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Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 25Those techniques used in oral cultures to shape sound into more memo- rable fonns we find also to be prominent in children… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 4Gardner and Montessori both look well beyond the notion of fixed IQ and predestined aptitudes. Rather, their joint perception… |
Sequence 1IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 2school. This is similar, in fact, to the task that was set for him by the Parisian government at the turn of the century. If,… |
Sequence 3through stages of development at the same pace in all domains. By the 1970s, Piaget's version of universal development… |
Sequence 4after Ml), intelligence is displayed, discovered, and developed within the context of meaningful, culturally significant… |
Sequence 5in each case. The distinct processes of thinking that each goes through cannot be confused. Extending the definition of… |
Sequence 6to develop other aspects of their abilities in order to achieve the same success and acclaim they earned in the West. While… |
Sequence 11Standardized tests promote a "wall-chart" mentality in which the achievement of scores is more important… |
Sequence 12Several researchers have pointed out the value of apprenticeships for education both in school and out (Collins, Brown, &… |
Sequence 14the child today, in the past, and in future lines of growth; (5) what evidence is provided of cooperation in the preparation… |
Sequence 18mances on these two very different measures. The Stanford-Binet was administered by an independent psychometrician to 19 of… |
Sequence 19strengths and both displayed weaknesses in three areas. Only two kindergartners showed any strengths, and of the other five… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 23Gruber, H. (1974). Darwin on man: A psychological study of scientific creativity. New York: Dutton. Haney, W., &… |
Sequence 24Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Research, pp. 13-20. Rogoff, B. (… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 4that distinguishes bluntly between dumb and smart. It's who we are. It's a quarter inch below the surface all the… |
Sequence 6Now come the personal intelligences, the intelligences of the social world and self. Interpersonal intelligence is the… |
Sequence 8opmentof which is theimportantthing. The chapter of Frames of Mind (Gardner 1983 / 1993) that gets overlooked is the… |
Sequence 13REFERENCES Gardner, H. (1993). Frames of mind (2nd ed.) New York: Basic Books. (Original work published 1983) Hermstein, R… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 4traditional view, intelligence is defined operationally as the ability to answer items on tests of intelligence" (… |
Sequence 5another"; therefore education ought to be responsive to these differ- ences, maximizing each person's own… |
Sequence 6WHAT ARE THE INTERPERSONAL AND INTRAPERSONAL INTELLIGENCES? In Gardner's words, Interpersonal intelligence builds on a… |
Sequence 7research and gives a new view of a curriculum for life. Maybe more research will bring more ways to define and create… |
Sequence 8• Montessori bells are provided for the music perception task. • There is a naturalist's corner with biological specimens… |
Sequence 13personality. It supports all the traits needed for the child's adaptation to a society that is in continuous change, so… |
Sequence 14• Good and strong preparation of teachers/ guides Two quotes follow, giving us food for thought about the future. First, in… |
Sequence 13As neuroscience probes the depths of human inner space, our respect for the marvels of the body, its intelligence and… |
Sequence 15games were once part of natural play, and there is nothing to replace their contribution to neurological organization for the… |
Sequence 8obey their natural laws and thereby exist harmoniously. Humanity- all those who have preceded the child-gives endless lessons… |
Sequence 9The mind best abstracts from experience, and the Montes- sori materials provide the sense experience of the ideas of number… |
Sequence 10The following are two examples from this point of view of what the child experiences that develops the individual intelligence… |
Sequence 4we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 8THE FARM AS BUILDER OF COMMUNITY AND SELF Two faiths can rise up in the man: faith in God and faith in himself The two… |
Sequence 10studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
Sequence 3Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
Sequence 6Locke is followed a century later by Kant, who combines Locke's environmental influence with innate ideas of time and… |
Sequence 7These philosophers believed that symbols, not simply nature or nur- ture, were the sine qua non of how we come to know in this… |
Sequence 8how we come to know, we just need to figure out the code. Did you hear me mention children, emotional dimensions,… |
Sequence 9PRESENT My colleague, Bruce Torff at Hofstra University, likes to say that the theory of multiple intelligences changes the… |
Sequence 10it in his 1995 keynote address to this very group, "Ml validates what one sees good teachers doing every day: looking… |
Sequence 13this child showing me?" and you ask the child what he or she likes to do. My nephew attends a Montessori preschool.… |
Sequence 16encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 6and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 21Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 14DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 13DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 28Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 43and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 20High U) w C, z w .J .J ~ :c 0 Low SKILLS High Figure 1 itself. One situation that does often produce flow is… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 3interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 20Identity. Fields are created partially from creative and productive individuals who derive flow from particular activities;… |
Sequence 23pable of handling the foundations of positive psychology as content or curriculum, and to benefit directly from the teachings… |
Sequence 6Balancing Creativity and Service Although creativity and social service may seem dichotomous notions, it is the combination… |
Sequence 2Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 1THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 13You know, children who grew upon farms used to learn that. They knew that if they didn't get up at four or five in the… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 4When the question becomes "How are you smart?," a lot more gets changed than just the word order. "… |
Sequence 6do you use this knowledge? These are the skills of intrapersonal intelligence. The last intelligence is a newcomer to the… |
Sequence 8else in there that helps them process musical information, and some- thing else that can do mathematical operations, and these… |
Sequence 13test scores, went to college, and persuaded someone to give us teaching jobs. That puts us in a category toward the "… |
Sequence 12cate weakness, but is a sign of dedication to meeting the needs of the individual child. If you have concerns about an… |
Sequence 4family is a whole system as are the members of a faith community. One of my favorite metaphors for this is the cartoon by… |
Sequence 14Berry, Thomas. "It Takes a Universe." Save the Hermitage. June 3, 2009 <https:/ /beholdnature.org/tbh… |
Sequence 5may sound unusual, but it's important to remember that prospec- tive parents aren't necessarily out to make a… |
Sequence 30AUTHOR'S NOTES 1. This presentation included almost one hundred slides and video clips. I have tried to make the text… |
Sequence 18Gardner, Howard. The U11schooled Mind. NY: Basic Books, 1991. Haines, Annette. Lecture. "Creativity: Our Challenge.… |
Sequence 6AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 106AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 107AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 710 Frost, Joe. L. (1968). Earl childhood education rediscovered. New York: Holt, Rinehart & Winston, 78 Fynne,… |
Sequence 4344 Claremont, Claude. of Montessori. (1949, June 3). The activity school--The purposefulness Times Educational Supplement… |
Sequence 18References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 39Those techniques used in oral cultures to shape sound into more memo- rable fonns we find also to be prominent in children… |
Sequence 49its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 115kinesthetic, interpersonal, and intra personal. This unique conference will use the Gardner model of intelligences to expand… |
Sequence 10Gardner and Montessori both look well beyond the notion of fixed IQ and predestined aptitudes. Rather, their joint perception… |
Sequence 11IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 12school. This is similar, in fact, to the task that was set for him by the Parisian government at the turn of the century. If,… |
Sequence 13through stages of development at the same pace in all domains. By the 1970s, Piaget's version of universal development… |
Sequence 14after Ml), intelligence is displayed, discovered, and developed within the context of meaningful, culturally significant… |
Sequence 15in each case. The distinct processes of thinking that each goes through cannot be confused. Extending the definition of… |
Sequence 16to develop other aspects of their abilities in order to achieve the same success and acclaim they earned in the West. While… |
Sequence 21Standardized tests promote a "wall-chart" mentality in which the achievement of scores is more important… |
Sequence 22Several researchers have pointed out the value of apprenticeships for education both in school and out (Collins, Brown, &… |
Sequence 24the child today, in the past, and in future lines of growth; (5) what evidence is provided of cooperation in the preparation… |
Sequence 28mances on these two very different measures. The Stanford-Binet was administered by an independent psychometrician to 19 of… |
Sequence 29strengths and both displayed weaknesses in three areas. Only two kindergartners showed any strengths, and of the other five… |
Sequence 32Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |