The Techniques of the Three Period Lessons

The beauty of the three period lesson lies in its simplicity. The technique employed by the adult
in presenting a Three Period lesson is consistent, regardless of the vocabulary given. The lessons
are brief, no more than a few minutes in length, and language is kept to a tightly scripted
minimum. The first and third periods are quite brief, with the second period lasting the longest.
The lessons are appropriate for all children in a Primary environment or for that matter for
anyone from age 2 ½ to 99 years of age! Each period has practical, psychological and
developmental aspects to be examined.

The first period is the association of the sensorial perception (or object) with the name. It is
nothing more than a statement of vocabulary, but its simplicity should not disguise the great
importance of this period. Proper execution is vital to success and it must be executed with
exactitude. Great care must be taken by the adult to avoid any peripheral information which
would serve only to confuse the child.

Before the vocabulary is given, the sensory perception should be awakened for the child, since
the vocabulary related to the sensorial materials are mostly attributes, not names. For example,
before a child can associate “hot” to a sensorial impression, we allow him to experience hot with
the appropriate thermic bottle. At that point, the first period proceeds assigning vocabulary to
the perception. To continue our example with the thermic bottles, the adult would isolate the
hottest and coldest of the bottles. She would feel the “hot” bottle, invite the child to feel it and
state: “This is hot.” The same procedure would apply to the cold bottle, first feeling, then
stating: “This is cold.” If the teacher finds it necessary, she may repeat, associating the bottle
with its attribute: “Hot….Cold”. The attributes should be pronounced clearly and distinctly, so
that the child can clearly absorb the vocabulary and no additional descriptions or explanations
should be added. Generally, three terms are given at a time (except in the cases of graded
material).

The purpose of the first period is to help the child to connect the sensory data stored in the right
hemisphere of the brain with its precise language, stored in the left hemisphere of the brain.
This neural connection fixes the perception in the child’s mind and provides an index to the
sensorial impression, making it accessible to the child’s conscious mind. In order to offer the
child the ability to fully absorb the associations made in the first period, there should be a few
seconds of silence preceding the second period in order for the child to digest the new
information.

The second period concerns the recognition of the object corresponding to the language. It is a
way for the adult to see if the child has been successful in the association of the perception with
its name as presented in the first period. In the second period, the adult will use the vocabulary
in a series of declarative commands for the child to respond to. As in the first period, the
language must be clear, concise and limited to the name or the attribute that has been introduced.
While the child himself is not called upon to recall the vocabulary, he must make the association
each time it is commanded. In this manner, he is repeatedly hearing the vocabulary and
associating it with the attribute/material. This period reinforces the association made in the first

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 Three Period Lessons

period through active repetition. It is the longest of the three periods and is the most important
one in terms of serving as an aid to the child’s memory. Every time the child hears the
vocabulary and associates it with the corresponding attribute/object, it activates the necessary
synaptic connections in the brain and strengthens the child’s neural pathways.

The second period should proceed at a lively pace and should be fun and engaging for the child
in order to encourage repetition. For example, if presenting large and small with the cylinder
block the child might be asked: “Which one is large?” “Which one is small?” “Put the large
one here.” “Put the small one here.” “Show me the large one.” “Point to the small one.” and so
on. In this manner, the child is repeatedly hearing the vocabulary and associating it with the
corresponding attribute/object.

If the child is not successful in the second stage the adult has two choices - return to the first
period or gracefully end the lesson and offer it again another day. Perhaps what is needed is
more time to work with the materials sensorially, but at a minimum the child needs to re-
associate the sensory impression with the name. What would not be helpful at this point is
pointing out the error to the child. This will only serve to make the child embarrassed, or
defeated and will further slow the advancement that the lesson is meant to provide. Nor would it
be helpful to continue on with the lesson, for if the associations are not happening, more
repetition would only serve to further confuse the child.

The third period is nothing more than the test. It serves as a quick verification to the teacher
that the child has successfully retained the association given in the first period. Again, a few
seconds of silence should separate the second and third periods to serve as reflective time for the
child. For the first time, the adult will no longer provide the vocabulary for the child, but
instead the child must produce it from his memory. The adult simply asks: “What is this?” If
the child can successfully answer, then the adult has verified that the association has been
created. If the child is not successful, the adult will end the lesson by repeating the first period.
This is not done for means of correction, but to insure the child leaves the material with the
accurate impression.

The third period is only performed once, for repeated inquiry will cause the child to doubt their
accuracy. To draw attention to the child’s error will only serve to discourage the child from
repeating the activity. If the child is successful, but is uncertain in his pronunciation of this new
vocabulary, the adult should offer assistance to clarify any pronunciation difficulties the child
may be experiencing.

The lesson itself would be initiated once the child has spontaneously chosen the work, for there
would already be a demonstrated connection for the child to that material. Once the three period
lesson is over, the child should be left to continue to work with the material. He will most likely
have a renewed enthusiasm for the material after new associations have been made. If the three
period lesson presented was an obvious success, it is possible to initiate another three period
lesson right away. However, two such lessons in a row, no matter how keen the child may be,
is enough for a single sitting.

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 Three Period Lessons

Three Period Lesson for Superlatives

Superlative name lessons can be given when the child is finally able to grade the material
successfully. The mind is then clear, and it is time for language. Superlative lessons are easier
than comparative and therefore come first. Superlative implies that there are three or more
objects being compared. It is the form of the adjective ending in “est”; largest, smallest, darkest
blue, lightest blue, loudest, softest, etc. To make the lessons challenging and interesting, use all
the pieces in the material. Mix and spread the pieces of material on the rug or on the table in
front of the child. Place the two extremes in the front of the group nearest the child.

For the first period, indicate which one you are naming and which are the rest as you say,

“This is the largest of these.”

“This is the smallest of these.”

For the second period indicate where to place the largest one or the smallest one somewhere
within the group.
“Put the largest here.”
“Put the smallest here.”

Repeat as in a game many times because this is the longest and the most important period.
Keeping the two extremes in the context of the group gives the precise meaning of the
superlative words.

For the third period place the two extremes once again in front of the group. Ask gently and
only once,
“Which is this?”
“Which is this?”

In later lessons remove the extremes in the set and ask the child, “Now which is the largest of
these? The smallest of these?” Depending on the child, keep removing objects until the child
gets the idea of the relativity of these terms. The smallest object of one group might even become
the largest of another group!

Three Period Lesson for Comparatives

Comparative name lessons can follow immediately after superlatives. What I like to do is give
the superlatives of all the materials the child knows and then go back to give the comparatives of
all the materials. English speakers typically use the superlative when it is correct to use the
comparative. Therefore it is difficult for our children to use the comparative correctly.

The comparative form implies that there are only two things being compared. The comparative is
the “er” form of the adjective; thicker, thinner, higher, lower, taller, shorter, etc. We can use all
of the materials, but we will use them only two at a time with the language. The child gets the
idea of the relativity in these lessons.

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 Three Period Lessons

Mix and spread the materials on the table or on the rug in front of the guide.

For the first period the guide chooses an object that is in the middle of the set. She places it to
her left, in front of the child. The guide chooses another object and places it beside the first one.
She indicates which object she is talking about as she says,

“This is thinner that this one.”

She takes the second object back to the rest of the set. She chooses another one and places it by
the first one. She indicates which object she is talking about as she says,

“This is thicker than this one.”

She takes that object back with the group. She may repeat the first period.

For the second period the guide asks repeatedly,

“Place one here (always indicate beside the first object) that is thinner than this one.”

Each time she will remove the 2nd cylinder that the child has used to compare.

“Place one here that is thicker than this one.” (alternate thinner and thicker)

If the lesson is going well, the guide may place both objects back in the set and choose a
different object for the child to compare. A great sense of the relativity of the comparative terms
is learned. Be sure that the child is only comparing two things when using the comparative.
For the third period the guide chooses the second object and places it beside the first. She
indicates which objects she is talking about as she asks,

“Which is this when it is with that one?”

She takes away the second object and places another one by the first one. She asks,

“Which is this when it is with that one?”

Reinforce the idea of using than with the comparative. Use the words in a sentence if a child
answers just “thinner” or “thicker”. Say “Yes, this one is thinner than that one.”

Remember the end of the lesson is to invite the child to work again with all the material.
Superlatives and Comparatives adapted from Rita Schaefer Zener, PhD, 2008

@Montessori Training Center Northeast