Search Inside Documents
Displaying results 1 - 100 of 115
Sequence 31the theatrics of Laurence Davies and Bill Cook, Molly brings an old piece of cloth to her telling and she dashes back and… |
Sequence 1DIGGING DOWN DEEP: EDUCATIONAL EXPERIENCES WITH THE EARTH IN A GARDENING/FARMING CONTEXT by Emily Starr Eden Emily Eden… |
Sequence 2to leave the setting of their school behind for an experience on a farm. Set on a mountain top and a tract of forest land, the… |
Sequence 2PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 3In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 96In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 97PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 6in our 1998 report on the project to the AMI Peda- gogical Committee, "The goal for us this year is to… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 7<lards, she has a stable air about her. She is able to be respectful of the role of adults who work side by side with… |
Sequence 15e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 3OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 7environment can assist with? By offering opportunities to function without parents-to take care of self, one another, the… |
Sequence 8munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 17with this rebirth in Montessori geometry, I set out to design an Erdkinder approach that would incorporate the concreteness of… |
Sequence 19and basic algebra. Therefore, the next stage of mathematics must use and develop this power of abstraction. The second… |
Sequence 35involves higher-level reasoning skills to arrive at a conclusion with concrete reality serving as a kind of control of error… |
Sequence 8• Different kinds of figures · Parts of a circle • Circumference: derivation of pi • Area of a circle • Equivalence • Area… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 20farm's natural and human-made environment asan optimal environ- ment in which adolescents assume various roles that… |
Sequence 5middle, and end for five different cycles. So how does this work with the adolescent? In the beginning, the seventh-grade… |
Sequence 7When the adolescents achieve this social independence, they are ready for high school. They are insightful about new friends.… |
Sequence 10Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 7If our job is to aid the development of adolescents on the path to adulthood, it would seem important that our moral precepts… |
Sequence 11Montessori' sown term for this level of acceptance-this profound sense of worth and belonging-was valorization. One… |
Sequence 14small steps away from the family. The Hershey Montessori Farm School remains the single Montessori boarding institution… |
Sequence 1ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 2we consider in setting up a prepared environment for the first and second planes of development. Here are some of the aspects… |
Sequence 4The restrictions and the rules that we have come up with for the running of the program are there to ensure that the triangle… |
Sequence 5adolescent, so it naturally has to be one of the fundamental elements of an adolescent program. The second element Montessori… |
Sequence 6we all need to know to understand our time, our culture, and the nature of humanity and where it's heading. Of course… |
Sequence 8practical chores makes the urban program a critical testing ground for new ideas that emerge from the land-based programs in a… |
Sequence 1Laurie Ewert-Kroeker instructs students at the Farm School 78 The NAMTA Journal • Vol. 31, No. I • Winter 2006 |
Sequence 3You see, we wanted, more than anything else, to make the work upon the land real, rather than metaphorical. We had set this as… |
Sequence 6This basic principle of Montessori education at all levels under- scores the importance of a deep understanding of Montessori… |
Sequence 7The evaporative pond inspires chemistry; the greenhouse evokes physics. To provide structure for the adults as well as the… |
Sequence 4than the family" (69), provides opportunities for a young person to take initiative, assume responsibility, and even… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 7gram at which the students spent one day a week working on a small farm. Just when we finally admitted that we couldn't… |
Sequence 9And what happens when young adolescents are given this pre- pared environment? They have an integrity that I believe can only… |
Sequence 10adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |
Sequence 11of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 8What I often hear from our graduates, ones whom I consider "valorized," are statements like: "I… |
Sequence 7As we have seen, adolescence on that chart (Figure 1) is a divided plane but, in the case of adolescence, there is a problem I… |
Sequence 4curriculum while the twelve- to fifteen-year-olds explore the world from their own familiar place. Students at the farm… |
Sequence 18Anyone who works with adolescents knows that they have feel- ings, strong feelings, angry feelingsr loving feelings, but most… |
Sequence 6Botanical Garden in the development of adolescent respon- siveness to the impact of urban sprawl on the natural world; • the… |
Sequence 14• Meeting local oral historians · Historical gardens • Overall regional history promotion and special events management •… |
Sequence 20:;i (1) ~ ~ ~ ~ i:: i -!'>- Iv Educational Syllabus for Erdkinder: Ages 12-15 A.Practical Considerations… |
Sequence 7So opportunities for engagement in nature need to be right outside the door and continue beyond the building. Here are some… |
Sequence 149m l~1:.11i, ''I ll I l I i,, -,1, I I IHJ 111 J Playing the didgeridoo, Wadja Wadja High School, 2005… |
