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Sequence 279The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 308and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 318techniques of gardening. These courses eventually developed into multi-week excursions to the country, where fire-building,… |
Sequence 326really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 327INTERNATIONAL BIBLIOGRAPHY OF TEXTS CONCERNING ERDKINDER Excerpted from Winfried Bohm. International Montessori Bibliogra… |
Sequence 466knowing the anatomy and basic veterinary science behind what's going on with the milk production helps you to assess that… |
Sequence 550account of the significance of each work to the course, which empha- sized the teachings of their protagonists in particular.… |
Sequence 139The period of opposition is also one in which children begin to better understand time and to establish some relationship with… |
Sequence 217A: How interesting. Q: I have to agree with the scientific approach because not all families have that love. It would be… |
Sequence 224been tried out in the home and in Infant Communities. 1 For instance, a low, large bed is a great help for the sensory and… |
Sequence 241The New Gate Center for Mont- essori Studies in Sarasota, FL. is looking for exceptional Montessori Elementary Teachers to… |
Sequence 247The world is their Offering the Master of Education (M.Ed.) degree combined with an AMI diploma. Primary Course (ages 3---6… |
Sequence 252tion; aquatic learning center with lap & wading pool in the Islandia, NY location. Each classroom is a beautiful… |
Sequence 133REFERENCES Berry, Wendell. Sex, Economy, Freedom and Community. New York: Pantheon Press, 1992. Berry, Wendell. Recollected… |
Sequence 221The world is their Offering the Master of Education (M.Ed.) degree combined with an AMI diploma. Primary Course (ages 3--6… |
Sequence 230Children's House Montessori School, Rockport, Maine Ma land The Children's House Montessori School is located on… |
Sequence 233Fax: 856-461-6835 E-mail: ellenfox@manj.org. New York Our corporate on-site child devel- opment centers provide a Montes-… |
Sequence 19great fanfare: muscle coordination, perception, language, order. Don't expect great developmental efforts, for instance,… |
Sequence 202. cosmos as the universe in harmony and order, to be studied for its beauty and intellectual challenge; 3. the Cosmic Task… |
Sequence 21the inner relationships of numbers and shapes. Drawing a square root is exciting. If the teacher hasn't realized that so… |
Sequence 68development. To the young child we give guides to the world and the possibility to explore it through his own free activity;… |
Sequence 71Building Up of the Moral Conscience Of what use is intellectual knowledge if one is corrupt? So we prepare a social… |
Sequence 75care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 77THE Six-To-TWELVE WORKING MooEL by Suzanne A. Damadio Suzanne Damadio gives a practical profile of a working model of a six-… |
Sequence 78I was eager to make all the materials from my six-to-twelve training and try out all of those wonderful presentations with the… |
Sequence 81standards. We discuss each standard in relation to how it helps support the development of the child. I pull information from… |
Sequence 82social development. But then I began to look more closely at this practice and the overall impact the transfer students and… |
Sequence 83When I was considering splitting the class into two classes, I also ran into the issue of what materials would need to be… |
Sequence 84to address the group of us, who were anxiously waiting for some sort of dramatic revelation, with more questions:"… |
Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 192A. We have a different situation here because we started like this, with this problem, but then we became a foundation. We met… |
Sequence 213A second way nature education is problematized is through the sentiment that we should avoid nature at all costs. Many… |
Sequence 215Montessori has this wonderful notion of the universe story as a curricular framework for the middle years, which operates at… |
Sequence 225Please note that the program is in Cleveland, Ohio, rather than Loyola College in Maryland, the traditional location of NAMT A… |
Sequence 228CLASSIFIEDS Alaska BeautifulJuneau-Alaska'scapi- tal city-is looking to hire a full-time adolescent teacher for 2003-… |
Sequence 234The world is their c Offering the Master of Education (M.Ed.) degree combined with an AMI diploma. Primary Course (ages 3-6… |
Sequence 13REFERENCES Deng Ming-Dao. 365 Tao: Daily Meditations. San Francisco: Harper, 1992. Montessori, Maria. The Absorbent Mind.… |
Sequence 53REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 89environment. He is self-directed, self-disciplined, and ready for the larger world. But he is not alone. We look to the entire… |
Sequence 182Offering the Master of Education (M.Ed.) degree combined with an AMI diploma. PrlmNY Course faga 3-el Janet McOOnoll. M Ed… |
Sequence 51REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 86The world is their Offering the Master of Education (M.Ed.l degree combined with an AMI diploma. Primary Course (ages 3-6)… |
Sequence 52The "Energies" of Infancy In the lecture that Montessori gave with the help of this second chart (Second… |
Sequence 67Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 68Montessori, Maria. Spontaneous Activity in Education. 1916. Trans. Florence Simmonds. New York: Schocken, 1965. Vol. 1 of The… |
Sequence 99other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 162MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 178Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 186From the restricted meaning of the physical surroundings we have come to the idea of the surrounding conditions, be these… |
Sequence 210is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 237Now we all belong to a new era, but it is an era which has been bequeathed to us by Mario Montessori, the man whom we are all… |
Sequence 249Also the London and North Western Railway's train is part of that marvelous "supranature" of which… |
Sequence 264NAMTANEWS In Cooperation with Montessori Teacher Education Collaborative (MTEC) NAMTA presents: A Montessori Orientation… |
Sequence 272Program Assistant: Jenny Hoglund is pursuing the AMI Training of Trainers Programme at the elementary level. She earned the… |
Sequence 2866 LOYOLA COLLEGE IN MAJ<YLANO Washington Montessori Institute at Loyola College in Maryland Graduate Programs in… |
Sequence 22The child demands that we in To be truly growing means that the Montessori village rally around we are stretching ourselves… |
Sequence 26child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 104elevated to a new status in a religious context. The signs and symbols, the scripture and liturgy, the presentation of the… |
Sequence 105chapter of her book Living Liturgy, Dr. Cavalletti establishes param- eters connecting creation with Cosmic Education: The… |
Sequence 112EXTENSIO ANIMAE AD MAGNA by Elizabeth Wymer and Keith Boehme Elizabeth Wymer and Keith Boehme explain the philosophy of two… |
Sequence 113purpose of education is to make known the 'workings' of reality so that the person can enter into and live it. This… |
Sequence 121The standards-based model is characterized by standards and consequent curriculum developed by committees overseen by state… |
Sequence 122nation. The lessons are to entice and inflame the interest of the child. The Montessori program at our school was initially… |
Sequence 125exposition or actually distorting the content's nature" (Cavalletti, "Characteristics" 26 ).14… |
Sequence 127North Avondale Montessori Elementary School 2003 School Report Card. Columbus: Ohio Department of Education, 2003. Sixth-… |
Sequence 155Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 156Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 172Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 215LOYOLA COLUIOI IN MARYLAND Washington Montessori Institute at Loyola College In Maryland Graduate Programs in Montessori… |
Sequence 13Dwyer, Muriel. "Opening of the 52nd Montessori Interna- tional Course in Child Development." Montessori… |
Sequence 79well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 144Montessori, Maria. "A New Education for the Secondary School: A Public Lecture Given at Utrecht, January 18, 1937 (… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 161unica," readers should refer to Camillo Grazzini's article "Cosmic Education at the Elementary Level… |
Sequence 186How is this reconstruction to occur? Montessori says that first the individual personality must develop and that this cannot… |
Sequence 192Montessori, Maria. Childhood Education. Translation of Formazione dell'Uomo [The Formation of Man]. 1949. Trans. A.M.… |
Sequence 216LOYOLA COLLEGE IN MARYLAND Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori… |
Sequence 191Love and Knowledge cannot be separated: "Man must be edu- cated. It is true that education can create a better kind… |
Sequence 192Here are some of the speakers and topics from the assembly in Burgos, Spain: • Winfried Bohm, "The Idea of Education… |
Sequence 196Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 273LOYOLA COLLEGE IN MARYLANO Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori… |
Sequence 291-The latest and best findings in developmental psychology ... " --Poul L Hollis, Professor of Education, Harvard… |
Sequence 46Washington Montessori Institute at Loyola College in Maryland Graduate Programs in Montessori Education Offering the Master… |
Sequence 25university or to pass the examinations required to obtain diplomas" (124). It is here that the Colloquium turns to a… |
Sequence 63I return to the main question: Can the syllabus be applied in other settings? If we know what the intent is, we certainly can… |
Sequence 67At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 114years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 134vinced by anything that I've read. But, you know, some people are suggesting that. Q. I was just thinking, along the… |
Sequence 162characteristics and, so to speak, this "new" child has emerged that education is possible. The basis for… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 195THE LENSES OF COSMIC EDUCATION by Pat Schaefer & Larry Schaefer Pat and Larry Schaefer's metaphorical treatment… |
Sequence 196This being said, the albums of my two Montessori trainings, by Margaret Elizabeth Stephenson for primary and by Camillo… |
Sequence 198cosmic point of view, is about inspiring, not teaching, and about formation, not information. For this the adults must feel… |
Sequence 199"Just listen with your heart, and some day you will know," I answered. THE RUBRIC: THE USE OF PASSAGES FROM… |
Sequence 200COSMIC EDUCATION: SOME MEANS TO AWARENESS In Montessori education we base our approach to children on what their needs are.… |
Sequence 203But Montessori history goes back before humans, to their roots, as it were. As Carl Sagan was fond of pointing out, we are all… |
Sequence 206This is the phenomenon we call the "normalized class." It is so unique that I think we often take it for… |
Sequence 208What we must come to understand is the link between this phe- nomenon and the course of history. Montessori saw children as… |
Sequence 212COSMIC EDUCATION THROUGH THE LENS OF SCIENCE It is fascinating to note that the children will frequently latch on to a… |
Sequence 213other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |