Capstone Publication2023-24

Oak Farm Montessori High School

Capstone Publication

Comparing Emotional Intelligences of Kindergarten Age Students

INTRODUCTION

Growing up, I was surrounded by freedom and opportunity. I began attending school earlier than most children. At thirteen months old I began learning sign language, forming relationships with my peers, and developing socially. Even at that young age, I started to develop various emotional intelligence skills. My fondest memories are those that are set inside the warm walls of my Primary classroom. The hands-on learning, collaborative play, close teacher relationship, and the opportunity for me to explore my education are all things I am grateful to have experienced. I cannot remember when I realized the education I had been receiving was not ‘normal’, but I do know that ever since then, I have felt lucky. The traditional education vastly contrasts that of a Montessori education. In each setting, there are advantages, as well as disadvantages. Environment and teaching style correlate with how a child will perform and interact within a classroom, as well as at home. Traditional education does not provide the same level of self-led independence that Montessori does. The differences between these two education systems are what ultimately will determine your child’s educational skills, but even furthermore, their emotional intelligence and their understanding of other's needs. Throughout my time researching the similarities and differences between these two educational systems, I have been able to truly form an understanding of both of them. Traditional education is not all bad, but simply put, there is no space to accommodate the specific development of each child’s social-emotional skills. Montessori often has a smaller class size which often lends itself to more one-on-one time with teachers, and even with peers. These interactions are what set the two systems apart, and what overall has an impact on how children learn to interact with one another.

When considering what school system to choose for your child, social and emotional skill development does not often come to mind. I hope to share my evidence of how choosing a supportive education system truly does matter. The foundation of my project is built on my life-long involvement and understanding of how Montessori affects children. In part, this is why I have chosen to pose the question; “Do Montessori kindergarten-age students have higher social-emotional skills than those who receive traditional education?”. In a study conducted by Arya Ansari and Adam Winsler, (Ansari and Winsler, 1-6) it can be concluded that a more child-focused educational approach, such as Montessori, is more beneficial in nurturing children’s emotional, as well as executive functioning skills. In these classrooms, it is typical, or best, for the environment to be designed around the child’s needs. No more tall sinks, or chairs too large to sit in. Instead, the furniture is crafted to be child-sized and more accessible to youth. Children in Montessori classrooms are used to having their environment catered to their own body's design which allows for more flow within the space. Students are allowed to freely walk in the classroom and choose works that have been opened to them. The design of each room is heavily influenced by the specific student’s needs, and what works best for them. It is not uncommon to see a ‘peace corner’ in a Montessori classroom. These areas are for calm breathing, reflection, and taking a minute to think about something that may have caused them

stress. A peace corner is just one example of how Montessori encourages students to practice self-regulation.

The home environment is not just a place of relaxation; for Montessori students, it is their classroom. A “home-like” space is where these students thrive. “A good Montessori primary classroom creates conditions that allow children to manifest their natural developmental propensities. With a prepared environment and freedom to act within it according to their inner needs, individual rhythm and tempo, children exhibit characteristics not generally attributed to them.” (Montessori, 1). One major difference that has become apparent throughout my research is the freedom of choice. Students in these classrooms have the ability to choose what work they complete, when they eat snack, where they sit, and if they leave the classroom to release energy in P.E. All of these choices are made by children who are empowered by teachers who show them compassion and treat them with respect. When opportunities are opened up for the child to choose from, they feel supported and encouraged to try new things that push them out of their comfort zones.

Traditional, or conventional, schooling is not inherently bad; however, the teaching style is drastically different. The most stark differences that appeared during my observations were the lack of hands-on learning, collaboration, and healthy communication between student and teacher When these opportunities are not present in the classroom, student's behaviors may appear erratic, or, oftentimes, uncontrollable. Students who receive their lessons from an iPad screen are not receiving the same stimulation as those who get to experiment with art materials, think deeply while figuring out challenging puzzles, and problem-solve with mixed-age peers.

LITERATURE REVIEW

Living Montessori is a website that shares information about their school, as well as a multitude of information relating to the history of Montessori. This specific article talks about how even from the time children are born, they are developing in a specific way that is tied to their needs as growing infants. When students learn in a Montessori classroom, they develop the ability to work independently and have confidence in doing things themselves. Children are able to gain these skills because of the classroom environment; It is set up in a way that is convenient for the student to navigate independently. The article also discusses how it is crucial for the child’s home environment to mirror their classroom or else the skills they gain can be easily lost. In Montessori Schools vs. Traditional Schools, Liz discusses the main focuses or things you will see in a primary Montessori classroom. This website is a blog, and the author shares helpful information for parents. I found this helpful because it provided a perspective I do not have, as I do not have any children, so I may not think of the same things they might. Liz discusses many topics such as mixed-age classrooms, how the order of works prepares students for reading, and how Montessori isn’t actually a franchise, but a philosophy. Data Analysis

Before I began collecting my data, I had to first determine a research method. Through my class work I was able to determine the Naturalistic Observation method as the most comfortable fit for my project. This method had minimal interaction with subjects which resulted in an unfiltered view, and the most accurate collection of data. To begin, I needed to select the emotional intelligences I planned to collect data on, and later analyze. Research led me to varying websites which examined which emotional intelligences were most beneficial to children, and with this information I created my data points. My original plan for collecting data relied on my original data points, but when I began observing in Primary One, I realized that I needed to alter my points of research. To determine my new points, I first observed one day in the classroom, and then analyzed my notes so far. By doing this, I was able to determine which bits of my data so far would be the best headings for my collection. Once this was done I

revamped my research collection papers to match the new headings, and prepared to observe again.

Back in the classroom, I quickly began collecting heaps of data. My observation papers are set up with room to write notes on each observation, rather than solely a tick mark. I believe that this was beneficial to me when analyzing due to the fact that it allowed me to recall more specific data points, and truly down their position in final graphs. Below is a snippet

As you can see, the graph above is the space I used to collect all of my thoughts. On each page I had a new heading, and below made space for my notes. Whenever I observed a student portray an emotional intelligence, I would quietly watch until they had finished, then jot it down on the appropriate page. Throughout this work, I noticed myself becoming increasingly more confident in observing, and determining what certain categories these behaviors would fall under. In the beginning, I was unsure of how behaviors might fit, so I began to jot them down on my notes page I added on the front. Later on when I began to analyze my findings, I discovered results that caught me off guard. I observed for so long in the classrooms that I began to lose sight of all the evidence I had collected in terms of how high certain data points would be. An area that shocked me the most profoundly was the ‘conflict resolution’ intelligence. I had predicted that the data I collected at Oak Farm Montessori School would have shown higher levels of conflict resolution, but I was mistaken. Avilla Elementary students actually portrayed far more conflict resolution in theory, but when I looked deeper into my notes, I realized it was not what I thought. The majority of the conflict resolution notes I put down were facilitated by the teacher, instead of students. Therefore, the teacher would step in at any minor problem, which often resulted in conflict. This explains why the public school had higher points on many sections of my graph; the teachers facilitated almost every activity.

For my project I needed to spend time in both a traditional classroom, and in one that was Montessori oriented. Last summer I contacted Tia Matney and Laura Zollman. These are the two lead teachers in Primary One at Oak Farm Montessori School in Avilla Indiana. For my Traditional school, I chose to observe at Avilla Elementary School in Avilla Indiana. I connected with Stephanie Borger and Taylor Peters. Both of these teachers worked closely together and invited me to observe their classrooms to see phonics, reading groups, and recess. My first

step after creating my research question was to set up times to begin observing in each classroom, as well as choose a data collection style. For my project, I had a multitude of qualitative and quantitative data which lent itself to the case study research method. Before I began observing, I researched and began compiling a list of what data points I wanted to collect data on from students. After I had chosen my points, I created a table prepared with my topics and a space for notes and comments. When I went into the classrooms I quietly observed the student's behaviors and interactions. Each time a student would act in a way that matched one of my data points, I would write a brief summary of the event in the corresponding box. When I later came back to synthesize the data, these reports were very helpful to me. The evidence I collected allows me to conclude that the students I observed in the Montessori classroom displayed more acts of emotional intelligence than those who I observed in the traditional classroom. I chose to display my data with bar graphs, as I felt it starkly contrasted the data against the other set. I first created a chart with all of the points I had compiled, and separated them into each emotional intelligence heading. This data was shared at my data analysis discussion, and was a great starting graph. After this meeting, I realized I needed to separate my data more distinctly, which would allow for a better understanding of what I had collected. To do this, I charted all of my data in positive and negative sections. By doing this, I can show how many negative uses of the intelligence I noticed, as well as how many positive displays. This is not to say all behaviors I note under ‘negative’ are wrong, it just is not a distinctly positive or ‘good’ display of the behavior. I sorted them by reading through all of my notes, and finding notes when a student initiated a behavior by themselves, or simply displayed the intelligence very well. On the other hand, the negative displays I counted were when the student was instructed by the teacher to portray an intelligence, or when they showed that they were not able to display the emotion. Most of these points came from conflict resolution and self regulation.

DATA

Confidence:

This is a huge heading! Being able to observe in both classrooms and observing this trait was so overwhelmingly gratifying. Specifically at Oak Farm, the students have so many opportunities to show, and enhance their confidence. Like I have mentioned, the students have a work plan each day, and they follow it throughout the day In traditional school, the students only had a TV screen with instructions during their work cycles. This provided no opportunity for students to self engage in their daily structure, and grow confidence in their decision making skills.

Empathy:

I observed countless moments of displayed empathy, in traditional, but also in Montessori. Students in each classroom portrayed such kindness and empathy in what they said to their peers, the way they treated them, and the way they treated their teachers. Persisting on Task:

In the Montessori classroom, the students are encouraged to follow their own work plan, and follow along at their own pace. This allows for them to feel confident in setting their own schedule, and understanding what they need to accomplish each day

Through my communication with them, I was able to set up a morning internship and observation period to begin in the first semester of my Senior year I met with Tia and Laura a few weeks into the school year to discuss what I had in mind for my data points, talked about concerns, and discussed the project as a whole. Not far into my project, I asked Tia to be my Capstone Mentor She is a wonderful Montessori teacher, and having her connected to my observations was beneficial as well. I started observing in Primary One at the end of September and would start my day closely watching the behaviors and social interactions of students in their classroom.

The classroom I chose to use for my Montessori data observations was Primary One (P1) at Oak Farm Montessori School in Avilla Indiana. This classroom had eleven kindergartners that I was able to observe. As I spent time observing in each classroom, I could begin to see my data points and graph coming together Each observation I noted down was

incredibly fascinating to me, and I began to easily fall into my research the more time I spent in each classroom.

I have been deeply intrigued throughout this project, and I am grateful for the opportunity to sit in and learn from these different environments. My findings have led me to determine that Montessori education is the most supportive education for emotionally intelligent children. This was my original hypothesis, but seeing it come to fruition was amazing! I did not expect to find so much evidence of this hypothesis, but once I observed in the traditional classroom for the first time, it became clear that I would be correct. The first time I stepped into the traditional classroom, I felt overwhelmed by noise and lights. It is such a bright and sterile environment, even I felt out of place. I noticed that all of the students were very susceptible to distractions. Whenever teachers would come into the classroom, they were disruptive to the students and did not use a calm voice. Another aspect I noticed was that the door into the room was always propped open. This allowed for easy class transitions, but it resulted in an abundance of noise constantly coming into the classroom. At Oak Farm, the doors to the room always remain shut. The lights are also dimmed, which enhances the serene atmosphere. I noticed that when a visitor or guest walked into the room, it was done calmly, and did not distract any of the children’s work cycles. This is one of the behaviors I noticed that would not appear to most people. I was grateful to spend so much time in the room, and was able to notice this small, yet important detail.

FUTURE PLANS

My future hopes for this project are that I can share my findings with more people, to in hopes encourage more families to invest in a Montessori education for their children. The opportunity has been offered to me to have a spot on Oak Farm Montessori School’s website to share my research. I believe this will be a great resource for people to find my research and easily access it. On the website, I imagine my work being displayed with students in the classroom, and then have a written aspect related to certain headings. Although I wasn't able to dive into every aspect I was interested in while initially researching, I hope that the website will give me a gateway to keep exploring those avenues. One may be how the environment is one aspect which enhances emotional intelligence. This would be so fascinating for me, and I believe it would show more support in favor of Montessori education. By the end of this year I hope to have my data and conclusions published on Oak Farm’s website. I still need to develop the text I hope to display, but I believe once I start writing, it will all come out quickly.

My current plan would be to have information on the following.

● Classroom environments

● What is emotional intelligence?

○ Why is it important

○ How does Montessori support emotional intelligences

● Montessori versus Traditional education

● Long Term benefits of an emotionally intelligent child

In no way did I ever imagine I could publish a research project I did on my own; now that I am here it simply feels like the next step in this journey. When I am in college, I know that I will have the ability to explore, and create more capstone projects. I am interested in exploring this topic further, and I know it would fall seamlessly into my class work. When I went on a tour of Saint Francis, I got to hear from a few current students. They discussed their workload, and even shared about their capstone research projects! This is a work that every student has to create near the end of their college journey. Although most students find this work difficult and time consuming, I am grateful to have already gone through this process

once, and I hope to feel comfortable and confident in my work when I create a new project in college, or beyond.

PERSONAL REFLECTION

This project has been a huge milestone for me, and encapsulates what I see as the culmination of my High School experience. My choice to explore and research education systems was not an easy decision, but I knew I wanted to create something that would be able to help others, while still working with children. Observing children was not something I ever thought I would be doing my senior year of high school, but I am beyond satisfied with the knowledge and experience I gained. Currently, I hope to become a child psychologist, but I am unsure if that will remain the case. This project opened my eyes to the world of teaching, and I am grateful for the opportunity to see that. After college, I believe I might pursue a career in Montessori education. Without my capstone, I would not have come to this conclusion. Working with children is one of my greatest passions, and I feel compelled to work with them in a greater capacity. Even though conversing and bonding with the children I observed was not part of my research plan, it was a part that I truly enjoyed. Each day when I walked into the Primary classroom at Oak Farm, I was greeted by children smiling, hugging me, and being grateful I was there. Their joy was contagious, and made me realize I had chosen the right research project. My work, when completed, will provide information to support children. Although not all students have an opportunity to attend Montessori school, I hope to inspire the parents to make an informed decision. My hope is that my data can provide clarity to those who do not understand the importance of Montessori education, or fully comprehend what their students will be gaining from this type of education system. While public school is still a well rounded education, it does not provide the same sort of stimulation or environment for students to truly explore themselves. The primary reason for this research was to explore which environment was most conducive for an emotionally intelligent child, but what I discovered was much more. Although I did collect data on the emotional intelligences of the children I observed, I also discovered information about the environments and works available for the students, and that was an insanely enthralling point to discover. Since my primary reason for this project was to only explore emotional intelligences, I was not able to fully explore all of the avenues I discovered as I researched, and that is something I hope to do in the future. I hope from my data, people can understand why supporting children’s emotional intelligence only sets them up for a lifetime of success. Why is it important though? “When students feel valued, respected, and understood by their teachers, they may be more likely to develop a sense of belonging within the school community. These relationships also contribute to students' emotional well-being and academic engagement.” as stated by Better Help. I found this quote so interesting, as it describes exactly what I have seen throughout my project and data analysis. When students are set up in an environment which encourages and motivates them to succeed; they flourish! It was extremely disheartening to observe the students in the public school setting. As I spent time in their classroom, I found myself observing an even profounder difference between the two environments. It is well known that students who receive encouragement and support will in turn grow more self confidence as they feel more comfortable. This is true in educational systems. When a child does not believe in themselves, it reflects in their work, and their behavior. These issues of anger and outbursts do not determine a child’s future, or even their attitude. What we must do is support the child, even when it is difficult. The hardest part, in my opinion, is finding the opportunity to best support the student in the given environment. This is much more difficult in a traditional classroom, as it is set up to support the teacher, not the student. In Montessori, the whole classroom, even down to the furniture, is handcrafted and prepared to best suit the student. One thing I noticed most in the Montessori classroom, is that the students are used to the way in which the teacher is expected to always accommodate the child. This allows for the children to feel comfortable,

and deeply supported. At Avilla elementary, the classroom was insanely sterile and felt downright uncomfortable. Even me, as an adult, felt out of place. I can only imagine how the students felt each day in an environment that was so cold and not suited for young children to grow confidence.

WORKS CITED

Manner, Jane Carol. Montessori vs. Traditional Education in the Public Sector, files.eric.ed.gov/fulltext/EJ1099115.pdf. Accessed 7 Dec. 2023.

Engelmann, Sebastian. “Alternative(s): Better or Just Different?” Alternative(s): Better or Just Different? | Journal of Philosophy of Education | EBSCOhost, 1 Aug. 2022, research.ebsco.com/linkprocessor/plink?id=8a966315-2216-3300-be51-c46f887ec c90.

Ansari, Arya, and Adam Winsler. “The Long-Term Benefits of Montessori Pre-K for Latinx Children from Low-Income Families.” The Long-Term Benefits of Montessori Pre-K for Latinx Children from Low-Income Families. | Applied Developmental Science | EBSCOhost, 1 Apr. 2022, research.ebsco.com/linkprocessor/plink?id=ddca77a7-4c61-3079-93ec-1b9a2fbfad df.

Richard, Sylvie, et al. “The Effects of a ‘pretend Play-Based Training’ Designed to Promote the Development of Emotion Comprehension, Emotion Regulation, and Prosocial Behaviour in 5- to 6-Year-Old Swiss Children.” The Effects of a “pretend Play-Based Training” Designed to Promote the Development of Emotion Comprehension, Emotion Regulation, and Prosocial Behaviour in 5- to 6-Year-Old Swiss Children. | British Journal of Psychology (London, England: 1953) | EBSCOhost, 1 Aug. 2021, research.ebsco.com/linkprocessor/plink?id=3a2a2468-8d67-39a1-9024-389af7e01 ed0.

Living Montessori. “Social and Emotional Development: Living Montessori.” Living Montessori Education Community, 24 Feb. 2020, www.livingmontessori.com/montessori-method/social-emotional-development/. Jones, Liz. “Montessori Schools vs. Traditional Schools.” DullesMoms.Com, 19 Apr. 2021, dullesmoms.com/montessori-schools-vs-traditional-schools/#:~:text=Children%20 in%20a%20Montessori%20classroom,taught%20to%20the%20entire%20class.

Montessori Society, American. “Montessori Early Childhood Classroom Experience.” Montessori Early Childhood | Montessori Kindergarten Classroom Experience, amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood.

A GUIDE TO SUCCESS & INTEGRATION FOR INTERNATIONAL AND EXCHANGE STUDENTS

INTRODUCTION

As two Oak Farm Montessori High School International students, our Capstone goal is to make a guide booklet for incoming International and Exchange students on their journey at Oak Farm Montessori High School. We will be explaining OFMHS customs, traditions, and life through our perspective and experience.

Click to read the full brochure

Educating the Community on the Importance of a Native Species Demonstration Garden

INTRODUCTION

Native species or indigenous species are found in a certain ecosystem due to natural processes such as natural distribution. How will a demonstration garden educate the public about native species and the importance they bring to the Oak Farm community? My research question took a great amount of thinking and research. I wanted it to be something that would be beneficial to the garden while also answering the question concerning education. Because I was making signs for the garden, I needed to include an educational component in my research question. To make this thought out, I revised and changed my research question throughout the whole year as other notes and doubts came up during meetings and discussions.

For my capstone, I had many options to choose from, but the choices I came up with would not carry my research through. I collaborated with my mentor, my teachers, and my parents and I found nothing that sparked my interest. It was very difficult to brainstorm ideas while finding something I am passionate about. The hardest thing for me was connecting my capstone project with what I wanted to study in college. I have always wanted to do something that was connected to the ocean, but since we don’t have the ocean as a quick resource, I picked the closest thing to the ocean: conservation. I didn’t find my topic until five months later when my teacher suggested I help carry on the native species garden at Oak Farm Montessori School. A demonstration garden will not only educate the community about native species but will also show the importance they bring to the Oak Farm Montessori community.

LITERATURE REVIEW

The importance of preserving a native species garden is critical now more than ever. Conservation educates the public about native plants and their importance to northeast Indiana. Due to climate change, loss of biodiversity, and ecosystem destabilizing, native species plants are starting to perish. To maintain a balanced ecosystem, education is crucial to understanding and finding ways to ensure the survival of our planet. Conservation and education teach the public about native plants and their importance to northeast Indiana.

The amount of carbon dioxide in the atmosphere is increasing interest in carbon sequestration as well. What is carbon sequestration? Plants remove carbon dioxide from the atmosphere during photosynthesis and store it above ground and in the dirt. The biomass later decomposes, turning into organic matter. In the face of climate change, non-native plants pose a greater threat to native plants. Non-native plants thrive in changing environments, our competing native plants for vital resources (Native Plants, pg. 8). The BLM Plant Conservation Program partners with other organizations to bring American Native plants to the forefront of conservation on BLM public lands. BLM advises people not to pick native species from

unknown areas or wildlife plants due to plants being endangered or rare specifications for the species. This program addresses plant species conservation including native seed collecting, rare plant collection, restoration, and public education (Native Plants, pg. 14).

Education plays a big role in saving native species in Indiana and around the world. Conservation education provides authentic opportunities for learning and gives chances to connect with their local community in a meaningful way. “Teaching conservation education is not an added extra or more work. It is about providing your students with a real-life context on which to base their learning, and an opportunity to apply their learning to authentic local community opportunities” (Conservation Education). It is about the natural environment and all the plants and animals that live together to create a “perfect” balance. There are different teaching methods for different developmental stages in a child: early childhood, primary, and secondary. Early childhood education should be engaging for the child while also teaching them basic conservation skills. During the primary education stage, children can participate in local conservation sites at home and at school where they can apply their learning and take action for the environment. Finally, when children reach adolescence, they can gather all their knowledge, skills, and values through participation and collaboration. Education is vital for the survival of the human race.

“Ecosystems are incredibly complex. When we lose biodiversity, we destabilize these systems and risk their collapse. Without functioning ecosystems, we lose the vital ecosystem services that support life.” (Science Explained). Ecosystems can be defined as a community of interdependent species along with their non-living environment. Some ecosystems are vital for human life such as food, water, and oxygen while others only enhance our life. This is where native plants come in handy. Not only do they support biodiversity, but they also help maintain functional ecosystems. Choosing what to plant is necessary for the plant's survival but also for the environment in which it is being planted. “Incorporating the latest scientific research into planting plans and landscaping decisions wherever possible can maximize the ecological value of plantings. For example, a recent study suggests that the layout of gardens strongly influences the extent to which milkweed plants are found and used by monarchs (Baker and Potter, 2019). More eggs and larvae were found in this particular garden because monarch caterpillars only feed on milkweed plants to survive.

Conservation Gardening (CG), is the seeding and planting of declining native plants in public gardens or private gardens. Increasing the public biodiversity is a crucial step in overcoming one of the most pressuring hurdles in CG (Conservation Gardening, 2023). "Gardeners have always played a role in distributing plant species, so why not also help bring back the many native species that are disappearing," says lead author Josiane Segar, a researcher at iDiv and MLU. During the pandemic, spending on plants went up by a record-breaking 9%. Researchers propose that a key approach to promoting conservation gardening would be to create a stronger link between the mainstream horticultural industry and the domestic native seed market (Species Conservation, 2022).

“Environmental education seeks to foster an appreciation for nature and the impact of humans on it while introducing citizens to scientific thinking.” (The Educational Community) Lack of awareness of biodiversity and its importance is common which is why it is crucial to teach about it, especially today. If everyone was educated on native species/plants, we could find solutions to stop threats that are killing our resources. Conservation helps educate people to understand and appreciate the world’s natural resources and ecosystems while learning how to conserve them for future generations. Not only does conservation increase species population but it also brings people together and raises awareness.

“In the end we will conserve only what we love, we will love only what we understand, and we will understand only what we are taught” (Baba Dioum, speech delivered at the General Assembly of the IUCN, New Delhi, 1968). Conservation also promotes biodiversity and preserves it for future generations. The future of our planet needs to be safeguarded and with climate change on the rise, wreaking havoc in our natural environment, we need to preserve the earth. Reducing the amount of human activities that harm the environment as well as supporting the natural world as much as we can is going to help us reach our goal.

Climate change and global warming play an essential role in education. Species are at risk every day due to climbing temperatures. Everything is dependent on the human race. We cannot live without specific biodiversity forms. It is crucial that conservation efforts protect native species plants. Without such efforts, changes in the ecosystem may be too harmful to thrive in. Educating the public about how to take drastic measures to save native species sets a foundation. If people are willing to take the time to learn about how important conservation is for human survival, we as a species might have a chance at building a better future for those yet to come.

RESEARCH AND PREPARATION

When researching a native species garden, every step is crucial. Fortunately, our ecoliteracy coordinator, Gena Grobarek did most of the research for the garden. I researched each plant that was in the garden, making sure that the facts were correct and engaging for the students at Oak Farm Montessori School. Enhancing and understanding is a vital tool for survival so keeping an inventory of the plants’ information was vigorous. Preparing to make the education signs took weeks of research and collaboration. I tweaked the design and edited it forever before I thought I had the perfect design and then I would erase and start again. I wanted the signs to be simple, creative, and eye-catching while supporting my thesis of educating the community.

The research methods I used were historical research and trend analysis. I thought that these two would be the most useful for my research because historical research relies heavily on primary sources which are needed for my project. Educating the community on native species required both primary sources and secondary sources. I strive to get the main point across. Each fact or a little piece of information needs to be accurate to maintain a native species garden. I am unsure of how much research was done before and during the planting process, but with any plants, a lot of research needs to be done ahead of time.

Trend analysis included graphs and tables of research. I did not use trend analysis very much because my research does not need graphs or tables. I like using charts from the past to see the difference between what native species were like then and now. It shows how important it is to make sure that native plants survive. Trend analysis contains a lot of background information. A demonstration garden needs background information as well. I did not do a lot of the background research, but with the studies I have done, a lot of it does involve more historical research than trend analysis.

My experiment is trying to see if an education garden will increase the community’s knowledge about native species and their importance in the world. Because we have never had a native species garden, I do not think anyone is informed about the garden. So far, I have not yet concluded if the garden was helpful or not. I am hoping that not only will it educate the Oak Farm community, but it will also give anyone who wants a place to decompress and find peace. A garden at Oak Farm also helps bring the classroom a lot closer to campus rather

than driving thirty minutes away to learn about it. My goal is that students can take a break from the classroom and find solace while finding the educational component to the garden.

I decided to experiment with an education garden because I have never done it before and because I have always wanted to do something similar. I see plaques and signs everywhere teaching about the significance of why they have gardens or parks. My method for educating people was to make signs that you would see at a park or in a garden. I wanted to create something similar so people would be familiar with how other places educate their people. I have been to a lot of parks and gardens and have always loved the way that they present their information. It is always so thought-provoking and leaves me curious after I leave. I wanted the same thing for the education plaques, so I made the signs plain and simple with a little bit of creativity.

Though Gena chose all the flowers for the native species garden, we talked about the importance of each plant to the natural habitat and how it can draw more species such as deer, hummingbirds, bees, butterflies, etc. Through all the research I did, I learned a lot of these native species that made me want to bring those flowers home. The process of choosing how I laid out my research was difficult since I wanted to do a table (See table 1). In the end, I needed a way to keep all my resources while making it plain and simple. The table graph was the best way to keep my research organized.

PROCESS OR APPROACH

When Gena and I first sat down and started working on grants, labor hours, and money, we had an idea of what it was going to look like. We worked on a grant together, hoping that the money would help us in buying materials and an interpretive sign as well. Through the grant, we collaborated with Kim Davidson who helped us While we waited for the grant, we needed to figure out what type of signs we wanted. Wood and plastic didn’t make sense because we wanted signs to last a long time, so we decided to do metal. Finding metal was hard because we were not sure if we could afford thirty-one plaques. Luckily, Troy Norton and his friends from SDI (Steel Dynamics, Inc.) in Columbia City, donated metal plaques for our garden signs. I used metal 6 x 8-inch plaques for the signs that would go out in the native species garden.

The only thing we needed to figure out was how we were going to engrave the metal signs. After talking to Michael Tyler, the InnoLab coordinator, we decided to experiment with etching my designs on the glowforge. Time was taken into account for the labor and money factors. We practiced a couple of times experimenting with different designs, fonts, and texts until we were sure that the glowforge could handle the sophisticated designs I had created.

Even though we did not get the grant, we continued our plans but decided to delay the interpretive sign due to a low budget and short time. If someone else decides to expand the garden, I hope that they will add the interpretive sign to their project. After getting the donation from SDI, I began creating the education portion for the signs. Not only did I want the scientific name included, I wanted to say something about why this particular plant was planted. There was room on the signs so I decided to add a small sketch of the flower due to most of the plants not in bloom in the winter. I think this will give students a chance to expand their knowledge when doing a class project like phenology.

When I started compiling my research together, I needed somewhere where I could store all my information and not lose it, so I made a graphic organizer to help compile my

information on Google Docs. I made a 3x3 table and had a column for the common name, scientific name, and the education description I would use (See Table 1). I didn’t want to include the sketch because if anyone wanted to recreate the project later, I wanted them to be able to pick the sketch they wanted to create. This method would help me later when I would start creating the design for the plaques.

Table 1

Native Species Flowers and Description

Example of Native Species Organizer table, 2023-2024.

When I started designing what I wanted on the plaques, I made a couple of different layouts and discussed them with Michael before finding the right one. I wanted the designs to be consistent while also being eye-catching. After creating the table with all my information on it, it was time for me to create one of the designs. I started out with the common name because most people wouldn’t be familiar with the scientific name. I then put the scientific name below the common name in a smaller italicized font so that people can easily distinguish the difference (see Fig. 1). I thought this would be helpful for the students to correlate with while making it engaging and thoughtful. There are so many hard words to educate and engage but to also allow them to explore in-depth more advanced vocabulary. This way, when the EcoLit teacher brings them out to study phenology, they can ask thoughtful questions while learning about native species.

1

Native Species Design Layout

This image is an example of the design layout, 2024.

I am hoping that the garden will be a success, but I do not know about the outcome because the signs have not been planted yet. I think that the garden will be useful for EcoLiteracy trips at school and will help minimize going off campus to study native species. My hope is that starting next year, they will introduce a native species garden at Oak Farm Montessori School. Because we have never had a native species garden before, this is all a great experiment to see if a native species garden should be expanded or placed in multiple spots. In the future, should they decide to do something similar, they can look back on my project and get a feel for what I did and if they want to change it or leave it.

Fig.

Fig. 2

Glowforge Print of Native Species Metal Plaque

A photo of how the metal plaques were printed in the OFMHS InnoLab, 2024

FINDINGS

One of the most time-consuming things was actually printing the designs on the metal plaques. It takes around two hours for each plaque to be printed. Another time-consuming delay was spraying the metal plaques (see Fig. 2). It takes five minutes for the plaques to dry before they can be etched. One thing I would have done differently is I would have picked out a capstone project earlier in the year. I didn’t choose my project until late September so I was a little behind on the work that my fellow students were doing. Another finding was how time-consuming the glowforge took to etch the plaques.

Because the Art and Music Festival is in March, none of the plants will be blooming, but with the engraved flowers I have created, I hope that they will get a picture of what it looks like and will come back when the plants are out of the ground. My goal was to have the plaques done by March for the Art and Music Festival, but with NHD and other school work, I couldn’t start the signs until late February. My goal then was to have them done by EarthFest, but again, with so many things going on, I couldn’t get them all done. Hopefully, they will be all printed before the next school year and we can stake them into the ground for future students.

FUTURE DIRECTIONS

In the future, I hope that an interpretive sign is put up listing all the contributors, the why behind the garden at Oak Farm Montessori School, and its education piece. The interpretive sign was supposed to be made this year, but I couldn’t find another grant and we were running out of time. In the future, the interpretive sign would be the thing to research and work on. Should anything happen to the plaques, there is a file on Canva that they can make reprints of if needed. I would like to see an expansion of the garden, so the layout would be perfect for adding more native species plants. I really hope that when I come back ten years from now, there will be more native species gardens planted throughout campus. That is my goal is to carry this tradition on.

I hope that I can come back one day and see a completed garden. The plaques need to be welded with three-foot rebars bent one foot above the ground and staked to the ground. It’s alright to lay them down on the ground, but I feel that doing that would make the after-school children pick them up and ruin them which is not what we want. With the guiding principles to come, I think laying them in the ground could work, but until then, it would be best to stake them into the ground. We also talked about spraying them with a clear protective coat as the metal will rust later on, but we did not research what material to use or how that should be done. In the future, that would be the next step besides welding the plaques.

CONCLUSION

Overall, I think that my capstone project was a successful project. I am very proud that I could research, produce, and explore my interest in further depth through a native species demonstration garden. Though it took a lot of time, I wouldn’t have chosen anything else because I love hands-on work. A demonstration garden did not only educate the community and the students about native species but it showed the importance they bring to the world. If I could change one thing, it would be picking out a topic quicker so that I had more time to research and invest in my project. I had a hard time choosing what I wanted to research and study about.

If I had to evaluate this project, this was a hard project to work with because It would have been helpful to start the list earlier in the year as well. In the future, I would like to get the chance to make an interpretive sign and add it to the garden as well as more advanced signs to engage the community. We can’t survive without native species and they cannot survive without us. Who knows what the garden will look like ten years from now… Perhaps it will be a famous sightseeing spot that is open to the public.

PERSONAL REFLECTION

Through this capstone project, I learned a lot of life lessons. Some were tough lessons to learn, but I am so grateful that I learned them. Through this year, I learned:

➢ How to write a grant which I have never written before.

➢ Procrastinating does not get me anywhere because it just makes the work harder to finish.

➢ How to use the glowforge wasn't complicated, but it took some time to get used to the buttons and especially laying out the designs on the computer.

➢ To use better communication skills to collaborate with my mentor, teachers, and peers.

When we were doing NHD, everyone was using the InnoLab so it was hard to start printing the metal plaques, therefore, it was impossible to start printing and I had to hold it back until late February. That was an important lesson to learn because even though there was a lot of confusion going on during NHD, I should have started earlier in the year. I think if I did, I would have had more time to not worry so much about how I was going to get all of the assignments and plaques printed. This was a vigorous project but I am glad I chose it. Without all the skills that it gave me, I would not have challenged myself. There were times when I wanted to cry because it was so hard, but I think persevering through this project made me a better person and a better researcher. I am thankful for this challenge and I know it will carry me through life well because I did it.

Baker, Adam M., and Daniel A. Potter “Configuration and Location of Small Urban Gardens Affect Colonization by Monarch Butterflies.” Configuration and Location of Small Urban Gardens Affect Colonization by Monarch Butterflies, Frontiers, 22 Nov 2019, www.frontiersin.org/articles/10.3389/fevo.2019.00474/full.

Brusowankin, Aryeh. “Preventing Plant Extinction Caused by Climate Change.” PBS, Public Broadcasting Service, 2 Aug. 2022, www.pbs.org/articles/preventing-plant-extinction-caused-by-climate-change#:~:text=On e%20of%20the%20worst%20effects,survive%20in%20their%20natural%20habitats.

“Classroom Investigation Series Habitats and Wildlife - Bureau of Land ...” Native Plants, Discovery Series, Mar. 2015, www.blm.gov/sites/default/files/documents/files/media-center-public-room-national-wildli fe-habitat-classroom.pdf.

“Native Plant Gardening for Species Conservation.” ScienceDaily, ScienceDaily, 18 May 2022, www.sciencedaily.com/releases/2022/05/220518130719.htm.

Pure Leisure. “3 Reasons Why Conservation Is So Important.” 3 Reasons Why Conservation Is So Important, 2019, https://www.pure-leisure.co.uk/3-reasons-why-conservation-is-so-important/#:~:text=Th e%20most%20obvious%20reason%20for,a%20healthy%20and%20functional%20ecosy stem. Accessed 24 March 2019.

Roberts, Kean, and Jerrid Kruse. “Invading Wild.” Invading Wild Using Native Plants to Increase Scientific and Environmental Literacy of Elementary Students, National Science Teaching Association (NSTA), 2022, www.nsta.org/science-and-children/science-and-children-septemberoctober-2022/invadi ng-wild

“The Science Explained - Biodiversity in Decline.” Indiananativeplants.Org, Indiana Native Plant Society , indiananativeplants.org/the-science-explained/. Accessed 8 Dec. 2023.

Treasures of Oz. Importance of Native Plant Species. Treasures of z, 2024. Discover More About Native Plant Species, https://treasuresofoz.org/native-species#:~:text=Conservation%20and%20protection%2 0of%20native,aesthetic%20enjoyment%20of%20natural%20areas.

“University of Evansville.” Native Plant Garden and Greenhouse - Biology - University of Evansville, People for Pollinators, 2023, www.evansville.edu/majors/biology/native-plant-garden.cfm.

“What Is Conservation Education?” Department of Conservation, New Zealand Government, www.doc.govt.nz/get-involved/conservation-education/what-is-conservation-education/. Accessed 8 Dec. 2023.

Treasures of Oz. Importance of Native Plant Species Treasures of z, 2024. Discover More About Native Plant Species, Https://treasuresofoz.org/native-species#:~:text=Conservation%20and%20protection%2 0of%20native,aesthetic%20enjoyment%20of%20natural%20areas

“Enlightened People”

INTRODUCTION

Bālāsana, Tāḍāsana, Vīrabhadrāsana, Adho Mukha Śvānāsana; what do these words mean and what makes them relevant? Are these words connected to a pose or could it be much deeper than that? The Sanskrit words above could remain as just words if one does not seek a deeper understanding of the postures. This leads to the wonderment of a genuine way to connect your mind, body, and breath to the divine.

Yoga is derived from the root yuj meaning: “to yoke” or “to unite”. The practice of uniting through movement dates back to Northern India– over 5,000 years ago. Yoga was refined by Rishis, who were also known as Sages. Rishis were considered enlightened people, they had extreme accomplishments and complete knowledge. Despite being all-knowing they did not use any of the information for personal gain. Rather, they used their pure knowledge to support society and help all beings live in harmony. Yoga arrived in the United States in the 1890s, (“Explore The Ancient Roots of Yoga Google Arts & Culture”) and was described as “science of the mind”. As yoga became popular in the United States it became adapted to individuals of all ages; from there, it developed into the subjective practice known today.

Through the research question “Do you have to practice all of the principles of yoga to benefit from it?” I found profound significance. This ancient practice dives into an eightfold path with each limb being highly meaningful. To fully feel the benefits of a yoga practice do you have to become immersed in each limb? Or could you find the limbs that are specifically meaningful to you? Identifying each yogic aspect allows room to dive deep into the many diverse benefits.

While the practice of all yoga principles can yield profound physical, mental, and spiritual benefits, individuals can still experience meaningful advantages by incorporating specific principles, challenging the conventional notion that commitment to the entirety of yoga principles is necessary for deriving benefits from this ancient practice.

OVERVIEW OF THE YOGA PRINCIPLES

The major principles of yoga include the Asanas, Pranayama, and Dhyana. Movement, breath, and meditation. The Asanas are a physical practice that promotes strength, balance, and flexibility. The movement aspect prepares the body for meditation and relaxation. Pranayama is breath control. Breath is the core of life and directly relates to Prana (core life force, mentioned later). Breath control helps calm the mind and supports energy. Dhyana is meditation. Dhyana is the practice of turning inward and observing yourself to create a better understanding of who you are. These principles can allow someone to strengthen their foundation. These three principles are the ‘core’ of a yoga practice.

In the current way yoga is viewed there is a major focus on the Asana practice, this is both for many reasons. Sometimes individuals will use this physical practice to burn calories, however, it is much deeper than that. This particular part of yoga can be used to heal the

body–physically and mentally The Asanas bring your attention inward while creating balance in the body There are many yoga postures: backbends, forward folds, inversions, twists, and seated and standing poses. Each pose has its own set of benefits to holistically heal the mind and body. (Kaminoff, Leslie, and Amy Matthews. Yoga Anatomy). There are extensive benefits to having a consistent yoga practice. As well as room for creativity to adapt the Asanas to your own specific needs.

The major goal of breath control is to balance the Nadis. There are 70,000 Nadi channels in the body. Turning breath into these energy sources balance both the mind and body. The way your brain and body communicate through breath is outstanding. (Zaccaro, Andrea, et al) states “The main effects of slow breathing techniques cover autonomic and central nervous systems activities as well as the psychological status. Slow breathing techniques promote autonomic changes increasing Heart Rate Variability and Respiratory Sinus Arrhythmia paralleled by Central Nervous System (CNS) activity modifications.” as well as, “We found evidence of links between parasympathetic activity (increased HRV and LF power), CNS activities (increased EEG alpha power and decreased EEG theta power) related to emotional control and psychological well-being in healthy subjects.” The parasympathetic nervous system is calmed through breath; this simply releases the fight or flight system in the body.

Mediation is an underrated piece of the yogic practice. (Adele, Deborah. The Yamas & Niyamas: Exploring Yoga’s Ethical Practice) gives many activities– including a piece about taking an hour to eat an orange. This is a beautiful example of how meditation can become life-changing. As you meditate you turn inward, finding physical sensations, emotions, and a complete sense of self. “Take the time to eat an orange in mindfulness. If you eat an orange in forgetfulness, caught in your anxiety and sorrow, the orange is not really there. But if you bring your mind and body together to produce true presence, you can see that the orange is a miracle.” Ticht Nacht Han. If you do not have time to meditate for five minutes a day, begin with meditating for an hour a day. The idea is that if there is no space to meditate then you need to create time to sit and reflect for an hour. Dhyana is a powerful tool for all.

The Yamas and Niyamas are moral vows to self, earth, divine, and others. The intention to deepen self-awareness affects not only the yoga practice but also moves beyond the mat (Adele, Deborah. The Yamas & Niyamas: Exploring Yoga’s Ethical Practice). There are five Yammas: Ashimsa (non-violence), Asteya (non-stealing), Satya (truthfulness), Aparigraha (non-possessiveness), and Brahmacharya (celibacy or fidelity). The Yamas are designed to remove hate and delusion from life. The Niyamas are for contentment and surrender. Saucha (cleanliness), Santosha (contentment), Tapas (discipline), Svadhyaya (self-study), Isvara Pranidhana (surrendering to a higher power). A promise of self-consideration creates peace and enlightened individuals.

LITERATURE REVIEW

While the practice of all yoga principles can yield profound physical, mental, and spiritual benefits, individuals can still experience meaningful advantages by incorporating specific principles, challenging the conventional notion that commitment to the entirety of yoga principles is necessary for deriving benefits from this ancient practice. In this literature review, I will discuss the many components of the yoga practice. I will also be dissecting how each component can be practiced to yield the benefits of yoga. I mostly found my sources through the owners of Fusion Yoga. The analysis process began with reading the source and then holding a group discussion. Later in the review I will compare and contrast the variety of sources I chose.

My research in (Ruiz and Mills 2-3) led me to believe there is much more to yoga than learning the physical postures. In turn, I created the research question: Do you have to practice all of the principles of yoga to benefit from it? There is an important stigma around the yoga practice that needs to be addressed– Yoga is much deeper than a way to burn calories on your watch.

Many people enter the heated room and immediately immerse themselves in the calories they are burning instead of focusing on the practice's real mental and physical benefits. (Adele Tapas section) describes the Agni, meaning igniting your inner fire, that you gain by holding the Asanas. (Bachman 7-10) gives enlightenment to the Sutra of Atha meaning readiness and commitment. These two sources are different, however, they both describe the inner strength that yoga provides. (Kaminoff and Matthews) relates to the anatomical aspects of yoga. Getting the anatomical postures correct is what creates the physical practice and allows you to feel that inner light (Kraftsow). Even the online sources provided a balanced perspective of the limbs of yoga. (“Yoga – Benefits Beyond the Mat”) from Harvard Health creates a detailed list of seven benefits that yoga provides and where it stems from. Every source I have found goes into detail about the many aspects entailed in yoga. (Ruiz and Mills) with The Four Agreements brings a philosophical aspect to daily life. (Ruiz and Mills 1-9) indirectly relates that practicing any aspect of yoga can create confidence, joy, and freedom. Yoga is much more than physical practice, yoga could be simply wishing well to others. (“The Effects of Yoga on Student Mental Health”) implies that practicing yoga is beneficial even through the busy seasons that students go through. Additionally, it combines physical practice with breathing exercises to promote mindfulness.

Yoga is incredibly beneficial, but also commonly misunderstood. There are so many aspects of yoga that people usually overlook. Karma is a good example of this misunderstanding. As a society we view Karma as a bad thing, however, in the true yoga practice, Karma is a natural part of life (Adele). I took my interpretation from each source and found profound significance in their words. Mindfulness is yoga; moving your body is yoga, positivity is yoga. Yoga is incorporated into everyone's life simply through intentional movement and love as I evaluate the sources I also find the need to critique myself. I need help to relay the information I find in these sources. Yoga is sacred for many; I do not wish to appropriate anyone's culture or practice. I am currently completing the 200-hr-RYT training to be able to relay this information properly. My analysis is influenced by the compassion I hold for the yoga practice. I take each day with the mindset of betterment; I pray that others eventually feel this in their practice. My strength here is that I fully adore yoga and wish to spread my learning.

Yoga teachers/teachings are significant in the way that they all have different perspectives that originate from ancient learning (Bachman) (Adele) (Ruiz and Mills) (Kraftsow). Note that it is difficult to give specific examples from each source due to them being extremely thorough in their topics. From every literature piece I analyzed, I noticed that they each provide a similar theme that all relate to my original question: Do you have to practice all of the principles of yoga to benefit from it? From my research and analysis, the answer is: no. The collective impact I have found is that yoga is a practice that enables you to have a fulfilled mind and body. Simply wishing well to others while at the grocery store or by taking an hour to eat an orange, you are doing yoga. The eighth limb of yoga is SAMADHI –Bliss or Enlightenment. This aspect is difficult to gain, however, it is a motivational goal. By practicing the seven other yogic limbs; Samadhi comes closer and closer.

RESEARCH QUESTION AND HYPOTHESIS

How I formed the research question: “Do you have to practice all of the principles of yoga to benefit from it?”. I began with a broad question “What are the mental, emotional, physical, and spiritual benefits of regularly practicing yoga?” Having a broader question allowed me to narrow in on something more specific as I moved into my training. This question is challenging because it is so diverse and difficult to research. Later I organized my interests into “the major yoga principles” and “yoga off the mat”, those two topics eventually grew into the research topic above. Each individual has a different experience when it comes to their practice. However, there is extensive research on each principle of yoga that will allow guidance for answering this question. I hypothesize that “Individuals can feel significant physical, mental, and emotional benefits from practicing select principles within the foundation of yoga, meaning that they do not necessarily have to immerse themselves in all aspects of the yogic practice to experience positive benefits. This hypothesis states that the base elements (Asanas, Pranayama, and Dhyana) will contribute to the outcome, but will be considering the other five yogic limbs (Yama, Niyama, Pratyahara, Dharana, and Samadhi)”.

RESEARCH METHODOLOGY

Grounded theory was the research type used to complete and find the data. I considered using a case study, but it did not serve the type of work I was doing. Grounded theory is for qualitative research and evaluates the specific pieces of the practices I observed. There were not many limitations in this method. The most limiting aspect was how much time I could spend observing; it was difficult to see the full benefits of the aspects of yoga. Lastly, grounded theory enabled me to collect data and create my own theories based on already existing data.

I truly struggled with creating a research plan. Waiting till the last minute is not usually a trait of mine, but in this case I pushed it off. Moving deeper into the research details, the participants in this research were four individuals from my training group. Observations from the classes I taught and have taken are also in consideration. Aiming towards a qualitative research method supported me. This method left room for in-depth ‘interviews’ and to find a genuine understanding of the data. Also, simply using observation was a powerful tool in this research. Sorting data was the most challenging part of this. I used my yoga notebook to log data which eventually got mixed up and confusing. It took a large chunk of time to sort and evaluate my data.

Ethically, as a project, this was challenging to navigate. Yoga is an ancient practice that stemmed from Hinduism. Yoga is part of the six schools of philosophy that are taught in Hinduism. Buddhism also pulls in aspects of the yoga practice. These are two religions that I do not practice–in saying that, being sensitive to the religion is a requirement. I also used specific individuals to base my data on. So, I had to be cautious about discussing their practice and using names. Some individuals are okay with the aspects of their practice being examined. Despite whether they are okay with it or not, I have chosen to not use names. There were ethical considerations with the individuals, but I went with a more sensitive route to limit this.

ACTUAL RESEARCH AND A DISCUSSION OF THE FINDINGS

What I Did. I observed individuals in class, and how they interacted with each other or prepped for the class, then took note of the common interactions or preparatory habits. The discussion aspect was a key point in my action part of the research. I intentionally would ask questions revolving around my research question, or questions that were based on the aspects of yoga. These questions were asked within my group throughout the discussion or even in

casual conversation. The part that I enjoyed the most was being with a group that was so personal and open to discussing their journeys. To simply observe individuals and their practices I would ask questions and later interpret it into my project as data.

Through my interpretation and analysis of having a full vs a partial yoga practice, I have found many perspectives. Some individuals favor the Asanas over the Yamas, while others lean towards the Niyamas. There are many combinations of the eight limbs to create a practice. The thing about modern-day yoga is that it can be personalized to each person wanting to practice. It can be formulated to treat the individual needs of the person. Comparing and contrasting the partial vs full practice was fun to do. A complete practice includes Samadhi (enlightenment or bliss) which is difficult to achieve; there is always room to move towards Samadhi. Samadhi is not practiced but found. Simply, a complete practice is never complete without the retention of each limb. I used this data to compare the individuals of all ages and with different years of practice. There were not any specific tells to differentiate between the people; aside from the amount of time they have been practicing. However someone chooses to practice yoga, time with trial and error is a factor.

PERSPECTIVES AND ARGUMENT

A full practice includes, but is not limited to the Asanas, Pranayama, and Dhyana. This would embody the body, mind, and breath. The perspective of a complete practice sounds like there is an end or a visible goal; this is not true. Having a full practice and the desire to understand yoga is the point– this fluctuates for all and depends on their idea of full or how much the individual is invested in their practice. There is also the question of what full means. Throughout my research, I noticed that a full practice generally translates to something that is nourishing. I have found that when the body, mind, and breath are all incorporated into a daily practice then that is nourishing and full.

Viewing a practice as partial infers that something is missing from the components of a fuller practice. This is truly dependent on the person practicing. Yoga was originally created for young boys in India as a means of containing themselves. Now yoga is for all, even if you cannot incorporate the mobility aspect. Simply turning inward and taking time to wish well on others is yoga. I do not believe in a partial practice, of course, if you are able it is beneficial to incorporate all eight limbs (or the three mentioned above) but not required to reap the benefits.

Overall, evaluating the points above is personal and likely different for each individual. I argue that having a full practice directly relates to a more nourishing practice.

PRACTICALITY

Self-study is my major recommendation. Beginning to find who you are and what genuinely feels good for your body is the key to a complete yoga practice– as well as a fulfilling life. I enjoy research on the Chakras. After being in a depression due to losing my grandmother, I took a module on the Chakras and immediately felt aligned and whole again. Noticing each Chakra without judgment has allowed me to balance grief with each area in life. Movement is another recommendation. Turning off the lights and simply moving your body for ten minutes is fruitful. Turning inward to notice what sensations are coming from each area of your body, then finding a movement that correlates with the sensation. Stillness, stillness, stillness. Again, turning inward is underrated and should be more commonly practiced. Find stillness throughout the day and return to breathing. Breath is the life force so finding stillness and space for it is necessary.

There are many individual needs in the yoga practice. These needs can depend on age, anatomy, injuries, emotional state, physical state, and beyond. Throughout the 200HR-RYT course, many notes were taken on the ways to accommodate individuals with specific accommodations. The process of finding your yoga practice depends on self-study and your individual needs being met. This allows room for creativity in your practice and makes it entirely more personal. As a new yoga teacher, I am constantly searching for new ways to make everyone feel valued in my class.

Throughout my training process, I read many books, however one truly stuck with me. My book report will follow below as an example of the practicality of yoga– specifically with trauma survivors.

The Body Keeps the Score INTRODUCTION

The Body Keeps the Score is a book describing how trauma manifests in the body. This source is full of pioneering research that has transformed the understanding of trauma. The book is also significant because it offers a perspective on healing beginning with the root cause. The author provides examples and research on specific traumas– including war veterans, rape, molestation, and physical and emotional abuse. The author also gives significant information on how trauma impacts/reshapes the body and brain.

Dr. Bessel van der Kolk works directly with the survivors and sufferers of trauma. This author is one of the world’s foremost experts on trauma; he has spent over three decades working with trauma survivors. He utilizes the research from other lead specialists as well as his research to emphasize the tremendous power of relationships.

BACKGROUND ON TRAUMA

Dr. Bessel van der Kolk runs through the traditional views of trauma. Generally, trauma was viewed as a weakness or failure in the individual rather than a response to an outside event/cause. An example used was shellshock or PTSD in the soldiers during World War I. The

The British Government eliminated the diagnosis of shell shock from all official writing. The official view was that “well-trained troops, properly led, would not suffer from shell shock”. Trauma was also limited to the events of war and disregarded in the cases of neglect, abuse, and cases of violence.

Dr. van der Kolk challenges the conventional understanding of trauma by recognizing that there are significant impacts on society and the individual. The book also addressed a new approach to trauma– a more understanding and compassionate concept.

“The body keeps the score” is the term used to describe the many ways trauma inhabits the body. Neuroscience provides a sophisticated understanding of how the brain reacts to trauma.

Functional magnetic resonance imaging enabled scientists to view the different parts of the brain and how they reacted to specific tasks or memories of the past. Another concept of “the body keeps the score” is the disconnection of the body that many people with histories of trauma deal with. Dr. van der Kolk describes this saying; “When our senses become muffled, we no longer feel fully alive.”

THE HOLISTIC IMPACT OF TRAUMA

Trauma affects the entire body and mind. Through slumped shoulders, mental and physical numbness, rage attacks, and a lack of sensory awareness. Traumatized people often have trouble sensing what is going on in their bodies and lack a rational response to frustration– they may become spaced out or react with excessive anger. They may even feel separated from their bodies and unable to feel pain or pleasure.

The immune system is also affected by trauma and stress. A study Dr Bessel van der Kolk wrote about described college students who were instructed to write about traumatic events in their lives. The students did this study unknowingly for eight weeks. It was later discussed that the students who often visited the campus doctor/ER would visit half as much after writing their feelings and traumas. Incest survivors also have a long history of “unexplained” illnesses or chronic diseases and pain.

MANIFESTATIONS OF TRAUMA

Another way trauma manifests itself is in the form of disorders. PTSD is an example that leads individuals into intrusive thoughts, hyperarousal, nightmares, and more. In PSTD, the brain structure is changed, impacting memory and emotional regulation. Dissociation changes the way identity, thoughts, consciousness, and memory interact with each other. People in trauma may use this as a way to cope– to completely detach themselves from the event and in turn, themselves. Attachment disorders were also an example of how trauma impacts the individual. Early attachment issues can later impact the way individuals interact with others and form relationships. Trauma-related attachment disorders manifest themselves in the forms of secure, avoidant, resistant, and disorganized. This book provides many more examples of the wide range that trauma impacts the mind and body. It is advocated that trauma is dealt with using a holistic approach to treatment.

THERAPEUTIC APPROACHES

Neurofeedback, yoga, and EMDR have an effective impact on treating trauma. Neurofeedback aims to regulate brain activity. It involves real-time imaging of brain movement with feedback to help the individual regulate their brain functioning. The author describes how this can help individuals regulate their emotional and physiological responses. Yoga is an ancient practice that uses meditation, breathwork, and physical postures. The importance of body-centered practices to cope with trauma is emphasized. Dr. Bessel van der Kolk says yoga is a means to reconnect with the body and promote a sense of safety and empowerment. EMDR is another form of treatment. Rapid eye movement while recalling distressing memories can help to reorganize traumatic memories and make them less distressing. Dr. van der Kolk acknowledges the effectiveness of EMDR in helping PTSD symptoms to facilitate the integration of traumatic memories. The importance of diverse, efficient, and holistic trauma treatments is promoted in this book.

CONCLUSION

In conclusion, this book is highly significant in how it scientifically shines a light on the reality of trauma. The key points discussed in this book report are that trauma is pervasive, mind-body connection, historical context, neurobiology of trauma, trauma-based disorders, and treatment. It is a scholarly work that compassionately addresses and pushes for a shift in how trauma is viewed. Dr. van der Kolk's insight, from years of experience and research, makes this book an invaluable resource for mental health professionals, researchers, and anyone seeking a deeper understanding of trauma and its potential for recovery. Finally, it stands as a testament to the resilience of humans and the possibilities of reclaiming life after the impact of trauma.

FUTURE DIRECTIONS WITH THIS WORK

My yoga practice began in 2019 with the evolution of COVID-19. From a towel on my bedroom floor to a yoga mat in the studio– my practice has grown with me. I was originally inspired by Hannah Moore to move with kindness and love. As a teacher, she taught me to never stop and to turn inward with grace and gratitude. From September to February, I moved

through the 200-HR-RYT course at Fusion Yoga. In the 200 hours, I spent time truly nourishing myself and learning from amazing teachers. As I grow and push towards the future I would like to inspire others; specifically to become their most authentic selves. I am choosing to go on a silent retreat in June at the Abbey of Gethsemani; the time there will be nurturing and cleansing. Teaching has become a passion, so developing the confidence to relay the information I have learned is a priority. I will continue to take this work beyond the mat and into everyday life. In the future, I aspire to help others deal with trauma through yoga practice.

CONCLUSION

In conclusion, I found that there are many diverse benefits of whatever kind of practice one chooses to do. A partial practice is still a practice and can be life-changing. A fuller practice just incorporates the other aspects of yoga and in turn, shows the many benefits that can be diverged from having a consistent practice. Overall these topics and headings hold a general idea that shows yoga is an opportunity to explore your inner and outer self. My data demonstrates that it is less of a performance and more of a practice. While the practice of all yoga principles can yield profound physical, mental, and spiritual benefits, individuals can still experience meaningful advantages by incorporating specific principles, challenging the conventional idea that commitment to the entirety of yoga principles is necessary for deriving benefits from this ancient practice. Considering the question “Do you have to practice all of the principles of yoga to benefit from it?”, yoga is a deeply personal exploration of self that can be manipulated based on the needs and commitment of the individual.

For future research, I will be continuing my education in this area and developing it into a psychological perspective. As mentioned above I wish to help people heal through movement. I believe that this is possible. Through my research I found that there are obvious benefits. There are never-ending possibilities to dive deeper into the principles of yoga. Finally, I can't wait to continue to explore this developing practice.

BIBLIOGRAPHY

Adele, Deborah. The Yamas & Niyamas: Exploring Yoga’s Ethical Practice. On-Word Bound Books, 2009. (peer-reviewed)

This September 1, 2009 book by Deborah Adele contains guiding information about the core ethics of yoga. It is written for and provides insight into the Yamas & Niyamas. In addition to journal prompts and activities, it discusses simple ways to implement the yoga values into your life. The book also gives guidelines to the yoga way of living that frees individuals to take ownership of their lives. The author is Deborah Adele. Deborah is an MA, ERYT500, an author and lecturer on yogic philosophy and yoga lifestyle. This source is relevant to the project as it lays out the first two limbs of the eightfold path of yoga sutras and provides self-study practices at the end of each chapter.

Bachman, Nicolai. The Path of the Yoga Sutras: A Practical Guide to the Core of Yoga. Sounds True, 2011. (peer-reviewed)

This August 1, 2011 book from Nicolai Bachman contains intentional information about the yoga sutras. It is written for yoga students looking to take their practice “off the mat and into the world” and provides insight into the sutras. In addition to the 51 sutras, it discusses the tools you can develop in your life. The book also concisely gives 2,000-year-old information. The author is Nicolai Bachman. Nicolai has taught Sanskrit, chanting, yoga philosophy, and Ayurveda since 1994. This source is relevant to the project as it dives into the core of yoga.

“Benefits of Yoga.” American Osteopathic Association, https://osteopathic.org/what-is-osteopathic-medicine/benefits-of-yoga/. Accessed 23 April 2023.

This brief website helped me get some groundwork for the rest of my research. It gave general information about yoga both the physical and mental benefits. I liked this website, but would not use it further in my research because of how brief it is.

Boland, Matthew. “How Does Your Body Remember Trauma? Plus 5 Ways to Heal.” Psych Central, https://psychcentral.com/health/how-your-body-remembers-trauma#trauma-and-the-body. Accessed 25 April 2023.

This blog-type website helped me gauge ways to heal trauma and I appreciated that there was a physical practice part in it. Yoga is all about movement and this website mentioned how our bodies remember trauma. Trauma is mental and physical and I want my yoga research to go that route so this was helpful.

“Capstone Projects.” Balance Through Movement, https://balancethroughmovement.com/capstone-projects. Accessed 19 April 2023.

Balance Through Movement was the first website I used for information because it is a bunch of other capstone projects over yoga that others have already done. I was able to compare my ideas for my project with their finished products. I wish this website would’ve had more detailed information on their processes but it was still a great resource!

“Completing Our Body's Stress Response Cycle | UK Human Resources.” UK Human Resources, 17 November 2020, https://hr.uky.edu/thrive/11-17-2020/completing-our-bodys-stress-response-cycle. Accessed 20 April 2023.

This was something Rikki has talked to me about before so some of the information was familiar, however, the author went into detail about what exact ways we close these stress loops. Physical affection was an interesting one for me to read about because it was more than just the physical part; many chemical reactions in your brain contribute to your well-being when you get a hug. Creativity, deep breathing, and physical activity all go with my capstone project/yoga.

Contributor, Guest. “The Effects of Yoga on Student Mental Health.” CU Denver News, 17 July 2020, https://news.ucdenver.edu/the-effects-of-yoga-on-student-mental-health/. Accessed 21 July 2023

This guest contributor's July 17, 2020 article contains real-life information about yoga for students. It is written for college students and provides insight into stress, anxiety, and depression. In addition to handling failure, it also discusses the many seasons of life that college students go through. The article also gives information from the American College Health Association (ACHA). The publisher is the CU Denver News. The CU Denver News is a college news site that deals with college students firsthand. This source is relevant to the project as it describes how college students or students, in general, can use yoga to deal with stress.

“The Effects of Yoga Practice on Classroom Management in an Elementary School Setting.” Dominican Scholar, 1 May 2015, https://scholar.dominican.edu/cgi/viewcontent.cgi?article=1178&context=masters-theses. Accessed 2 July 2023.

I loved how this pdf gave DETAILED insight on the communal and classroom aspects of yoga. It discussed many different abstract ideas and helped me understand why groups enjoy a practice like yoga. This research elaborates on the social and emotional benefits that yoga gives to peers within the classroom. This also gave me a professional look into the way my project can look by the end of my senior year.

Farris, Morgan. “Yoga for Traumatic Stress: An Occupation" by Morgan Farris.” NSUWorks, 15 April 2021, https://nsuworks.nova.edu/hpd_ot_capstone/28/. Accessed 25 April 2023. This piece is very short, but I appreciated it because it’s another capstone project. For mine I won’t go into depth in trauma but instead the mental benefits of yoga. Learning more about the benefits of yoga was like falling down a rabbit hole and this was one of the things I found along the way.

Jain, Ram. “How To Become A Certified Yoga Instructor: Cost, Courses & More.” Arhanta Yoga, 2 February 2023, https://www.arhantayoga.org/blog/how-to-become-certified-yoga-instructor/. Accessed 1 April 2023.

Learning about becoming yoga certified was one of the ways I decided that I wanted to go this route in my project. I feel less anxious about deciding that this is what I want to do because I know a lot of the information/process. This website tells about the cost and the course options.

Kaminoff, Leslie, and Amy Matthews. Yoga Anatomy. Human Kinetics, 2021. (peer-reviewed)

This October 19, 2021 book by Leslie Kaminoff contains beautifully illustrated information about the anatomy of yoga. It is written for those seeking an even deeper understanding of yoga and provides insight into the historical context of the body. In addition to the skeletal and muscular system, it discusses the nervous system and outlines its key functions and roles played in the body. The book also provides an inside look into each pose. The author is Leslie Kaminoff.

Kaminoff is an internationally recognized specialist with over 43 years of experience in yoga and breath anatomy. This source is relevant to the project as it gives a physical standpoint on each pose. It completely describes anatomy and breathwork.

Klatt, Brianna. “Therapists' Perspectives on the Use of Yoga in the Treatment of Trauma.” SOPHIA, https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1473&context=msw_papers. Accessed 20 July 2023.

This study gave information on patients who deal with PTSD. To treat the whole person they must take care of the mind and body. This source also had a layout of their research question which I appreciate because it will help me deepen my research question. This source also discusses the scientific functions of the brain through yoga and trauma. I hope that my capstone looks something like this in the future. I will be coming back to this source.

Kraftsow, Gary. Yoga for Wellness: Healing with the Timeless Teachings of Viniyoga. Penguin Books, 1999. (peer-reviewed)

This October 1, 1999 book by Gary Kraftsow contains atomy-based information about yoga. It is written for beginners and experienced practitioners including teachers and provides insight into various yoga therapy components. In addition to specific case studies and sequences, it discusses ways to individualize the practice based on your needs. The book also gives photographs illustrating each step of every sequence—by the author Gary Kraftsow.

Gary is a world-renowned teacher This source is relevant to the project as it clearly explains ways to adapt yoga to myself or others. This will lead to meeting the needs of others in my future classes.

Noguchi, Yuki. “Obesity training that could help reduce stigma is missing in medical school: Shots - Health News.” NPR, 31 January 2023, https://www.npr.org/sections/health-shots/2023/01/31/1152491692/scant-obesity-training-in-me dical-school-leaves-docs-ill-prepared-to-help-patien. Accessed 18 April 2023.

This is an article that Amy sent me. This one is helpful because it goes into detail about why small comments and how certain things affect people/their weight. Seeing people with their issues and experiences was a theme throughout this. I don’t think I will use this in my future project or research.

“7 Reasons Exercise is Better Together.” Northwestern Medicine, https://www.nm.org/healthbeat/healthy-tips/fitness/working-out-together-is-better. Accessed 5 April 2023.

This laid out why we choose to exercise together for seven simple reasons. Like some of my other sources, this was a shorter article with just the basics. I’m glad I read it, however this far into my research it wasn’t useful.

Ruiz, Don Miguel, and Janet Mills. The Four Agreements: A Practical Guide to Personal Freedom, Paperback. Amber-Allen Publishing, 1997. (peer-reviewed)

This November 7, 1997 book by Don Miguel Ruiz contains revealing information about self-limiting beliefs. It is written for anyone wanting to experience freedom and provides insight into incorporating joy into your life. In addition to a powerful code of conduct that can rapidly transform our lives into a new experience of freedom, it also discusses happiness. The book also gives an emotional insight into yoga. The author is Don Miguel Ruiz. Ruiz is using information based on ancient Toltec wisdom. This source relates not only to the yogic experience but also to anyone's everyday life.

Talbott, Clint. “Prof's class examines the sociology of yoga | Colorado Arts and Sciences Magazine.” University of Colorado Boulder, 27 April 2016, https://www.colorado.edu/asmagazine/2016/04/27/profs-class-examines-sociology-yoga. Accessed 9 April 2023.

I find it interesting how most of my resources are from colleges. I wonder why yoga is so prevalent in the college communities. This source specifically discusses the sociology of yoga. I don’t think that I will return to this one at all because of how hard it was to get through despite being short.

“200-Hour Teacher Training.” Fusion Yoga | Fort Wayne, https://fusionyogafw.com/200hr-tt. Accessed 30 April 2023.

This will likely be the most returned-to website in my capstone project because it is the studio I want to do my certification through. A lot of the information I need is on this website and through the instructors found on it. I love this source!

Weninger, Lacey Jan. “A Yoga-Based Curriculum To Help Learners Deal With Anxious Situations.” DigitalCommons@Hamline, 28 April 2019, https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=1285&context=hse_cp. Accessed 13 April 2023. This pdf was another of my first sources. I will continue to use and return to this work. It was very helpful to read through. The detail of this capstone project is amazing.

“What yoga does to your body and brain - Krishna Sudhir.” YouTube, Ted-Ed, 18 June 2020, https://youtu.be/_8kV4FHSdNA. Accessed 11 April 2023. This YouTube video was fun for me to watch. Most/if not all of my research has been reading, so watching a video was refreshing.

“Why You Should Try Yoga - Health Encyclopedia - University of Rochester Medical Center.” URMC, University of Rochester Medical Center Rochester, 2023, https://www.urmc.rochester.edu/encyclopedia/content.aspx?contenttypeid=1&contentid=2767. Accessed 7 July 2023.

I appreciated this source because it showed me the direction I do not want to take my project. This source is very helpful in the way they describe different yoga types and different benefits, however, it is a very “physical perspective” and I want to lead from an emotional and mental perspective. It was still helpful though!

Wilson, Angela. “Why Yoga Increases Feelings of Connection.” Kripalu, https://kripalu.org/resources/why-yoga-increases-feelings-connection. Accessed 1 July 2023. I loved this because it was another perspective on the sociological part of yoga. I enjoy reading the ways we feel connected emotionally when we do yoga as a group. Researching many perspectives will help me narrow my project down to specific benefits.

“Yoga.” Yoga, https://yoga.ayush.gov.in/Yoga-History/. Accessed 25 April 2023. This source gave information on the history of yoga. Will not be accessing it again because I’ll learn a lot of it throughout my 200 Hour Certification at Fusion Yoga.

“Yoga for better mental health.” Harvard Health, 12 June 2021, https://www.health.harvard.edu/staying-healthy/yoga-for-better-mental-health. Accessed 25 April 2023.

Harvard is a great resource, but again all the college articles make me wonder why. This wasn’t super helpful because it felt like repetitive information. I appreciated the perspective though.

“Yoga for Healthy Aging: Science or Hype?” NCBI, 13 July 2021, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8341166/. Accessed 21 July 2023.

This source discusses the benefits of yoga through aging. From what I’ve observed in the classes with younger vs older instructors; I feel like when I teach yoga it will be mostly with younger individuals/peers. However, knowing information about older students will be helpful and allow me to fully understand how it benefits ALL on every level. I love the fresh perspective that this source gave, but also loved how a lot of the key benefits were the same no matter the age group.

“Yoga – Benefits Beyond the Mat.” Harvard Health, 8 September 2021, https://www.health.harvard.edu/staying-healthy/yoga-benefits-beyond-the-mat. Accessed 6 December 2023.

This September 8, 2021 article from Harvard Health contains organized information about the yoga benefits off of the mat. It is written for those researching the benefits of yoga and provides insight into the many ways yoga translates to everyday life. In addition to detailed benefits, it also discusses why. The article also gives advice. The publisher is Harvard Health. Harvard Health is known for giving trustworthy, evidence-based health content. This source is relevant to the project as it describes how yoga translates off the mat in detail. My whole project is discussing each of the yoga benefits and the ways it benefits everyday life

"Pedaling

Into the Future”: Why a Bike Share Would Benefit Kendallville

INTRODUCTION

The summer before I got my license was going to be boring. Only one of my friends had their license at the time and he couldn't even drive someone outside of his family. This made hanging out with friends difficult at the time. But we had a revelation! We could bike to each other’s houses. The brand new, at the time, Fishing Line Trail ran throughout our hometown of Kendallville, Indiana, and we would be able to see each other in a matter of minutes. The only caveat with this plan was that I was the only one who did not live on the trail, while my friends lived on the trail. I lived ten minutes, by car, from the nearest entrance to the trail. We devised a solution and that was to keep a bike at one of my friends' houses. That seemed to be a good solution at that time but it too turned out to cause some problems. If I wanted to get my bike it was locked in someone else's garage. That meant I could only access the bike when he was home. If his family went on vacation, I would be stuck without a bike and would have to borrow from another friend. If I wanted to go on a bike ride with my family, I would need to take a quick trip over to his house to get my bike. The plan to keep my bike at my friend's house seemed a good idea at first but still created some complications. I was fortunate enough to have a bike of my own and fortunate enough to have access to the Fishing Line Trail. I was able to connect with others and enjoy the outdoors through a shared connection with a bike. I would like others to have the same opportunity that I had that summer, but a shocking 48% of United States adults do not have access to a bike in their homes.

The school year leading after the summer, I learned that Oak Farm Montessori’s bike shop, which I had been a part of, had been in the works of creating a bike share program for the Fishing Line Trail. However, I was informed that the plan had fallen through just the year before, leading me to the question. Would a bike share program work on the Fishing Line Trail? The idea of a bike share program has existed since the 1960s but has gained significant traction in recent years as cities around the world seek to reduce traffic congestion and promote sustainable transportation. I figured I could find a way to create a bike-sharing program for the Fishing Line trail and create access to the trail for those people who do not have the ability to bring a bike that might enjoy riding the trail. Looking into what it would take to create a bike share program, I asked about what was discussed the first time Oak Farm Montessori High School (OFMHS) tried to create a bike share program for the Fishing Line Trail. I was told the City of Kendallville approached the class that was two years ahead of me with a proposition to have OFMS help them create a bike share program.

What the City of Kendallville wanted was for OFMHS to be in charge of the maintenance of the bikes that would be involved in the program. This meant that OFMHS would fix any problems that anyone had on the bikes, keep regular maintenance of the bikes, and house the bikes when it came time to store them. The idea enthralled OFMHS who devised a plan to determine the costs of maintaining the bike share bikes. A meeting ensued between leaders and faculty of OFMS and the city of Kendallville where they came together to agree on an actual price for the maintenance of the bikes. Interestingly enough I saw the meeting happening as I was leaving school one day when my dad, who is the chief of the fire department for the city of Kendallville, noticed the Mayor of Kendallville's car at the school’s

bike shop. We wondered what was happening there. Little did we know that that meeting would later be the basis for my senior capstone project. During the meeting, it was discussed that the bikes would need to still have maintenance done during the summer. This meant that OFMHS would have to keep working on bikes over the summer, which was going to be a big change for them, as the bike shop was only open during school days. We would need to hire students to work over the summer to work on bikes.

OFMHS students stated that they would need $7000 for the initial year of maintenance of the bikes, and would need more to build another shelter to house the bike share bikes. In the following years, the school determined we would not need quite as much, but would still need some to pay employees during the summer and for new parts on the bikes. The city of Kendallville said it seemed fair and the meeting was adjourned. Later the city of Kendallville got back to OFMHS and said there was a problem with the rest of the plan for the bike share. The city said the other departments in the city were not quite so excited about having some new bikes they had to deal with, so the whole bike-sharing program was put on a halt. After that, no one talked about the idea until I asked about it a year after it was abandoned. That year was my junior year, and after I heard about what happened I asked my dad to become a spy for me and ask around the city hall about what happened to the plan. He came back to me and said the same thing I was told previously

The plan was scrapped after realizing there were problems with storing the bikes on the trail. So then I figured that I would try and bring the plan back to life. I quickly forgot about the whole thing and came back to it the year after my senior year With guidance from the high school administrator, who also happens to be the bike shop teacher, and guidance from my father I started reviving the plan for the bike share program. I looked at the old documents that were created for the meeting between the City of Kendallville and OFMS and started working to improve them. My initial idea for this project was to use the prior plans and implement them. I started contacting the president of the Noble Trails committee, Dr Terry Gaff. Noble Trails is the group that founded the Fishing Line trail which was where I wanted to put the bike share program. I got Dr Gaff’s contact information through my father, as he had worked a lot with him in the past. I worked out a time for me to present my plan to the Noble Trails committee sometime in early November I presented my plan to the committee and they seemed to be on board with it but had some technical complications with it. That would be the last time I would formally talk with the Noble Trails committee. I abandoned my plans to attack the possibility of a rideshare program and at the time would focus on other school projects. It became clear to me that I would not have time to create and implement a whole bike-share program by the time I graduated.

I then changed my topic for this project to simply create a plan for a bike share program on the Fishing Line trail. After that, I felt it would be more manageable to finish the project before it was due, but alas my procrastination got the best of me and I hardly picked the project up again. I only came back to it at times when I had sudden urges to research. As time went on again I changed my topic from creating a plan to proving why a bike share program would be beneficial to the City of Kendallville, eventually landing on stating that the City of Kendallville would benefit from a Bike Share program on the Fishing Line Trail, as it would enhance access to the trail, provide health benefits, and bring economic and ecological benefits to Kendallville and its surrounding area. This topic interested me because of my past experiences with the Fishing Line Trail as well as my love for my local community, my love for the outdoors, and my love of bikes.

LITERATURE REVIEW

A bike share program is a shared transportation system where users can rent bikes at a low cost. Users would rent a bike at a designated location and eventually drop it off at another designated location. These bike-share systems are great for communities as they provide access to bikes to people who don't already have one, or who don't have access to a bike. I think a bike share program would be a great addition to the Fishing Line Trail because it would be a great way to unite the community of Kendallville. A bike share program would make the trails more accessible to residents of Kendallville who do not own a bike. It would eliminate the fear of not having a bike on the trail so more people would get outside and use the trail no matter who they are. If a resident of Kendallville cannot afford a bike to use then a bike share system would be a great benefit to that person as they would now have access to a bike that they could then use on the fishing line trail at a low price.

Having more bikes on the Fishing Line Trail would be a benefit as people would soon realize that bikes are more than just something you can ride for fun they can be used to get places, and fast. There are great places just off the trail, such as the Kendallville sports complex and several Kendallville public parks. Being able to hop on a bike and commute to those places would connect residents of Kendallville as it would encourage them to explore their town and their community Just like I did the summer of my sophomore year, kids could ride on the Fishing Line Trail and meet up with friends and socialize, which is a huge part of adolescent development. Getting people out of their homes would make residents realize how great their community is. When people are outside and socializing they will come to appreciate the amenities that the trail has which would make people more curious about the environment and make them want to get out more. Having a bike share program on the Fishing Line Trail would make people want to come to Kendallville. Hearing that someone can just simply drive to a trailhead, grab a bike, and go would make many more people want to come to Kendallville and see how great the city of Kendallville is. If someone is traveling, they most likely do not have a bike with them, and having bikes available would be a great amenity for those who are traveling.

Being outside with nature provides a lot of benefits for people. That's another reason why a bike share program would be great for the Fishing Line Trail. If people are excited about going on a bike ride, and they do, they are in for a world of benefits for their health. According to a study done on students in Boston, Massachusetts, “Any reported use of Bluebikes was associated with 60% lower odds of being overweight/obese”. BlueBikes in this study was the City of Boston’s bike share system. This means that anyone who is riding a bike, no matter how long, is receiving health benefits. “Cycling can help to protect you from serious diseases such as stroke, heart attack, some cancers, depression, diabetes, obesity and arthritis.” says the Better Health Channel. Biking can be a great way to relieve stress as well. Providing a way for people to go out for a ride on a whim would be great so that you can have a low-stress low-impact activity whenever you need one. Better Health Channel goes on to say “It only takes two to four hours a week to achieve a general improvement to your health.”. One does not need to ride a bike every day to get all of the benefits of biking. Biking is great because it is low impact, meaning it has less stress on the body and won't damage your body as much over time.

This is great for developing children as they won't get hurt as much if they decide to ride on the trails and it would be great for older people for the same reason. Cycling also works your main muscle groups to help maintain strength as well as build strength for everyday tasks. Biking is also great because it is not a hard thing to do. Most people know how to ride a

bike and it is hard to forget. Biking doesn't take the same amount of skill that other sports have and this will increase users of the bike share program as more people will be enticed to use it because it is easy to do. Biking is a great way to build stamina, and you can make it as intense as you want.

There is no pressure to go as fast as you can go, and having a bike share program on the fishing line trail makes it a pressure-free zone so you can freely ride however you want, meaning as casually or as hardcore as you want to make it. The Better Health Channel goes on to state other benefits of biking that include: increased cardiovascular fitness, increased muscle strength and flexibility, improved joint mobility, decreased stress levels, improved posture and coordination, strengthened bones, decreased body fat levels, prevention or management of disease, reduced anxiety and depression. Some of the many benefits to children include balance, coordination, muscle development, self-confidence, and pride in accomplishment. Bike riding can be a family activity And it is enjoyed outside, usually in a safe and natural environment. This goes to show that having readily accessible bikes for those of all ages would be a huge benefit to not only those in Kendallville, but also those wanting to visit Kendallville.

Bike Share Programs have existed since the 1960s, though in recent years they have become increasingly popular throughout the world. Nowadays people forget that the original purpose of a bike share program was to reduce traffic and CO2 emissions in Amsterdam, Netherlands. Luud Schwimelpinnek, an innovative thinker, created the White Bicycle Plan with the help of the Dutch Provos, a radical group focused on provoking the establishment with playful acts. The White Bicycle Plan was the idea where Luud and several Provos painted several bikes white and placed them around the city This was the original bike share program where dutch were supposed to take the ‘white’ bikes and ride them to their destination where they would then leave them for someone else to use. The idea was at first rejected as police quickly removed the bikes from the streets of Amsterdam, but as time went on the idea became more acceptable and the White Bike plan was reinstated. Now that same idea can be implemented in the city of Kendallville where a bike share can be created on the Fishing Line Trail. The idea of a traditional bike share would have to be modified of course, however, to fit the confinement of the trail. The goal of this literature review is to discuss some benefits of bike share programs, including access to bikes, as well as the health and ecological benefits of cycling. This study will help inform people of these benefits and encourage people to want access to a bike-share program. Some limitations of this review, however, are the lack of data surrounding the topic of bike sharing, as well as the timeframe in which this review was written. Sources used in this review are recondite. Because of the time crunch, not as many sources were found in the research phase of this study The sources found were broader and not directly applicable to the idea of a bike-sharing program of a smaller scale. To acquire some sources used in this review, the Oak Farm Montessori Librarian, Alex Balle, was consulted to help in the searching of peer-reviewed papers. Alex was instrumental in developing keywords that would be used to search for sources that could be used in this review Some keywords included: “Bike Share health benefits” and “Bike Share”. These keywords were searched on the website Gale in order to find peer-reviewed sources. Other sources were found through the means of Google using some of the same keywords.

ACCESS TO BIKES

Looking at Jacob Poushter’s study (2015) about the percentage of bikes in households in 44 different counties we see that people's access to bikes in the United States is only 53% of American households own a bike. (source) This is in stark comparison to other Western civilized countries like Germany, where a whopping 80% of households own bicycles. The

implication of this data could apply to a bike share program in a smaller community like Kendallville that would help the community achieve 53% (USA) bike usage. The residents who don't own a bike can use the bike share to get on the trail more. This is because a bike share is cheaper than buying a bike. In the end, the consumer who rents the bike for use might decide to finally buy a bike for themself. This would increase the amount of bikes on the trail and the overall population using the trail. However, more research is needed to fully understand the actual number of people who would use the bike-share service. In the future, more research could be done to identify the amount of people who have used a bike-share system and are willing to do it again.

HEALTH BENEFITS

Cycling is a great way to exercise because it only takes as little as two hours a week to generally improve your health, as stated in The Better Health Channel (2013). As more people use bike share programs, they gain the many benefits that cycling provides for people. According to The Better Health Channel (2013), some benefits of regular cycling include:

● Increased cardiovascular fitness

● Increased muscle strength and flexibility

● Improved joint mobility

● Decreased stress levels

● Improved posture and coordination

● Strengthened bones

● Decreased body fat levels

● Prevention or management of disease

● Reduced anxiety and depression

These benefits can further encourage people to take up biking as a hobby as a means of self-improvement. The advantage of cycling is that it is low-impact, meaning that it causes less strain on the body while bringing great benefits to your health. Cycling is also great for other reasons as it is a fun way to get fit, as well as a great mode of transportation.

ENVIRONMENTAL BENEFITS

According to UCLA (2021), there are many environmental benefits to biking as a mode of transportation. As they state that because there is no gas used in the vehicle there are no carbon emissions to contribute to climate change, “Just moderate increases in bicycle use each year could save an estimated 6 to 14 million tons of CO2.” as stated in the article. UCLA goes on to mention with more bikes there are fewer harmful chemicals on and near roads. Cars use windshield washer fluid and coolant among several other harmful chemicals that all spread out from the cars into the ground that can eventually make their way into bodies of water. More research could be done to identify the amount of carbon emissions that cars produce annually.

In conclusion, the sources used in this Literature Review were quite abstruse as there weren't many consulted, and the sources that were referenced were not of the highest quality. Bike sharing has proved to be beneficial to communities as it provides people with an increase of access to bikes that in turn gives people health benefits and helps save the environment. There could be more research to help reinforce the idea of a bike share system in a smaller community, but that would have to be in another review.

CASE STUDY

I, unfortunately, did not have enough time to conduct a research study on my topic due to my lack of organizational skills and my sheer ability to procrastinate until the last minute. However, if I were to conduct a research study this is how it would have gone:

I would have chosen to conduct my research in the style of a Case Study A case study is defined as “a process or record of research in which detailed consideration is given to the development of a particular person, group, or situation over a period of time.” by the Oxford Dictionary I could have conducted my case study in two ways. I could have studied another Bike Share program that already exists and could have studied how they went about creating and maintaining their system, or I could have created my own system and collected data on how it ran. To collect data for my own system I would have created a form that parents in the Oak Farm community could have answered. The questions would have gone something like:

1. Do you own a bike?

2. Do you live in the Kendallville area?

3. If not, have you been to Kendallville?

4. Would you go to Kendallville if it had a bike share system on the Fishing Line trail?

5. How many bikes do you own?

6. Do you have children?

7. If you have children do your children have bikes?

8. Are you aware of the Oak Farm Montessori High School bike shop?

9. Are you aware of the Fishing Line Trail?

10.Have you ever ridden a bike on a trail?

11.Have you ever ridden a bike on the Fishing Line trail?

12.Do you know what a bike share program is?

13.Would you use a bike share system if it was available to you?

14.Would you use a bike share system if it was only usable on a bike trail?

15.What other questions do you have about bike sharing programs?

The next steps would have included the extrapolation of the data collected from the parents in the Oak Farm community to formulate a questionnaire that could be used to gather data from the general population of the Kendallville community and the surrounding communities. This data could be used to see the pros and cons of a bike share program in the embryonic stage, and then use the data to project the growth of the bike share program on the ultimate goal of servicing a trail from Fort Wayne, Indiana to Elkhart, Indiana. The creation of a bike share system on the Fishing Line Trail that stretched from those two cities could create some great communal opportunities as people from different cultures and communities would have a chance to meet and kindle friendships and it would invite people to be able to explore other towns, other communities, as well as the other communities businesses.

Another part of my case study would be that I would create another form that only the student population of Oak Farm Montessori High School would be able to answer This form would gauge an interest in those who would like to work over the summer to help maintain the bikes on the bike share program. The form would tell students that they would gain experience in job opportunities as well as have the benefit of being paid. This data would help me figure out who would be willing to help out and see what I can do to expand the group of people who are willing to partake in such a job. As the Fishing Line Trail expands the bike share program would need to expand with it. This would mean that there would be a need for more people who are willing to help out with the operation, whether that be to help with maintaining the bike to helping with the transportation of the bikes from site to site. All of these components would

come together to help me formulate a better system of a bike share program that would better fit the needs of Kendallville and the Fishing Line Trail.

I learned a lot during my project. Everything from the anarchist beginning of bike shares, to insurance. I also learned a lot about procrastination. I know I can procrastinate better than anyone I know, but this one takes the cake in my book. I waited a whole year to write this essay I don't even know how that happens. I want to say that I've learned from this, and I have, but I also know that it will probably happen again. My grandmother told me to get used to staying up late writing essays because college is coming up. Speaking of my grandmother there is no way I would have been able to write this essay without her She has been here helping me write this essay every single step of the way From giving me a place to work at her house and helping me create and process new ideas to editing my whole paper, and even going as far as sharing her favorite ice cream with me. I cannot thank her enough for doing all that she has done for me during this whole process. I truly could not have done it without her

Other acknowledgments would include my father as he has been a great reference for me as he helped me from day one changing my diapers to helping me get the idea to start a bike share program. My father helped me figure out all the things I needed to think through at the beginning of the process of making this plan. He also was my inside man of the operation as he talked to city council members to get their input and their emails so I could contact them myself. He was also my gateway to Dr Terry Gaff who was another very influential person in the creation of this project. He was one of the founding members of the Noble Trail Committee who were the ones who created the Fishing Line trail. I would like to thank Dr Gaff as he allowed me to continue this journey and present to his committee my plans. I would also have to mention my teachers at Oak Farm because they were the ones who allowed me to be able to do this project as well as extend every single deadline that I missed (which was most of them all of them). This leads me to say I am sorry for missing as many as I did.

In conclusion, I would like to state that I think that Noble County would benefit from a bike share program on the Fishing Line Trail, as it would enhance access to the trail, provide health benefits, and bring economic and ecological benefits to Kendallville and its surrounding area. I hope that this plan can be implemented someday as I think it would be a great opportunity for the Kendallville community A bike share system on the Fishing Line Trail would be a great opportunity to connect communities, get people moving, and help the citizens of Kendallville be proud of their town and what it will have started if the project goes fully until its completion. If and when the bike share program is started I will be proud that I was part of the energy and development of a busy trail of bikers from Fort Wayne to Elkhart.

WORKS CITED

"A Brief History of Bikesharing." HERE Technologies, www.here.com/learn/blog/a-brief-history-of-bikesharing#:~:text=Luud%20 Schimmelpennink%20%E2%80%93%20 considered%20the%20 father,of%20cars%20in%20the%20city.

"Bicycle Victoria." Better Health Channel, State Government of Victoria, www.betterhealth.vic.gov.au/health/healthyliving/cycling-health-benefits.

"Bicycle-sharing System." Wikipedia, Wikimedia Foundation, 19 Apr. 2024, en.wikipedia.org/wiki/Bicycle-sharing_system. Accessed 11 May 2024.

"Luud Schimmelpennink." Wikipedia, Wikimedia Foundation, 11 July 2022, en.wikipedia.org/wiki/Luud_Schimmelpennink. Accessed 11 May 2024.

"Nozem." Wikipedia, Wikimedia Foundation, 9 Mar 2024, en.wikipedia.org/wiki/Nozem. Accessed 11 May 2024.

"Provo (Movement)." Wikipedia, Wikimedia Foundation, 9 Mar 2024, en.wikipedia.org/wiki/Provo_(movement). Accessed 11 May 2024.

"Thrive Allen County." Better Bike Share Partnership, www.thriveallencounty.org/news/bike-shares-not-just-for-cities-thrive-featured-by-better-bike-sh are-partnership/.

"The Story of Cities: How Amsterdam’s bike share scheme led the world." The Guardian, 26 Apr. 2016, www.theguardian.com/cities/2016/apr/26/story-cities-amsterdam-bike-share-scheme.

"The True Story of the Dutch Provos." SUNPROJECT, 30 June 2011, snuproject.wordpress.com/2011/06/30/the-true-story-of-the-dutch-provos/.

"Teddy Boys." Wikipedia, Wikimedia Foundation, 8 May 2024, en.wikipedia.org/wiki/Teddy_Boys. Accessed 11 May 2024.

"Ulay Provos Amsterdam." Schirn Mag, www.schirn.de/en/magazine/context/ulay/ulay_provos_amsterdam/.

"Wedding of Princess Beatrix and Claus Van Amsberg." Wikipedia, Wikimedia Foundation, 13 Apr. 2024, En.wikipedia.org/wiki/Wedding_of_Princess_Beatrix_and_Claus_van_Amsberg. Accessed 11 May 2024.

Stahley, Lawrence H., et al. "Correlates of Bike Share Use and Its Association with Weight Status at an Urban University." PLOS ONE, vol. 17, no. 8, 2022, p. e0270870, https://doi.org/10.1371/journal.pone.0270870. Accessed 10 May 2024.

Stewart, Sarah K. MPH, MEd, et al. "Bringing Bike Share to a Low-Income Community: Lessons Learned Through Community Engagement, Minneapolis, Minnesota, 2011." Centers for Disease Control and Prevention, 15 Jul. 2013, www.cdc.gov/pcd/issues/2013/12_0274.htm. Accessed 10 May 2024.

UCLA. "How Riding a Bike Benefits the Environment." Centers for Disease Control and Prevention, 13 May 2021, transportation.ucla.edu/blog/how-riding-bike-benefits-environment. Accessed 10 May 2024.

Zhang, Ying, et al. "Expanding Bicycle-Sharing Systems: Lessons Learned from an Analysis of Usage." PLOS ONE, vol. 11, no. 12, 2016, p. e0168604, https://doi.org/10.1371/journal.pone.0168604. Accessed 11 May 2024.

“Exemplars

in Education”

Analyzing how exemplars support Montessori adolescent pedagogy

INTRODUCTION AND BACKGROUND:

“The chief symptom of adolescence is a state of expectation, a tendency towards creative work, and a need for the strengthening of self confidence.” Dr Maria Montessori provided this insight in her written work on the adolescent entitled, “The ‘Erdkinder’ and the Functions of the University.” Dr Maria Montessori was unable to write much on the Montessori method of education for adolescence as she had died prior to her work being accomplished, but in the work she did publish, she emphasized key points that interrelate, mental, emotional, and physical growth, in this life-changing plane of development from child to adult. One point that can be emphasized throughout her method of teaching was independence, more specifically, economic independence. She wanted adolescents to be prepared for real-world challenges, not just academic ones. In response to that, real-life applications were considered much more valuable than a letter grade on a test. Real-life applications could include tasks from everyday household chores, to mathematical formulas for constructing buildings. The value placed on real-world application were paramount as adolescents gained independence in their journey to adulthood. Valorization, the adolescent’s need to be valued as an individual in a society, is another important point that Maria Montessori emphasized. Valorization highly relates to adolescent self-confidence and self-esteem. The position of adolescence as the foundation to adulthood left Dr Montessori understanding that the ideas, morals, and mindset of the adolescent (personality) would be formed at this age for later life. Mental health was of concern and she noted that adolescence is a “sensitive period” of mental and emotional development.

In the end Dr. Maria Montessori wanted to create a method of teaching removed from the customary educational system. She brought up students who strived to understand the “why” of processes and who were able to reason and adapt, and to not do tasks for the sake of doing them. She desired a connection between people and the earth, for adolescents ready to enter into society as life-long learners and world-changers. In understanding Dr. Montessori’s style of teaching, a question that arises is what methods and processes are applicable to this pedagogical approach. A teaching tool used in different universities and academic situations is an exemplar. Commonly associated with written work, these pieces are typically examples of high-quality work to be used by a student as a reference for their own written piece (Newlyn).I feel like you need to cite this definition of an exemplar. Whether conveying a specific structure, or clearly meeting set rubric guidelines, there are a variety of uses (which will be discussed further). Although the use of exemplars have been studied in typical educational settings, most notably universities, there is little to no information on the use of exemplars in relation to Montessori pedagogy. The goal of this study is to investigate if the accessibility of exemplars supports Montessori adolescent pedagogy. The primary participants of this study are nine individuals in their junior year of high school. As they are currently beginning their Senior Capstone, the use of exemplars could be beneficial to them by allowing them to gain a better idea of what a Project Proposal should look like and perhaps increased motivation and understanding. In conducting this study, an evaluation research method will be utilized. A

survey will be taken by each individual prior to starting their work and a survey will be taken after exemplars are distributed to them and they have done the requested assignment.

LITERATURE REVIEW

Exemplars are pieces of student work that can show a level of quality to be obtained. The use of exemplars can be helpful in a student's understanding and ability to accomplish an assignment at an acceptable level, by viewing an exemplary piece of work. Accessibility to exemplars have been shown to boost self-regulation behaviors and motivation to start an assignment. The Montessori method is specific in its holistic approach to education with self-paced programming, and a hands-on approach. The individual student’s independent learning is at the center of this method. The purpose of this literature review is to identify if and how Montessori adolescent pedagogy may be benefitted by an access to exemplars. In this literature review certain topics must be understood including but not limited to: Montessori pedagogy, especially at the adolescent stage (Fig. 1), knowledge of exemplars themselves and the current research into their drawbacks in different settings, and lastly, the benefits and methods in using exemplars. Currently there is a gap in research on the use of exemplars in Montessori education. There are many studies within academia about the effectiveness of exemplars, especially in different settings and processes. With that being said, combining the use of exemplars with Montessori pedagogy has not been studied directly. Therefore the research in this review is limited to exemplars used in environments that aren’t Montessori-oriented.

MONTESSORI ADOLESCENT PEDAGOGY

An understanding of the meaning of pedagogy is critical to the topic. Pedagogy is not just teaching, but it is the study of teaching itself. It is the method, the art, the science, of actually teaching something (“Pedagogy Definition”). Pedagogy consists of the understanding of different types of teaching methods and the ability to apply them appropriately in order to be used effectively (“Pedagogy - Diversifying”). Pedagogy in the context of Montessori is knowing how to apply the Montessori curriculum and values to support specific students and their level of development (Fig. 1). Montessori education uses different strategies to provide knowledge to the learner, in early childhood education, many concrete objects are used to teach that will later progressively become abstract in higher planes of development. An example of this is using bead chains to learn to count by numbers in early childhood, which will become abstract knowledge that 5, 10, 15, 25 etc. is counting by fives (Fig. 1) (“5 Core Components”). As a

Figure 1: Four Stages of Development (Acton Academy Columbus)

learner finds themselves in the higher planes of development, such as adolescence, abstraction is key, another important principle of Montessori education is independent work, that a student, if able, may work on an assignment without assistance. Montessori is grounded in key lessons, core subjects, and practice by the student (“Montessori Curriculum”). In knowing these important aspects of Montessori itself, the pedagogical approach can be to incorporate these aspects such as “important” or “key” lessons in ways that a student may be able to understand. One student may be more perceptive to verbal teaching while another may enjoy more visual modes of teaching and the individual components of the Montessori philosophy are the guiding points to this pedagocial approach. Dr. Maria Montessori, the founder of the Montessori method of education, wrote an article entitled, “The ‘Erdkinder’ and the Functions of the University.” It is used as the basis for the model of Montessori education at the secondary level. Dr. Montessori knew education had to be changed, the world was rapidly developing, and education was remaining largely the same. Vast amounts of growth happen during the adolescent years, and Dr. Montessori understood the important life-changing developments that were unique to the adolescent. In writing her article, she proposed an education system where grades were not the end goal, intrinsic motivation was far more superior. Work and dedication stood forth as important traits. Some of the core components of Montessori education she had emphasized included independence and valorization. The want of adolescents to be able to learn and do tasks independently, later reaching economic and social independence, and their value acknowledged.

DRAWBACKS OF EXEMPLARS

A study of online exemplars had been conducted at a university for six classes of approximately three-hundred people. The results showed concern for plagiarism in the use of exemplars, due to the fact an exemplar may be too similar to the required work a student may be assigned (Grainger). The potential use of plagiarism has also been addressed as a downside to the use of exemplars in another study by Newlyn, where copying another student’s work would be easier, especially if the exemplar directly demonstrates the skill a student should personally demonstrate. Other reasons for exemplars not being used may be because of a student’s understanding/prior knowledge and busyness of their schedule. As in the study by Grainger, postgrad students were more likely to not use available exemplars as opposed to undergrad students. A student may also not use an exemplar if they had already understood the work required of them. On the opposite end, a student may not understand an annotated exemplar which may lead to more confusion on the assignment at hand. A component of multiple studies is the outcome of grades over time based on the use of exemplars. Although grades may not be an important aspect of the Montessori method of teaching, it is an overall objective way of understanding the benefits of the use of exemplars themselves. In a study at an Australian university, online exemplars were made accessible to nursing students with one aspect of the study being grades for students participating. Grades didn’t seem to have a direct relationship to exemplar usage according to the findings, and further study may be needed (Carter).

A concern in using exemplars is the amount of time to develop the exemplar, especially if annotations are used. Permissions for using prior student’s work is needed if the documents were unpublished.

BENEFITS AND METHODS OF USING EXEMPLARS

In using exemplars there are many situations in which they are applicable and can benefit students. An important component is self-regulation. The three phases of self-regulation were supported by the study conducted by Grainger. These phases which include preparation, performing, and reflection, are crucial to developing life-time independent

student success. The phases are directly correlated to the Montessori method with increased independence and motivation in starting work. A study by Newlyn states how exemplars allow students to be more engaged in the process of project creation, which supports the Montessori method of teaching. Understanding of what is expected of a student can be gained through exemplars. There are different types of exemplars which can be used in different contexts, two main types are annotated and unannotated. Unannotated exemplars are exemplary pieces of work without any notes or comments. Annotated exemplars have notes and comments to guide student work. The annotations may be in relation to a certain rubric, or showing key points to help a student. Another type of exemplar is a “fail exemplar” which shows a piece of work rated on its failure to meet the requirements of an assignment. In several studies students seemed to not prefer these types of exemplars as they do not show a desired outcome for student work (Grainger).

Exemplars can be used in combination with different teaching methods including lectures and interactive workshops to explain an assignment more adequately. Combined with rubrics and independent work, exemplars can be a great tool. In one study student’s grades were shown to have increased (Newlyn).

CONCLUSION

Within Montessori adolescent pedagogy, Maria Montessori developed core components critical to the development of the Adolescent, most importantly independence and valorization. One of the key findings in exemplars for student work is that the three phases of self-regulation have been reported leading to independent work and growth. It can be concluded that although there are downsides to the use of exemplars, more seriously including a potential for plagarism, there are ways in which exemplars can further the ideals and growth for adolescent teaching Maria Montessori had intended.

RESEARCH METHOD

To conduct this study, nine individuals that comprise the Junior class are the research subjects. An evaluative research method is the method of choice in conducting this study. Understanding if the current use of distributing exemplars in an accessible manner, in this case, giving students exemplars to use as needed, is helpful for student’s work in the Montessori environment. The collection of data is through the use of surveys. Surveying is a useful tool in analyzing the value in the use of exemplars from the student perspective. Two surveys will be taken by the student cohort before and after their assignment individual Senior capstone proposals. Each survey will be taken by the student anonymously by selecting a random number one through nine and placing it on both forms prior to submitting. The pre-survey issued to the students will analyze the foundation of their knowledge about capstone itself and the components of the capstone project. It will also ask for preferred methods of teaching, whether that be direct instruction, descriptions of assignments, or exemplars. Each response will be recorded on a scale from one to five, one being, a little, five being, a lot. Afterwards, they will create their capstone proposals by viewing several previous student exemplars of project proposals. A post-survey will then be conducted in evaluating the knowledge gained and how much exemplars benefited them in conducting their work as opposed to other methods. The survey will also analyze how much the exemplars motivated them to do their work and promoted independence, core traits of Montessori pedagogy.

EXEMPLARS

IN EDUCATION PRE-ASSIGNMENT QUESTIONNAIRE

Seven distinct questions were assigned to each individual in the Junior cohort, responses were recorded on a scale of one through five (exception for first and optional last question for

feedback). One being, “A little”, five being, “A lot”. For the first question, “What is the number you chose?”options are numbers one through nine based on random choosing. To identify each student anonymously a bin of numbered paper slips is distributed to each student and is the same number used in the Exemplars in Education Post-Assignment Questionnaire. The last question provides an option long-response question as opposed to the required multi-choice for further analysis and states, “Is there any feedback you would like to provide in relation to the use of exemplars in your work? You may do so here:”

RESULTS/ANALYSIS:

Pre-Assignment Survey:

(Figure 2)

(Figure 3)

(Figure 4)

(Figure 5)

(Figure 6)

(Figure 7)

For our pre-survey data collection most responses were similar Knowledge of Capstone work overall was limited to numbers one through three, three being the most common. One response indicated “one” the most limited knowledge, three responses indicated “two”, and five responses indicated “three”. As the responses were located on the “A little” side of the scale, or primarily in the middle, it seems as though the Junior class overall knows some things about the Capstone process as a whole. They may be unsure, however, on most assignments and the process (Fig. 3). When questioning the Juniors on their knowledge of the components of a Capstone project, four people actually responded with a “one” acknowledging their limited knowledge on the components themselves. The amount of people selecting a specified number would decrease with each increase in number, three people responding with “two”, and two people responding with “three” (Fig. 4). Asking how much exemplars help the surveyors understand assignments, four people responded with a “four”, three people responded with a “three”, and two people responded with a “five”. It seems as though all the Juniors already appreciate in some form the level of knowledge exemplars provide in understanding and completing assignments (Fig 5). In asking about assignment descriptions in being helpful in understanding an assignment, most respondents (five people) gave a score of “four” meaning that assignment descriptions could possibly be the same weight in understanding assignments as exemplars. It also shows that assignment descriptions overall are pretty important. A surprising two respondents put a “one” and a “two” as responses, possibly finding that the descriptions on Google Classroom or other areas are not as important in completing assignments. Two people placed a “five” and probably heavily regard Google Classroom or other assignment descriptions when understanding assignments (Fig. 6). For the final question of direct teacher instruction helping to understand assignments five out of the nine respondents put a “five” being very important in understanding an assignment. Three placed a “four” marking its importance, that may not be the overwhelming only factor, and one responded a “two” maybe relying on other forms of understanding (Fig. 7).

