Search Inside Documents
Displaying results 601 - 700 of 3837
Sequence 2THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 2INDIRECT PREPARATION: OLD VISION; NEW PERSPECTIVES by Annette Haines Dr. Haines elucidates the subject of indirect… |
Sequence 7Indirect preparation is the means whereby a child can progress, i.e., jump to a new level of development, in a natural way,… |
Sequence 2HISTORICAL VIEW OF THE PLANES OF DEVELOPMENT AS DEVELOPMENTAL OUTCOMES by Kay M. Baker Dr. Baker defines l/llma11 nature… |
Sequence 10the cause of humanity-to bring human society to a unity wherein each contributes to the harmonious existence of all.… |
Sequence 13REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 1NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 2BIRTH AND REBIRTH: PARALLEL DEVELOPMENTAL PASSAGES IN INFANCY AND EARLY ADOLESCENCE by Louise J. Kaplan This article looks… |
Sequence 2Lynn and I were attending the AMI International Congress in Amsterdam in 1979 when Dr. Silvana Montanaro first described Dr.… |
Sequence 1CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 1MOTHER AS THE FIRST PREPARED ENVIRONMENT by Susan Tracy S11sa11 Tracy's deep research about the prenatal, periHntnl,… |
Sequence 2THE PSYCHO-MOTOR AND SENSORIAL ROOTS OF THE DISCIPLINES FROM BIRTH TO Six by M. Shannon Helfrich Emphasizing that the start… |
Sequence 16When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 2PREPARING THE HOME FOR OPTIMAL MOVEMENT OF THE CHILD UNDER THREE by Alyssa Conklin-Moore and Sarah Moudry Assistants to… |
Sequence 2CHILD DEVELOPMENT TIPS FOR PRENATAL TO THREE: INSIGHTS AND SUGGESTIONS FROM MONTESSORI TEACHERS by Heather Pedersen… |
Sequence 2JOYFUL ENGAGEMENT: A SPECIFIC LENS FOR OBSERVATION IN MONTESSORI PRIMARY AND ELEMENTARY ENVIRONMENTS by Paula Leigh-Doyle… |
Sequence 16The teacher's level of understanding and experience can have a profound effect on her ability to make accommodations for… |
Sequence 2OBSERVATIONS: WHAT Is SEEN? WHAT DoEs IT IMPLY? WHAT CAN BE DONE? by Charlene S. Trochta Charlene Trochta revisits core… |
Sequence 13of special needs, especially during this period. This is a time of dynamic formation of the brain and of mental faculties and… |
Sequence 2TUTORING WITHOUT CRUTCHES: EXTRA SUPPORT AND INCLUSION FOR THE OLDER MONTESSORI CHILD WITH LEARNING DIFFERENCES by Barbara… |
Sequence 2MONTESSORI SPECIAL EDUCATION AND NATURE'S PLAYGROUND by Nimal Vaz Nimal Vnz takes us to the esse11tia/s of Montessori… |
Sequence 16laundry to be folded precisely and exactly, to calculate how many place settings a re needed for lunch. Repetition of these… |
Sequence 12009 NAMTA BASELINE SPECIAL EDUCATION SURVEY analysis by Barbara Kahn Whnt does n survey of eighty-two Montessori schools… |
Sequence 1MARIA MONTESSORI, SAMUEL ORTON, AND ANNA GILLINGHAM by Barbara Kahn This brief biography of Samuel T. Orton and his… |
Sequence 3INDEPENDENCE, WORK CYCLES, AND CLASS SIZE ln our classrooms we are committed to supporting each child to develop his or her… |
Sequence 1PROFILE: SANTA CRUZ MONTESSORI SCHOOL by Karen Donovan Santa Cruz Montessori School, with a history of forty-five years, has… |
Sequence 1THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 8The importance is to go from the study key to reality outside the school walls using the discipline as the structure of the… |
Sequence 26certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 1UNIFYING THE PLANES OF DEVELOPMENT: A TRAINER' s PERSPECTIVE by Greg MacDonald In this article, Greg MacDonald… |
Sequence 11working together to create a seamless process of interaction with transitioning children. It is with these ideas in mind that… |
Sequence 16about the world that our students are about to enter. We need to expose the students to adults who believe in humanity,… |
Sequence 17Linda Davis began her Montessori work in 1971. She has an AMI Elementary diploma a11d has worked with children from ages three… |
Sequence 1LANGUAGE: THE SONG OF LIFE by Baiba Krumins Grazzini Ms.Krumins Grazzi11 i's lecture begi11s with a vision of articulate… |
Sequence 24projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 25Montessori, Maria. Unpublished lecture. International Montessori Conference. Amsterdam. 1950. Montessori, Mario M. The… |
Sequence 2ELEMENTARY STORYTELLING: THE ULTIMATE INTERDISCIPLINARY APPROACH by Elise Huneke Stone Elise H1111eke Sto11e's lively… |
Sequence 1MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
Sequence 1USING PEACE STORIES AND TIMELINES AS FOUNDATIONS FOR INTERDISCIPLINARY WORK WITH UPPER ELEMENTARY AND ADOLESCENT MONTESSORI… |
Sequence 2THE KEY TO THE UNIVERSE: CHEMISTRY IMPRESSIONS DURING THE ELEMENTARY YEARS by Gerard Leonard Gerard Leonard's article… |
Sequence 12NEEDS OF THE PLANT \ I .... .... i .... ~ PHOSPHA ~ ATER CARBONIC ACID Figure 6. Needs of the Plant impressionistic… |
Sequence 14Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 15Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 1SOWING THE SEEDS OF THE SCIENCES: ELEMENTARY AND ADOLESCENT CONTINUITY by Peter Gebhardt-Seele Dr. Gebhnrdt-Seele… |
Sequence 4class, and the last line-remember?-reads like this: "the earth and all the elements and compounds of which it is… |
Sequence 1FROM SOWING SEEDS TO HARVESTING SYRUP by Tony Losasso This prese11tntion trnces ti,e ndolesce11t occ11pntio11 of 111nple… |
Sequence 44n lend tencher, testing supervisor, mentor, class advisor, newspaper ndvi- sor, and swi111 cone!,. She /ins n BA a11d MA i11… |
Sequence 1ENVIRONMENTAL SYSTEMS AND SOCIETIES MoNTEssoRr-lB FRAMEWORK by Christopher Kjaer COURSE DESCRIPTION We live in an… |
Sequence 2MATHEMATICS MoNTESSORI-1B FRAMEWORK by Michael Waski BACKGROUND AND METHODOLOGY Each plane of development has its own… |
Sequence 7A HISTORY GRAPHIC ORGANIZER FOR THE MONTESSORI ADOLESCENT by Beverly Adamczyk Beverly Adamczyk presents a graphic organizer… |
Sequence 17ELDER VOICES: RIDGELINE MONTESSORI PUBLIC CHARTER SCHOOL AND CASCADE MANOR ASSISTED LIVING CENTER by Jennifer Wyld and… |
Sequence 2A HISTORY GRAPHIC ORGANIZER FOR THE MONTESSORI ADOLESCENT by Beverly Adamczyk Beverly Adamczyk presents a graphic organizer… |
Sequence 1ELDER VOICES: RIDGELINE MONTESSORI PUBLIC CHARTER SCHOOL AND CASCADE MANOR ASSISTED LIVING CENTER by Jennifer Wyld and… |
Sequence 262009-10 Percent Deviation from Median Salary bv Diploma Held Median Full- Median Full- Median Full- Median Full- Time with… |
Sequence 32Facility Ownership Forty-seven percent of the responding schools rent their facilities while 53% own them, up from a 50-50… |
Sequence 1ENROLLMENT STRATEGIES FOR WEATHERING THE STORM by Anita Chastain Anita Chastain's succinct article suggests ways to… |
Sequence 1MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 13Our short-term goal is building and retaining enrollment. Our long-term goal is bringing the Montessori experience to all… |
Sequence 2made the right choice in selecting your school for their chi Ldren or for their workplace. External marketing is telling your… |
Sequence 3games over the IL1nch break to get some physical activity into Ollr day, and we end the week by singing ollr school song.… |
Sequence 1FOLLOW THE p ARENT: p ARENT EDUCATION AT THE MONTESSORI SCHOOL OF LAKE FOREST by Ann Jordahl A11nforda'1/ emphasizes… |
Sequence 1THE DEVELOPMENT OF LANGUAGE by Annette M. Haines An11ette Hni11es begins with the "e111bryo11ic co11stmctio11&… |
Sequence 1LANGUAGE: THE BASIS OF CULTURE by Greg MacDonald Greg MacDonald views /n,1g11age as a social tool i11dispe11sable to h11111an… |
Sequence 7Language Arts in Program Components, continued Oral Written Reading - Workshops • Reading aloud for fun . Writing… |
Sequence 1TECHNOLOGY AND THE ADOLESCENT: FINDING THE TRUE BALANCE IN THE PREPARED ENVIRONMENT by Linda Davis and Colin Palombi Two… |