Sequence 5011 Responsibility Here at the Farm School we have two kinds of responsibili- ties; you are responsible for yourself and your… |
Sequence 6180 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 But even more important, from a Montessori perspective, the adolescent,… |
Sequence 7197 Hutchison • Teaching Nature: From Philosophy to Practice There’s a strong focus on self-esteem and per- sonal identity… |
Sequence 6------------------------------- --~--- activities or materials is to place them adjacent on the shelves. Many environments… |
Sequence 3------------------------------- --~--- activities or materials is to place them adjacent on the shelves. Many environments… |
Sequence 117the theatrics of Laurence Davies and Bill Cook, Molly brings an old piece of cloth to her telling and she dashes back and… |
Sequence 1Self-Discipline '81 ..... ._ .• 'ftle Faandatlon of Successful Leaming Vn.rclua,r :.olldpllne and the Arts by… |
Sequence 328DIGGING DOWN DEEP: EDUCATIONAL EXPERIENCES WITH THE EARTH IN A GARDENING/FARMING CONTEXT by Emily Starr Eden Emily Eden… |
Sequence 329to leave the setting of their school behind for an experience on a farm. Set on a mountain top and a tract of forest land, the… |
Sequence 150PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 151In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 125NAMTANEWS NAMT A MOVES HEADQUARTERS After ten years at the Bellflower Road address in Cleveland, OH, David Kahn and the… |
Sequence 104in our 1998 report on the project to the AMI Peda- gogical Committee, "The goal for us this year is to… |
Sequence 19ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 69<lards, she has a stable air about her. She is able to be respectful of the role of adults who work side by side with… |
Sequence 399e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 463OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 482environment can assist with? By offering opportunities to function without parents-to take care of self, one another, the… |
Sequence 483munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 492with this rebirth in Montessori geometry, I set out to design an Erdkinder approach that would incorporate the concreteness of… |
Sequence 494and basic algebra. Therefore, the next stage of mathematics must use and develop this power of abstraction. The second… |
Sequence 510involves higher-level reasoning skills to arrive at a conclusion with concrete reality serving as a kind of control of error… |
Sequence 520• Different kinds of figures · Parts of a circle • Circumference: derivation of pi • Area of a circle • Equivalence • Area… |
Sequence 523lized has a very nice series of activities and explanations that make use of the concept of similarity to build up to an… |
Sequence 579(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 580farm's natural and human-made environment asan optimal environ- ment in which adolescents assume various roles that… |
Sequence 594The following timetable for implementation is suggested: 2001-2002 School Year: • Consolidate and refine the content of the… |
Sequence 132middle, and end for five different cycles. So how does this work with the adolescent? In the beginning, the seventh-grade… |
Sequence 134When the adolescents achieve this social independence, they are ready for high school. They are insightful about new friends.… |
Sequence 157Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 125If our job is to aid the development of adolescents on the path to adulthood, it would seem important that our moral precepts… |
Sequence 129Montessori' sown term for this level of acceptance-this profound sense of worth and belonging-was valorization. One… |
Sequence 225julianagroup.comorcall usat 1-800- 959-6159. You may also email us at juliana@julianagroup.com. Position Wanted Position… |
Sequence 128small steps away from the family. The Hershey Montessori Farm School remains the single Montessori boarding institution… |
Sequence 47ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 48we consider in setting up a prepared environment for the first and second planes of development. Here are some of the aspects… |
Sequence 50The restrictions and the rules that we have come up with for the running of the program are there to ensure that the triangle… |
Sequence 51adolescent, so it naturally has to be one of the fundamental elements of an adolescent program. The second element Montessori… |
Sequence 52we all need to know to understand our time, our culture, and the nature of humanity and where it's heading. Of course… |
Sequence 72practical chores makes the urban program a critical testing ground for new ideas that emerge from the land-based programs in a… |
Sequence 86Laurie Ewert-Kroeker instructs students at the Farm School 78 The NAMTA Journal • Vol. 31, No. I • Winter 2006 |
Sequence 96You see, we wanted, more than anything else, to make the work upon the land real, rather than metaphorical. We had set this as… |
Sequence 107This basic principle of Montessori education at all levels under- scores the importance of a deep understanding of Montessori… |
Sequence 108The evaporative pond inspires chemistry; the greenhouse evokes physics. To provide structure for the adults as well as the… |
Sequence 140than the family" (69), provides opportunities for a young person to take initiative, assume responsibility, and even… |
Sequence 142What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 143gram at which the students spent one day a week working on a small farm. Just when we finally admitted that we couldn't… |
Sequence 145And what happens when young adolescents are given this pre- pared environment? They have an integrity that I believe can only… |
Sequence 146adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |