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Sequence 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 14percent of science labs are used for classes other than science and nineteen percent are regularly used for courses other than… |
Sequence 2HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 1MONTESSORI SECONDARY EDUCATION: MOVING FROM DISCIPLINE-BASED INrnGRATION TO WHOLE FORMATIVE SYNTHFSIS by David Kahn and… |
Sequence 12meta-cognitive f111e11cy of travel along the cen ter axis, which intensifies with intellectual move- ment from present to… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 3logical capacities for information storage and retrieval, the stu- dents are equipped, trained, and encouraged to utilize… |
Sequence 8approach that puts the hu- man into the center super- seding the web (e.g., in biology, we view the human not as the… |
Sequence 9mental Systems and Societies to become the crux of our students' scientific experience, the synthesis of scien- tific… |
Sequence 10The better the connection to all the institutions of University Circle through different pursuits of the disciplines, the more… |
Sequence 15• A city described by an author from teenage perspective, e.g. Nantes by Julien Gracq in The Shape of a City-MHS students… |
Sequence 24REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 2"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 3At Montessori High School, peace, a synthetic shortcut to Montessori philosophy, weaves through the strands of juxtaposed… |
Sequence 1THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 20consortium of educational institutions with the ability to extend the disciplines (See Figure 5). Nine libraries, five long-… |
Sequence 371 ! I .Ii .d r J .. ~:·::.u ,~;::i ~o,~1~::::!1;:~;-:::-;=••· .......... - ·= ,.. ,.. lt… |
Sequence 1INTEGRATION OF DISCIPLINES IN THE HIGH SCHOOL by Christopher Kjaer Mr. Kjaer expresses t'1e i111porta11ce of encl,… |
Sequence 1ENVIRONMENTAL SYSTEMS AND SOCIETIES MoNTEssoRr-lB FRAMEWORK by Christopher Kjaer COURSE DESCRIPTION We live in an… |
Sequence 2course must begin, because, without understanding this concept, we cannot begin to get a grasp of imbalance. Humanity's… |
Sequence 3was done because it allows our students to see things twice, be it something as simple as the progression of the seasons, or… |
Sequence 2MATHEMATICS MoNTESSORI-1B FRAMEWORK by Michael Waski BACKGROUND AND METHODOLOGY Each plane of development has its own… |
Sequence 9Montessori children do grow up with a great desire to change the world. Tf you want to see a group of such students gathered… |
Sequence 1NEW RELEASES This journal includes two articles written in 2012 and emerging from Hershey Montessori Schools Adolescent… |
Sequence 2REVOLUTIONS IN CURRICULUM: TENTH GRADE AS A TURNING POINT AND A CHALLENGE AT MONTESSORI HIGH SCHOOL Regina M. Feldman… |
Sequence 11In the nine/ten mixed classroom, the short-term solution to meeting the needs of both groups is differentiation in work and… |
Sequence 15and reflective piece of writing, in combination with other measures such as greater reflection in the faculty on processing of… |
Sequence 3167 Swimme • The Resurgence of Cosmic Storytellers Story forced its way still further into physics when, in recent decades,… |
Sequence 3245 Mazzetti • The Ecology of the Mind and care for an environment. You know what it means to watch for the smallest detail… |
Sequence 3275 Shiva • Everything I Need to Know I Learned in the Forest the dead earth worldview The war against the earth began with… |
Sequence 1toWard the ultimate goal of Peace: hoW a montessori education at the high school level suPPorts moral develoPment through… |
Sequence 3163 Henke • Toward the Ultimate Goal of Peace and outer peace throughout the developmental continuum. It is our task, as… |
Sequence 5165 Henke • Toward the Ultimate Goal of Peace that result in experiences of valorization. The organizing principles of the… |
Sequence 13173 Henke • Toward the Ultimate Goal of Peace covering the organizing principles of the universe, the sciences also open up… |
Sequence 23183 Henke • Toward the Ultimate Goal of Peace must be exposed so the students can meet them. This extends be- yond material… |
Sequence 27187 Henke • Toward the Ultimate Goal of Peace aPPendix the montessori institute for the science of Peace adolescent… |
Sequence 28188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 30190 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 progression and digression, but also see their role in transforming the… |
Sequence 31191 Henke • Toward the Ultimate Goal of Peace reform issues of our time. These student groups form the backbone of peace… |
Sequence 5133 Montessori • Man and SuperNature 21Another lost chart. Courtesy of Montessori High School at University Circle tended… |
Sequence 418 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 graduate school at the University of Chicago so I could study flow… |
Sequence 1024 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 interruption. Based on my experience in the Montessori commu- nity for… |
Sequence 9101 Abbott • Battling for the Soul of Education Even when we have the whole picture nothing can be achieved without a… |
Sequence 1globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And peAce FrAMeworks From Childhood to Adolescence… |
Sequence 8106 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 sensorial avenues have been explored by the children, and exhausted.… |
Sequence 9181 Davis • What Are We Observing and How? I read this list to the mother of a thirteen-year-old yesterday. When I looked up… |
Sequence 1moral DeveloPment: from cosmic eDucation to aDolescent action by Elizabeth Henke “The most essential component to offering… |
Sequence 1tHe water molecule: How montessori HigH scHool, international baccalaureate, anD university circle bonD to form a… |
Sequence 250 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Here is an essential principle of education: to teach de- tails is to… |
Sequence 553 Doerr, Good, and Waski • The Water Molecule Water is made up of two elements: hydrogen and oxygen. In From Childhood to… |