It seems as though all forms of teaching methods including using exemplars, assignment descriptions, and direct teaching instruction are for the majority of survey participants considered favorable. Direct teacher instruction accumulated the highest quantity of “fives”, exemplars had all nine surveyors rating “three” or above, and assignment descriptions had the most on the right side of the scale with two participants stating their disregard to this type of teaching style.

EXEMPLARS EXPLAINED

Amy Norton, current English teacher at Oak Farm Montessori school, developed a lesson with the feedback of myself, Anna Sondek, for this study. The Junior cohort was

presented with a physical piece of paper of a “fail exemplar” created by restating the minimum requirements of the Project Proposal for this year The cohort was then given a period of time to compare the “fail exemplar” with seven prior project proposals uploaded to their Junior Capstone Google Classroom. The project proposals were from Miranda Rahn, Mariah Clark, Violet Landrum, Claire Weiss, Hannah Albright, Adeline Fitzharris, and Aleina Henderson. The prior project proposals had a wide range of requirements that spanned multiple years of student work, some not having the exact same as this years’ current proposal requirements. During the allotted time the Juniors were each given a pad of post-it notes and were assigned to write down their feedback about the “fail exemplar” on the post-it notes to be placed on the physical copy of the “fail exemplar”. After the allotted time had been finished each student partnered up to share their findings and add on to their “fail exemplar”. The lesson ended with Amy asking the students to share what they had found that met the Project Proposal requirements, so that she could further support their work as students while using all methods of student teaching that are analyzed and collected through the surveys (Fig. 8). These methods include, direct teacher instruction, Google Classroom assignment descriptions, and exemplars.

Student

Exemplars Used:

Capstone Proposal - Miranda .pdf

Violet's Capstone Proposal

“Bad Exemplar”

Capstone Project Proposal Non Example

NOTES ON DIALOGUE (QUALITATIVE RESULTS AND DATA):

Some of the comments from the analysis process from the students along with Amy were noted:

“What is the profit?”

In a confused manner, “This is like a checklist, and this is like an actual.”

“Are we reading this and making notes, or…”

“He should probably tell us what his project is.”

“Should he apply for a grant?”

“Paragraphs instead of checklists.”

“It is not very detailed.”

“Detailed calendar.” In reference to assignment description.

“Does not have a detailed description of project objectives.”

“Also the mom is not professional.” In reference to professional mentors. Amy then asked for each person to find the exemplar that is the best quality one and called people out to ask their input on specific pieces.

“I think they had different requirements than we did.”

“Believe it or not they didn’t,” was the response from Amy Amy asked critical questions and wrote out responses:

“Which one do you think had the best quality?”

“What is one thing that is really missing?”

Proceeding comments included:

“The project description should be detailed.”

“They also put way too much weight on their mentor’s shoulders”

“A mentor that tailors to your project.”

Another critical question from Amy: “What did Doug say about your mentor?”

“Mentor should be in the field.”

“Detailed calendar”

Teacher instruction moment… literature review, and dates.

“What else does a quality capstone proposal have?”

“I like how Adeline’s has pictures”

“Multiple ways to convey information”

“Google calendar of dates”

“It needs a budget”

mentors shoulders” - Devon

QUESTIONNAIRE

were used compared to the evaluation method that was used. doing a Project Proposal and to were not. Seventeen distinct who accomplished their project of one through five

(exception for first question and optional last question for feedback). One being, “A little”, five being, “A lot”. For the first question, “What is the number you chose?”options are numbers one through nine based on random choosing. To identify each student anonymously a bin of numbered paper slips is distributed to each student and is the same number used in the Exemplars in Education Pre-Assignment Questionnaire. The last question provides an option long-response question as opposed to the required multi-choice for further analysis and states, “Is there any feedback you would like to provide in relation to the use of exemplars in your work? You may do so here:”

Results/Analysis:

(Figure 9)

(Figure 10)

(Figure 11)

(Figure 12)

(Figure 13)

(Figure 14)

(Figure 15)

(Figure 16)

17)

(Figure 18)

(Figure 19)

20)

(Figure 21)

(Figure 23)

(Figure 24)

For the response to the first question most respondents selected a value of “four”, with two of the five selecting “one” and “two”. The responses seem to reflect an increase in overall knowledge compared to the Pre-Assignment Questionnaire for the majority of individuals (Fig. 10) (Fig 3). For the second question, responses varied from “one” to “four” seeming to have an overall higher average knowledge of Capstone project components, but not by much (Fig 11) (Fig 4). Exemplars helped students with accomplishing assignments as most respondents gave a level of “four” or “five” similar to the prior response of evaluating how much exemplars support their understanding of assignments (Fig. 12) (Fig 5). Google Classroom assignment descriptions seemed to be of use as all respondents rated it on the higher end of the scoring spectrum, especially since in the comparable pre-survey question a couple students rated assignment descriptions on the lower end of the spectrum with helping them with their work (Fig 13) (Fig. 6). Similar responses for understanding an assignment through direct teacher instruction were given in both the pre-survey and post-survey questionnaires (Fig. 14) (Fig. 7). It seems as though teacher instruction works to help understanding for most, but some not.

Both exemplars and assignment descriptions were given a neutral rating overall in motivating a student to complete the assignment (Fig. 15) (Fig. 16), but teacher instruction was given a higher rating for motivation (Fig. 17). Perhaps because a teacher is able to remind and warn students to get an assignment done as opposed to other static modes of motivation. All respondents gave a “five” with how much exemplars helped them to independently complete the assignment (Fig. 18)! Considering it is a great indicator of Montessori adolescent learning this is a big piece of data. Assignment descriptions were rated from “three” to “five”, so higher levels of independence were shown as well (Fig 19). Teacher instruction had varied perspectives but still seemed to help a good amount (Fig. 20). Real-world applications being shown through the different teaching methods seemed to have varied responses, but still helpful for some in all teaching methods (Fig. 21) (Fig. 22) (Fig. 23). All respondents favored exemplars highly if they were to be used again (Fig 24), one student even said on the further responses to the survey that, “Example were what taught me how to do these projects.”

FINAL REFLECTION QUESTION

All the Juniors were given a question in association to the work they did to reflect about the process and the use of exemplars, assignment descriptions, and direct teacher instruction on their project proposals. The question produced important data that gave more perspective and insight as qualitative versus the quantitative data of the previous surveys.

The question: “How did you use the lesson, assignment description, and exemplars in order to complete your project proposal?”

Responses:

“I don't really remember the lesson we had and am not exactly able to recall it, but I am thankful for all of the in person reminders we have had, and all the call to actions that Amy provided. The assignments on google classroom were helpful to know exactly what specifically was needed to be done, and I always enjoy a good rubric that has specific checklist-like look. I checked the assignment description and rubrics after completing my first draft of my proposal and checked them over to make sure I had all the pieces. Finally the exemplars were probably the most helpful because it helped me visualize what exactly the end product looked like, with real examples of projects put in. The diversity of the exemplars also showed me that there isn't just ONE right way to create it, but there are requirements that they all follow. I used one of my peers' examples and followed their format completely, copying and pasting the original document and replacing its pieces with new ones that fit my project.”

“In complete and utter honesty, after we received the lesson it was quite a long time before I actually started working on my proposal. That being said, the only thing I remembered from the lesson was our examination of the past capstone project proposals. And as such when I began my work on my proposal I simply copied the structure of the proposal we gave full marks filling in my own information. As for the assignment description the only thing I used was the list of bullet points listing what all I needed in my proposal.”

“I really used the examples of project proposals as a checklist for mine to make sure I had everything I needed. The lesson wasn't too helpful and I kind of forgot it, the lesson did help me with what I was supposed to do with the date and not to just copy down google classroom.”

“I feel like the lessons were good, they were just too early in the process to remember and use. The assignment descriptions and example pieces were what I used primarily to complete the assignments. These worked pretty well, but the assignment descriptions were a little vague. The examples were perfect and I want to have those on every assignment.”

“All of these were pretty helpful to me, they all gave me a lot of extra info that gave me an idea of not only what to do but how I should go about doing it. I believe we should continue to use these as a way to help students figure out a way to start on their projects.”

“I did not use the lesson reflection when doing my project proposal, I didn't feel the need to. I did use the assignment description, I used it as a checklist to make sure I got what was required onto my proposal. I didn't use the exemplars attached to the assignment because I used a recent classmate's proposal as a template and used that to guide me.”

“For writing my proposal I used most of the exemplars that I thought looked the most neat and organized. I found Adaline and Hannah's proposals the most helpful for my work. Unfortunately I did not use the lesson but I always find that examples are the most useful to me in doing this work. I also thought the assignment description was confusing at the start but after I continued my work it began to make more sense. Sometimes work descriptions can be a little overwhelming but with the exemplars it made a lot more sense. If possible it would be extremely helpful to me to have more examples for future capstone work.”

Analysis of Responses:

Overwhelmingly exemplars were shown to be concrete in helping support students in accomplishing their Project Proposals. All respondents seemed to have each picked a specific exemplar to use as a template to independently complete their work. Assignment descriptions were shown to be helpful for meeting requirements, especially since it had been directly pointed out by one of the five respondents, but exemplars were pretty influential. A student did explain how a teacher can motivate a student by reminding them to get their work done in a timely manner. Most respondents seemed to have not remembered the lesson given by Amy, except for one person. It seems as though when a project is not pressing, a student will wait until later to complete the assignment closer towards the due date, making a lesson on the project forgotten.

CONCLUSION

Over the course of the academic year, this study brought to light new information on the use of exemplars in a Montessori specific environment. To do so, a process of surveying and studying a cohort of students throughout the beginning and termination of their project proposals allowed the development and analysis of key findings. The data seems to support that students found all modes of learning to be valuable, whether they be direct teacher instruction, assignment descriptions, or exemplars. Three main areas of the Montessori method were reviewed, motivation, independence, and real-life applications of assignments through the different modes of learning. Understanding real-world applications using all modes of learning seemed to be controversial, either helpful or not, and motivation to start assignments through the modes of learning appear to be mostly neutral, besides teacher instruction on the higher end of the spectrum. The key component in the data, independence, supports the claim that exemplars – as well as other modes of learning – support Montessori adolescent pedagogy with both qualitative and quantitative data.

Peer Reviewed:

Carter, Rebekah et al. “Does the use of annotated exemplars by nursing students predict academic performance? A cohort study.” Nurse education today vol. 80 (2019): 34-39. doi:10.1016/j.nedt.2019.06.003

Rebekah Carter, Elizabeth Halcomb, Lucie M. Ramjan, Nathan J. Wilson, Paul Glew, Yenna Salamonson, “Does the use of annotated exemplars by nursing students predict academic performance? A cohort study.” Nurse Education Today, Volume 80, 2019, Pages 34-39, ISSN 0260-6917, https://doi.org/10.1016/j.nedt.2019.06.003. (https://www.sciencedirect.com/science/article/pii/S0260691719303387)

Grainger, Peter R., et al. “Are Assessment Exemplars Perceived to Support Self-Regulated Learning in Teacher Education? .” Frontiers in Education, vol. 3, 2018, https://doi.org/10.3389/feduc.2018.00060

Newlyn, David. “Providing exemplars in the learning environment: The case for and against.” Universal Journal of Educational Research, vol. 1, no. 1, 2013, pp. 26–32, https://doi.org/10.13189/ujer.2013.010104.

Non Peer Reviewed:

“Evaluative Research: Key Methods, Types, and Examples.” Maze, Maze, maze.co/guides/ux-research/evaluative/#:~:text=experience%20(UX).-,What%20is%20e valuative%20research%3F,and%20uncovering%20areas%20for%20improvement. Accessed 16 Feb. 2024.

“Montessori Curriculum: Montessori Academy Childcare.” Montessori Academy, 8 Aug. 2022, montessoriacademy.com.au/montessori-education/montessori-curriculum/.

Montessori, Maria, and Mario Montessori. “The ‘Erdkinder’ and the Functions of the University: The Reform of Education During and After Adolescence.” Internet Archive, ia800205.us.archive.org/5/items/TheErdkinderAndTheFunctionsOfTheUniversity/TheEr dkinderAndTheFunctionsOfTheUniversity.pdf. Accessed 8 Dec. 2023.

“Pedagogy Definition & Meaning.” Merriam-Webster, Merriam-Webster, www.merriam-webster.com/dictionary/pedagogy#:~:text=%3A%20the%20art%2C%20sc ience%2C%20or%20profession%20of%20teaching. Accessed 11 Nov. 2023.

“Pedagogy - Diversifying Your Teaching Methods, Learning Activities, and Assignments.” Pedagogy - Diversifying Your Teaching Methods, Learning Activities, and Assignments | Center for Educational Innovation, cei.umn.edu/teaching-resources/inclusive-teaching-predominantly-white-institution/peda gogy-diversifying-your-teaching-methods-learning-activities-and-assignments. Accessed 11 Nov. 2023.

T Kellaghan. Evaluation Research, Editor(s): Penelope Peterson, Eva Baker, Barry McGaw,

International Encyclopedia of Education (Third Edition), Elsevier, 2010, Pages 150-155, ISBN 9780080448947, https://doi.org/10.1016/B978-0-08-044894-7.01326-9.

(https://www.sciencedirect.com/science/article/pii/B9780080448947013269)

“What Is Montessori? Seven Principles.” The Montessori School of Mallorca, 22 Apr 2023, www.montessorimallorca.org/montessori-seven-principles/.

“5 Core Components of Montessori Education.” Core Components of Authentic Montessori Education, American Montessori Society, amshq.org/About-Montessori/What-Is-Montessori/Core-Components-of-Montessori. Accessed 7 Dec. 2023.

360 Academy an Acton Academy Maria Montessori’s Four Planes of Development Acton Academy Columbus, 360 Academy and Acton Academy, https://images.squarespace-cdn.com/content/v1/5d28bd879129f4000138e10c/1606507 529145-817ZXNGA2CNDIKC4IZHS/Maria-Montessori-Four-Stages-Development?form at=1500w Accessed 15 May 2024.