Sequence 1THE MATHEMATICAL MIND by M. Shannon Helfrich Begin11i11g with a defi11itio11 of tlie 11wt/Je111atical 111i11d as "a… |
Sequence 1THE MATHEMATICAL LENS: A MONTESSORI KEY FOR A THEORY OF EVERYTHING by Kay Baker Mathe111ntics ns n le11s is n powerful… |
Sequence 1A HISTORY APPROACH TO MATHEMATICS FOR THE ADOLESCENT by Michael Waski Miclznel Wnski shows //tat tlte 11tilizatio11 of… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 2ated this side of our mission when she es- tablished Educateurs sans Fronticres to offer support and inspiration to the… |
Sequence 6where any malnourished child will stay with a family member until the child is re-nourished and the family member understands… |
Sequence 7assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 8The project is underway, and AMl signed the agreement with camp council members in February, 2010. As the project progresses… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 1MONTESSORI' S WELTANSCHAUUNG: A GLOBAL SOCIAL MOVEMENT by Lia Woo Lin Woos research has led /1er to n11 npprecintio11… |
Sequence 7be protected: A gust of wind can blow them out.. .. (68-69, emphasis in original) The tale of Tlte Little Prince is one that… |
Sequence 12of classroom teaching, has begun to push the boundaries of the classroom walls. From refugee camps and orphanages to women… |
Sequence 13Fukatsu, Takako. "Commitment to Wider Community: The Global Child, an Example from Southeast Asia."… |
Sequence 1KEYS TO GLOBAL UNDERSTANDING: THE ROLE OF THE PRIMARY ENVIRONMENT by Polli Soholt Po/Ii So/wits extensive experience lends… |
Sequence 1ELEMENTARY KEY LESSONS CULTIVATING INTERNATIONALISM AND PEACE by Annabeth Jensen A1111abet/1 Jensen points out that the very… |
Sequence 27bands in the city, convinced a popular concert venue to donate its ballroom, and placed advertisements all over town. In one… |
Sequence 28early and continue to build incrementally on their independence and realization of empowerment. We show them that even though… |
Sequence 1NURTURING THE MORAL IMAGINATION WITH HISTORY, GEOGRAPHY, AND PEACE STUDIES by Larry Schaefer, Sara Nelson, and Kris Schaefer… |
Sequence 1MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 4customs of indigenous cultures is important at all levels, but especially for Montessori education, where showing respect for… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 7beginning of each semester. They are assigned to a site based on their previous site or sites and their current interests. The… |
Sequence 1UNCOVERING HOME: PEDAGOGY OF PLACE THROUGH A NEIGHBORHOOD HISTORY HUMANITIES PROJECT by Annie Frazer A1111ie Frazer… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 11able and efficient way of life. Through this endless work, human beings have become the creators of a supernature, that whi.ch… |
Sequence 1How SCIENCE FITS INTO THE WHOLE MONTESSORI CURRICULUM by Gretchen Hall Gretclten Hall presents a universal definition of bot… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 2How SCIENCE AND HISTORY LEAD TO COMMUNITY SERVICE by Annabeth Jensen A nabet/1 Jensen's presentation is the proceedings… |
Sequence 2GREAT STORIES ARE GREAT FOR THE BRAIN! by Greg MacDonald According to Greg MacDonald, the Montessori use of stories is… |
Sequence 2STRUCTURE AND SPONTANEOUS LEARNING by John R. Snyder Begin11i11g with the origins of freedom and responsibility in the Ameri… |
Sequence 2ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 3jacked and reinvented the three-period lesson for use with students in the third plane of development. When we started this… |
Sequence 2THE IMPORTANCE OF THE THIRD PERIOD: THE CHILD' s SYNTHESIS AND RESPONSIBILITY FOR KNOWING IN THE MONTESSORI ELEMENTARY… |
Sequence 2THE POWER OF CONCENTRATION by Kathleen Lloyd Kath/ee11 Lloyd's interesti11gco111parison of normalization and self-… |
Sequence 3Montessori observed that when theenvirorunentisdesigned to promote concentration, chil- dren go through a transformative… |