the mat.
• Ask the student to show you the Corinthian column (or the last object named in the first period).
• Repeat with the remaining columns. You can also ask them to manipulate the objects: turn it over; hand it to another student; return it to the shelf; etc.
• *If the student is unable to correctly identify the item, the teacher returns to the first period lesson, stating the word and pointing to the correct item. The second period is not an assessment period, it is still a learning period. This is not a time for correction or guessing (process of elimination).

The Third Period: “What is…?” (Pronouncing)

Now is the time the teacher asks the student to name or verbalize the concept or object. This should only be presented when the teacher is certain the student will experience success. It may not be immediately after the first and second periods: mastery takes time. If the student makes a mistake, do not correct him, but bring the lesson to a close and move on to something else. At another time, repeat the second period lesson and allow the student more time to practice and internalize the concept. The Montessori teacher teaches by modeling and teaching, not by correcting.

Presentation

• Place the pictures of the Greek Columns on the mat.
• Point to a column and ask the student “What is this?”
• Continue until the student has correctly identified the objects.
• If the student is unable to correctly identify the correct item, quietly close the lesson and suggest the student find another work. The second period lesson should be repeated with this student at another time.

When the teacher has completed all three periods of the lesson, she/he finishes by pointing to each object one at a time and stating, “Now you know three Greek columns: Doric, Ionic, and Corinthian. You may work with these whenever you like.”

If the lesson was unsuccessful, the teacher may do one or all of the following: simply start the lesson over with the first period; decide whether to repeat the lesson another day; reduce the number of objects being learned; or all of the above. The three-period lesson can be demanding for a child, which is why it should not exceed a few minutes in one sitting. Depending on the child’s level of success, the teacher may also decide that the child is simply not ready for this type of information yet.

North American Montessori Center: http://www.montessoritraining.net/