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Sequence 1THE ACTIVITY AND ART OF READING by Mortimer Adler and Charles Van Doren Dr. Adler's cw.ssicrendering of the thinking… |
Sequence 74-A,C,D. To facilitate as leader is not to make difficult subjects easy but to make it easier for participants to initially… |
Sequence 10Negative Education Rousseau says, "let him be disposed to respect the individual, butl to despise the multitude&… |
Sequence 3Its function and the objects it needs change, however, with the characteristics of the successive phases in the development of… |
Sequence 5a great and essential part. The exact movements of the hand as it uses the sensorial apparatus repeatedly in as exact and… |
Sequence 6Last, the hand should not be forgotten or banished when the intel- ligence starts building its very own construction - culture… |
Sequence 8names of different animals and plants-wonderful words like "red- winged blackbird" and "white-… |
Sequence 12casks in terms of the adaptive actitudes and skills chat he believes every person should master, including industry, identity… |
Sequence 4"We should not pretend to understand the world only by the intel- lect; we apprehend it just as much by… |
Sequence 9questions, and methods worth thinking about. These are the necessary intel- lectual conditjons of sound in-service programs.… |
Sequence 17teachers to work with administrators on a plan for released time distribution and an in-service schedule for the system.… |
Sequence 7quantity of water acquires a motor force which, for instance, may be utilized for the production of electricity. Any teacher… |
Sequence 2think of multiple talents, potentialities, or manifestations of intelli- gence than a fragmented intelligence." With… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 5Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
Sequence 3manifestations of intelligence than a fragmented intelligence. I still believe in a cosmic intelligence, of which we are all… |
Sequence 2Mario Montessori was unique in a very special way. He was highly intel- ligent, wise, naughty, and great fun. He was… |
Sequence 3Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
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 6given special gifts as he had a unique part to play in the drama of life. Those special gifts were intellect and love, reason… |
Sequence 4Implicit in love of the environment are the awe and wonder of discovering the world. Another element inherent in love of the… |
Sequence 7tion, even if only sporadically at first, their achievement level will develop over the years along with their concentration.… |
Sequence 2Yes, places can make real the human condition and the human experience, something critical in nurturing the life and ongoing… |
Sequence 1exercise his mental powers. Instruction is considered the on! y goal in secondary school, but what sort of instruction? What… |
Sequence 4in the large potential of every human being. We have to decide to change in order to offer the children who live with us the… |
Sequence 7baby to fall in Jove with one another (Uvnas-Moberg). Thus breastfeeding assists the baby in becoming pleasure tolerant and… |
Sequence 5The consciousness, therefore, is applied to considering the slightest movements, to controlling actions in every detail in… |
Sequence 43The consciousness, therefore, is applied to considering the slightest movements, to controlling actions in every detail in… |
Sequence 1MONTESSORI: A MODERN APPROACH TO INTELLIGENCE by Annette M. Haines Annette Haines' comprehensive review of Montessori… |
Sequence 2The English school took a huge step forward with Charles Spearman's invention of factor analysis. Using this technique,… |
Sequence 13technology, she understood the creative nature of the third plane of development. CONCLUSION Intelligence, in Montessori… |
Sequence 15We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 4In 1921, the editors of the Journal of Educational Psychology listed these characteristics of intelligence (cited in Cole… |
Sequence 7are isolated sensations and a multiplicity of sensations in the environ- ment, mental confusion prohibits the development of… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 10ADOLESCENT: SLAVE TO THE PRE-COLLEGIATE OR INDEPENDENT LEARNER LOOKING AT THE WHOLE OF LIFE? But, having studied the… |
Sequence 19subplanes of parent-infant class, infant, and toddler (ages birth to three), preschool (ages three to six); lower elementary… |
Sequence 9The phrase "capacity and many-sided powers of adaptation" implies parallel skil.ls for processing… |
Sequence 12Montessori has many observations on this fact. Our prepared environments encourage young children's movement to use their… |
Sequence 4B.F. Skinner promoted a theory called opera11t conditioning or behnvior modificntion. This theory was not concerned with what… |
Sequence 15book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 6conscious understanding of what he already knows. He knows that he knows. This, of course, is the beginning of self-awareness… |
Sequence 12work was everywhere: on the tables of all sizes, on rugs on the floor, in the hallways, all displaying the children's… |
Sequence 20ing) skills. Instead, oral language abilities (listening and speaking) are considered the best predictors of reading and… |
Sequence 5Sometimes, I found, [ could not call them. Perhaps fear, like a wall behind a wall, or a dullness, like many blankets that… |
Sequence 4Tn addition, the school could offer a tuition credit for families that make a referral that results in an enrollment. Tuition… |
Sequence 12Recognition of common stereotypes and knowledge of recur- ring stereotyped situations-restaurant behavior, retail purchasing… |
Sequence 8of nature with the same reverence and joy that he experiences when he wakes in the morning to find his world blanketed with… |
Sequence 11The third period of the child's work may be observed in the "aha" reaction. A light bulb goes on. The… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 12ready. importantly, the tenth grader is also asked to commit to a cause beyond her individual needs (those being the primary… |
Sequence 3101 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future Biology, set within an ecological framework, includes… |
Sequence 551 Ramani • Practical Life: The Keystone of Life, Culture, and Community he do this? Any action is an expression of a thought… |
Sequence 1884 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Provide Enough Time for the Child to Work The greatest obstacle that… |
Sequence 2128 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 things like, “He never sat still in class, and he was never tired” or “… |
Sequence 1038 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Rather, we have set up circumstances where children are on site for long… |
Sequence 10100 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 out the car window. “Like a leaf.” Huh? “Margin,” she replied, “like of… |
Sequence 1Grace and courteSy in the elementary community by Elise Huneke-Stone Don’t be fooled by Elise Huneke-Stone’s disarming… |
Sequence 7165 Excerpt • Like Leaven by Patricia Coulter 2) God’s life is within us (Christ, the light). It is so powerful that it… |
Sequence 11101 Krumins Grazzini • The Hungry Mind of thinking and understanding as well as with action and physical work. In this way,… |
Sequence 6136 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 needs of the adolescent through the needs of the third-plane child by… |
Sequence 11143 MacDonald • Becoming a Scientific Observer these physical “therapies” intended to alter their child’s physical… |
Sequence 9237 Kripalani • Observation disbelief or being caught in the trap of old techniques of teaching rather than directing the… |
Sequence 2374 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 these objects which the child will need. It is not sufficient for her to… |
Sequence 1256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For the elementary child, Cosmic Education itself is the hook. Maria… |
Sequence 59413 Massie • Appendix D: ADHD Questionnaire 4. WhaT liMiTaTions have you felT on succeeding in WhaT you Wish To do? Mary:… |
Sequence 383 Blase and Donahoe • High School Frameworks at Clark Montessori the adolescent’s ability to find one’s place in society,… |
Sequence 4AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 60AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 61AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 592 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 The following writing is excerpted from a longer piece where the girl… |
Sequence 6Leonard & Allen • Experiences In Nature 93 August. “How often is the soul of man—especially that of the child—… |
Sequence 13Nursery schools also find it useful to inform parents, individually or in groups, how the school curriculum assists children… |
Sequence 1The Perfectibility of Intellect By Jerome S. Bruner Jerome Bruner's complex view of mental life is derived from a… |
Sequence 3gist's nonsense syllables, for example), but for the most part organization is a far more active process of imposing… |
Sequence 65THE ACTIVITY AND ART OF READING by Mortimer Adler and Charles Van Doren Dr. Adler's cw.ssicrendering of the thinking… |
Sequence 304-A,C,D. To facilitate as leader is not to make difficult subjects easy but to make it easier for participants to initially… |
Sequence 91Negative Education Rousseau says, "let him be disposed to respect the individual, butl to despise the multitude&… |
Sequence 54Its function and the objects it needs change, however, with the characteristics of the successive phases in the development of… |
Sequence 56a great and essential part. The exact movements of the hand as it uses the sensorial apparatus repeatedly in as exact and… |
Sequence 57Last, the hand should not be forgotten or banished when the intel- ligence starts building its very own construction - culture… |
Sequence 72names of different animals and plants-wonderful words like "red- winged blackbird" and "white-… |
Sequence 170casks in terms of the adaptive actitudes and skills chat he believes every person should master, including industry, identity… |
Sequence 96"We should not pretend to understand the world only by the intel- lect; we apprehend it just as much by… |
Sequence 121questions, and methods worth thinking about. These are the necessary intel- lectual conditjons of sound in-service programs.… |
Sequence 129teachers to work with administrators on a plan for released time distribution and an in-service schedule for the system.… |
Sequence 33quantity of water acquires a motor force which, for instance, may be utilized for the production of electricity. Any teacher… |
Sequence 8think of multiple talents, potentialities, or manifestations of intelli- gence than a fragmented intelligence." With… |
Sequence 37How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 55Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
Sequence 72manifestations of intelligence than a fragmented intelligence. I still believe in a cosmic intelligence, of which we are all… |
Sequence 254Supportive administration as well as primary and lower elementary staff. Small class size, beautiful cam- pus setting,… |
Sequence 21Mario Montessori was unique in a very special way. He was highly intel- ligent, wise, naughty, and great fun. He was… |
Sequence 215Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
Sequence 231High U) w C, z w .J .J ~ :c 0 Low SKILLS High Figure 1 itself. One situation that does often produce flow is… |
Sequence 34given special gifts as he had a unique part to play in the drama of life. Those special gifts were intellect and love, reason… |
Sequence 147Implicit in love of the environment are the awe and wonder of discovering the world. Another element inherent in love of the… |
Sequence 193tion, even if only sporadically at first, their achievement level will develop over the years along with their concentration.… |
Sequence 183Yes, places can make real the human condition and the human experience, something critical in nurturing the life and ongoing… |
Sequence 216exercise his mental powers. Instruction is considered the on! y goal in secondary school, but what sort of instruction? What… |