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Sequence 1DESIGNING FOR THE NEEDS OF ADoLESCENTS: AN INTERVIEW WITH JOHN MCNAMARA by David Kahn Ibis interoiew focuses on Mr. McNamara… |
Sequence 2What are the new frameworks and Montessori telling us? Mathematical reasoning, problem solving, communication, and connections… |
Sequence 3role changes from that of dispense nowl- e'clge to of a source of interesting ideas, challenger of . . . of… |
Sequence 4The how it is to be done remains· constant, Ver- balization, materials for development, point of arrival, the three-period… |
Sequence 5the tools of the future. The technology and the knowledge explosion are changing education. The how it is to be done remains… |
Sequence 6We must avoid placing limits on what a child will want to learn and digest by utilizing formalized curriculum scope and… |
Sequence 7purpose of what they are to do. Reading enhances the imagination, conveys the heritage of the past, increases appreciation for… |
Sequence 1Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 4DESIGNING FOR THE NEEDS OF ADOLESCENTS: AN INTERVIEW WITH JOHN McNAMARA by David Kahn John McNamara's classic… |
Sequence 5The teacher takes responsibility for thirty-one percent in eighth the child's reaching each level of grade. 1 Depth is… |
Sequence 6And what about the role of computers and calculators? I have always used state-of-the-art computers. This past year I have… |
Sequence 7the right books, the right materials, the right process so that the student's formation is whole. The resources are… |
Sequence 8The how it is to be done remains constant: verbalization, materials for development, point of arrival, the three-period lesson… |
Sequence 9We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and… |
Sequence 10twenty problems. I try to convey to students, for instance, in general terms, the purpose of what they are to do. Reading… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 486 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Working outside, Allahabad, India, 1928 the Theosophical Society had… |
Sequence 587 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 789 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 890 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 294 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 wanted to show the children the possibilities of survival within a… |
Sequence 395 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 496 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 100MR. KAHN GOES TO AUSTRALIA Montessori Week-Sydney, Australia, November, 1986 "Based as it is on liberty, the… |
Sequence 38DESIGNING FOR THE NEEDS OF ADoLESCENTS: AN INTERVIEW WITH JOHN MCNAMARA by David Kahn Ibis interoiew focuses on Mr. McNamara… |
Sequence 39What are the new frameworks and Montessori telling us? Mathematical reasoning, problem solving, communication, and connections… |
Sequence 40role changes from that of dispense nowl- e'clge to of a source of interesting ideas, challenger of . . . of… |
Sequence 41The how it is to be done remains· constant, Ver- balization, materials for development, point of arrival, the three-period… |
Sequence 42the tools of the future. The technology and the knowledge explosion are changing education. The how it is to be done remains… |
Sequence 43We must avoid placing limits on what a child will want to learn and digest by utilizing formalized curriculum scope and… |
Sequence 44purpose of what they are to do. Reading enhances the imagination, conveys the heritage of the past, increases appreciation for… |
Sequence 223AT HOME WITH MONTESSORI BY PATRICIA ORITI EDITED BY DAVID KAHN ILLUSTRATIONS BY JULIA SHEEHAN-BURKE This full-color, 27-… |
Sequence 4MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM ...1,1 INTRODUCTION… |
Sequence 40Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 125DESIGNING FOR THE NEEDS OF ADOLESCENTS: AN INTERVIEW WITH JOHN McNAMARA by David Kahn John McNamara's classic… |
Sequence 126The teacher takes responsibility for thirty-one percent in eighth the child's reaching each level of grade. 1 Depth is… |
Sequence 127And what about the role of computers and calculators? I have always used state-of-the-art computers. This past year I have… |
Sequence 128the right books, the right materials, the right process so that the student's formation is whole. The resources are… |
Sequence 129The how it is to be done remains constant: verbalization, materials for development, point of arrival, the three-period lesson… |
Sequence 130We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and… |
Sequence 131twenty problems. I try to convey to students, for instance, in general terms, the purpose of what they are to do. Reading… |
Sequence 9383 Kahn-Wikramaratne Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview… |
Sequence 9484 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 9686 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Working outside, Allahabad, India, 1928 the Theosophical Society had… |
Sequence 9787 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 9888 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 9989 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 10090 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 10191 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 10393 Kahn-Montessori Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview… |
Sequence 10494 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 wanted to show the children the possibilities of survival within a… |
Sequence 10595 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 10696 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |