The global pandemic of 2020 forced educators worldwide into "response mode," rapidly adapting to new teaching methods, whether for adults or children. In this context, we explored successful distance learning techniques and consulted with experts in adult education to ensure the continuity of our courses. Through reflection, we realised that not all Montessori training needed to be in-person.
It seemed likely we could adapt what we had learned during the pandemic into a more long-term approach. However, it was essential that the high expectations and quality of work, which have long been hallmarks of AMI training, remain consistent for both students and training staff regardless of the mode of delivery. So, like Maria Montessori, we sought out experts in the field of adult education beyond our Montessori training community. We looked at what has worked for many universities, colleges, and organisations and considered how to adapt those approaches to support our work of transforming adults.
Maria Montessori was a scientist, advocate, collaborator, and innovator. AMI aims to embody the same spirit of inquiry, exploration, self-evaluation, and learning, as its founder. AMI sponsored a group of trainers to become certified instructors of online adult learning, through a global organisation dedicated to rigorous quality assurance, online course design, and implementation. With an understanding that the way we present information online requires a different skill set to an in-person course, AMI also funded professional development to promote best practices for online adult education, as a support for both current trainers and trainers-in-training.
We identified four essential elements for successful online delivery, as highlighted in adult education literature: appropriate content, well-designed courses with relevant activities and feedback, a solid communication plan, and supervisory support for e-learning. With these principles in mind, we developed a plan for AMI diploma courses that could be replicated globally.
Our goal was to create a program that maintains the high-quality AMI training of traditional in-person courses while incorporating online components. This format not only makes training more accessible and flexible but also allows for guest lecturing and cost-effective delivery in remote areas.
The value of the practical aspect of the diploma course and guidance within the prepared environment remains indisputable. What we propose to do is emphasise the practical aspect of working in the classroom by allowing the lectures to be offered in a more self-paced way. A high degree of learner responsibility and engagement are key to learner success, which has the added benefit of preparing learners to juggle the demands and priorities of leading a classroom.
One of the key components is empowering the learner, which allows us to serve different types of learners in a supportive way. Videos of lectures and presentations allow for repeated viewings, slowing down the speaker, pausing to reflect or increase understanding, and subtitling, all support learners and de-centre the actual lecture space; these allow for the content to be the focus, received when and how the learner chooses.
When the bulk of lectures are given in an asynchronous format, the trainer becomes more available during the in-person portion of the training course; this allows the in-person time to be focused on less tangible aspects of the Montessori method, such as working in and running a classroom. What we have found is that the training team can be more present in practicals, modelling how to interact with one another in the environment. It also allows for a focus on community building and presenting topics to increase understanding, rather than presenting to support adult learners to write up lessons. The aspects of community building and modelling lead to significant transformation of the adult and has delivered excellent student outcomes.
AMI training is still a lot of work! However, when you are able to fit it into your life and the format allows for flexibility, more learners are able to access diploma courses. We look forward to reporting the outcomes as soon as the pilot courses are complete, and we look forward to seeing AMI training move further into this training format while keeping Maria Montessori’s vision and AMI’s reputation for high-quality Montessori training at the centre of our work.
Andrea Fleener, AMI 6–12 Trainer
