About the Writer
Brocha Baum-Margolese, Ph.D., is an experienced educational leader and Montessori expert, currently serving as the Head of School at Darchei Noam Montessori in Baltimore, Maryland. With over two decades in education, she has been pivotal in curriculum development and teacher training across the U.S. and Canada. Dr. Baum-Margolese holds a Ph.D. in Educational Leadership and Administration from Capella University and a Master's from Bellevue University, with her research focusing on teacher retention. Her dedication to Montessori philosophy emphasizes hands-on, individualized learning, promoting student engagement and mastery.
Abstract
This case study examines the integration of Jotit at Darchei Noam Montessori (DNM) in Baltimore, Maryland. DNM is a small Jewish Montessori school serving 100 students from early childhood through 8th grade. Students in the Upper Elementary and Juniors Divisions, aged 9-14 years (grades four through eight), utilized Jotit software. As a Jewish school, DNM implements a dual curriculum, including 5-6 additional subjects beyond the traditional curriculum. The study observes the benefits of Jotit in a Montessori setting with a dual curriculum, showing that Jotit software enhances the management of ongoing work, assignments, organization, and the ability to properly record and follow students’ learning.
Background of Darchei Noam Montessori
Darchei Noam Montessori was originally founded as an Early Childhood Center serving children aged 3-6 years. In 2017, DNM expanded to include Elementary and Middle School students. DNM serves as a hub for Jewish Montessori schools, participating in and hosting Jewish Montessori conferences, providing support to Montessori schools, enhancing traditional education, and offering parent education to benefit the surrounding community. At the time of the study, DNM had 98 students enrolled, ranging from infants to seventh grade.
Students at DNM engage in a dual curriculum that includes classes in Arithmetic, Geometry, Algebra, Language Arts, Geography, Science, History, Art, Spanish, Hebrew Language, and four additional Judaic subjects.
DNM serves boys and girls in two separate divisions with mixed-age groups as follows:
Infant Division: 6 weeks - 18 months
Toddler Division: 18 months - 3 years
Primary Division: 3 years - 6 years
Lower Elementary Division: 6 years - 9 years
Upper Elementary Division: 9 years - 12 years
Juniors Division: 12 years - 14 years
The mission of DNM is based on the belief that children learn best when provided with high, clear, and developmentally appropriate expectations. DNM provides one-on-one and small group instruction with hands-on materials for individualized exploration, learning, and mastery. Hands-on materials provide deeper content integration and increased likelihood of mastery and application (Montessori, 1995). This approach aims to enhance students' long-term quality of life and success, as supported by studies indicating higher life quality in adults who experienced Montessori education (Travers, 2021).
Background of Jotit
Jotit Educational Technologies addresses challenges many students face with executive functioning, distraction, and focus. The software serves as an integrated learning space, unifying traditional learning (based on textbooks, notebooks, and worksheets) with digital learning. Jotit provides easy access to the school’s LMS and enhances handwriting skills, simplifying students' learning processes and reducing cognitive load.
Pilot
The decision to pilot Jotit's Learning System at DNM came at a crucial time. DNM faced significant challenges in organizing students' work in the Upper Elementary and Juniors divisions. With more than seven academic subjects to track, students struggled with managing papers, leading to frustration and inefficiency. Teachers’ various organizational strategies proved insufficient, necessitating a lasting solution.
Jotit provided tablets to all students (19) and staff (5) in the Upper Elementary and Juniors Divisions for the pilot program. Jotit also provided training and education to parents, general staff, individual classroom staff, and students. The pilot included ongoing support and updates, with open lines of communication between teachers and the Jotit team.
Students used Jotit for all classroom writing work and personal journaling. Teachers monitored student work through Google Classroom, allowing easy management and access. Teachers uploaded assignments, expectations, due dates, and schedules to students' individual Jotits.
Results
The Jotit pilot program was considered a success by 100% of the students and teachers. Additionally, 90% of parents indicated the program was successful. The remaining 10% of parents had concerns about internet access or lacked familiarity with the Jotit program.
Student classwork participation increased, and students maintained their paperwork assignments and expectations with significant improvements. Teachers reported enhanced organization in the classroom, reduced paper waste, and increased interest in writing. Students who struggled with handwriting showed improved submission rates and less difficulty in completing written work using Jotit tablets.
Resources
Montessori, Maria. (1995) The Absorbent Mind.
Travers, Mark. (2021) New Research Highlights the Long-Term Benefits of a Montessori Education
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