I am doing my service learning in a different type of school for several reasons. The school is based on the Montessori philosophy. It is a K-8 school. According to their website one of their core values ​​is the three phases of the learning process: “There are three phases of learning: (phase 1) introduction to a concept through a lecture, a lesson, something read in a book. Etc. (phase 2) processing information, developing understanding of the concept through work, experimentation, creation. (stage 3) 'know', possess an understanding, demonstrated by the ability to pass a test with confidence, to teach another, or to express oneself with ease.” I saw this process at work in Dave's classroom. When Dave begins a lesson or a new chapter in their textbook, he will introduce a new topic or chapter by giving a short five to ten minute lecture or chapter introduction that covers the main points. However, this is more of an introduction than a lesson. Next, he typically divides the class into small groups of two to five students. Students work on information processing by working on worksheets that accompany reading the textbook or another worksheet activity such as finding names and locations of famous landmarks in Minnesota and writing map coordinates on their worksheet. Work. Finally, Dave makes sure they have the knowledge they worked on in class by testing it on the chapter material with chapter tests after each chapter. This differs somewhat from the traditional learning model. Many times teachers lecture most of the class time with students listening in a passive role and taking notes. The teacher can assign chapters to read to ho...... half of the paper ...... in the classroom. As the need for reform continues, different ideas are being tested in our school systems. Some have familiar names like Possible Admissions and AVID (Advancement by Individual Determination). However, some reforms may relate to course content or learning styles. As we learned in class, there have been many reforms in the past, but reforms also take time to implement. As our students change and their educational needs change, schools, administrators, and teachers will need to be at the forefront of embracing change and doing what is best for the student. Works CitedCooper, Ryan. Who can, teaches. 11th ed. Boston: Houghton Mifflin, 2007. Print."Montessori Philosophy." Welcome to Seward Montessori School. Network. March 10, 2011. "Dave Hedenstrom." Personal interview. February 25th. 2011.