Our Approach
In the right setting, engaging in the arts can significantly strengthen abilities in visual, aural and kinesthetic learning, not only making students better learners but also more creative problem-solvers.
Building on the renowned Montessori and Reggio Emilia frameworks, we have customized an arts-based educational model where students develop their creativity in an environment that balances self-guided exploration with carefully selected materials across topic areas.
Our Model
Curriculum
Teaching and Learning
Materials
Maria Montessori
Montessori Method
Self-directed activity, hands-on learning, collaborative play.
Reggio Emilia
Reggio Approach
Student-centered, constructivist, self-guided, relationship-driven.
Georgette Yakman
STEAM Education
Science, Technology, Engineering, the Arts and Mathematics.
Jim Scrivener
Learning Teaching
Empathy-driven, adaptive instruction, dynamic interaction patterns.
A Day at ISM
A typical day includes long open work periods with small interruptions for discussion circle, snack, lunch, nap, recess, or special topics. The philosophy is grounded in a process based on Montessori’s belief about child development, and extended with Reggio Emilia's emergent curriculum based on getting to know the child and teaching them the environment.
Free Choice Time
9:00 AM
Students walk in, and greet teachers and friends. They start making their choices about what they would like to get into, and embark on a three hour work period.
Circle Time
9:30 AM
After most of the students are there, teachers may interrupt slightly to have a quick circle time -- a lovely morning meeting for having a good time, celebrating, and chatting. This may include songs, movement, ideas, greetings by name, and more. Then, they go back to work.
False Fatigue
Teachers step in, and help or check in. Then, the students get back into it.
10:30 AM
Break
12:00 PM
Students conclude their work period for a break, lunch, recess and going outside. Some may go home, and the 5 year olds may stay for the second half of the day. Younger students may rest, and older students may have new lessons or project-based learning in smaller groups (e.g. birdhouses or trees). Upon another afternoon meeting, parents start picking up.
Extended Work Periods
Periodic & Afternoon
Based on monitoring, teachers may pull students into project-work and bring them together to talk about it (e.g. about homes, butterflies, etc.). Teachers pull from student feedback and create around it in realtime. In addition to free choice time and more organized early meetings, teachers could hold small group activities outside depending on the environment, including intermittent nap or optional snack in the second half of the day, and wakeup time with energizers and music.