Sequence 654 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Montessori is our oxygen and the International Baccalaureate (IB) and… |
Sequence 2573 Doerr, Good, and Waski • The Water Molecule study in the prepared environment would be based on economic and social… |
Sequence 1NAMTA–AMI LEGACY: WINDOWS OF CHANGE 1975-2020 _______________________________________________________________________ David… |
Sequence 9Kahn • NAMTA - AMI Legacy 163 least Maria Montessori thinks so. She indicates that what might be considered “to be rooted”… |
Sequence 20174 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 174 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Emily Dickinson… |
Sequence 129Primary readings will be discussed in SEMINARS which utilize discussion as a pedagogical form, providing special structure for… |
Sequence 352THE MONTESSORI HIGH SCHOOL AT UNIVERSITY CIRCLE: NAMTA's KEY OruENTATIO FOR PROJECT 2012 The new Montessori High… |
Sequence 196MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 208percent of science labs are used for classes other than science and nineteen percent are regularly used for courses other than… |
Sequence 212HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 228MONTESSORI SECONDARY EDUCATION: MOVING FROM DISCIPLINE-BASED INrnGRATION TO WHOLE FORMATIVE SYNTHFSIS by David Kahn and… |
Sequence 239meta-cognitive f111e11cy of travel along the cen ter axis, which intensifies with intellectual move- ment from present to… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 249logical capacities for information storage and retrieval, the stu- dents are equipped, trained, and encouraged to utilize… |
Sequence 254approach that puts the hu- man into the center super- seding the web (e.g., in biology, we view the human not as the… |
Sequence 255mental Systems and Societies to become the crux of our students' scientific experience, the synthesis of scien- tific… |
Sequence 256The better the connection to all the institutions of University Circle through different pursuits of the disciplines, the more… |
Sequence 261• A city described by an author from teenage perspective, e.g. Nantes by Julien Gracq in The Shape of a City-MHS students… |
Sequence 270REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 272"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 273At Montessori High School, peace, a synthetic shortcut to Montessori philosophy, weaves through the strands of juxtaposed… |
Sequence 9THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 28consortium of educational institutions with the ability to extend the disciplines (See Figure 5). Nine libraries, five long-… |
Sequence 3091 ! I .Ii .d r J .. ~:·::.u ,~;::i ~o,~1~::::!1;:~;-:::-;=••· .......... - ·= ,.. ,.. lt… |
Sequence 317INTEGRATION OF DISCIPLINES IN THE HIGH SCHOOL by Christopher Kjaer Mr. Kjaer expresses t'1e i111porta11ce of encl,… |
Sequence 325ENVIRONMENTAL SYSTEMS AND SOCIETIES MoNTEssoRr-lB FRAMEWORK by Christopher Kjaer COURSE DESCRIPTION We live in an… |
Sequence 326course must begin, because, without understanding this concept, we cannot begin to get a grasp of imbalance. Humanity's… |
Sequence 327was done because it allows our students to see things twice, be it something as simple as the progression of the seasons, or… |
Sequence 341MATHEMATICS MoNTESSORI-1B FRAMEWORK by Michael Waski BACKGROUND AND METHODOLOGY Each plane of development has its own… |
Sequence 60Montessori children do grow up with a great desire to change the world. Tf you want to see a group of such students gathered… |
Sequence 278in the nation. The Montessori High School at University Circle (eighty to one hundred students ages 15- 18 and eighteen… |
Sequence 305NEW RELEASES This journal includes two articles written in 2012 and emerging from Hershey Montessori Schools Adolescent… |
Sequence 323REVOLUTIONS IN CURRICULUM: TENTH GRADE AS A TURNING POINT AND A CHALLENGE AT MONTESSORI HIGH SCHOOL Regina M. Feldman… |
Sequence 332In the nine/ten mixed classroom, the short-term solution to meeting the needs of both groups is differentiation in work and… |
Sequence 336and reflective piece of writing, in combination with other measures such as greater reflection in the faculty on processing of… |
Sequence 111 Kahn • Preface: Revelations Then and Now—Guided by Nature Preface: revelations then and now—Guided by nature by David… |
Sequence 177167 Swimme • The Resurgence of Cosmic Storytellers Story forced its way still further into physics when, in recent decades,… |
Sequence 255245 Mazzetti • The Ecology of the Mind and care for an environment. You know what it means to watch for the smallest detail… |
Sequence 285275 Shiva • Everything I Need to Know I Learned in the Forest the dead earth worldview The war against the earth began with… |
Sequence 305Special thanks to the 2013 International Montessori Congress in Portland and the following individuals and schools for sharing… |
Sequence 167161 Henke • Toward the Ultimate Goal of Peace toWard the ultimate goal of Peace: hoW a montessori education at the high… |
Sequence 169163 Henke • Toward the Ultimate Goal of Peace and outer peace throughout the developmental continuum. It is our task, as… |
Sequence 171165 Henke • Toward the Ultimate Goal of Peace that result in experiences of valorization. The organizing principles of the… |
Sequence 179173 Henke • Toward the Ultimate Goal of Peace covering the organizing principles of the universe, the sciences also open up… |
Sequence 189183 Henke • Toward the Ultimate Goal of Peace must be exposed so the students can meet them. This extends be- yond material… |
Sequence 193187 Henke • Toward the Ultimate Goal of Peace aPPendix the montessori institute for the science of Peace adolescent… |
Sequence 194188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 196190 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 progression and digression, but also see their role in transforming the… |
Sequence 197191 Henke • Toward the Ultimate Goal of Peace reform issues of our time. These student groups form the backbone of peace… |
Sequence 138133 Montessori • Man and SuperNature 21Another lost chart. Courtesy of Montessori High School at University Circle tended… |