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Sequence 15ences are associated with concern and care for nature in adolescence and adulthood. I have also reviewed ways in which… |
Sequence 16experiences usually happened in places characterized by freedom for movement and m ultisensory discovery, where the child felt… |
Sequence 17Chawla, Louise. "Life Paths into Effective Environmental Action." Jo11rnn/ of E11viro11111e11tnl Ed11cntio11… |
Sequence 18Korpela, K. "Adolescents' Favorite Places and Environ- mental Self-Regulation." Journal of… |
Sequence 19\\ clb, . "At Home with ature: Effect... of 'Greennl'ss' on Children's Cognitive Functioning.… |
Sequence 1MONTESSORI EDUCATION IN EXILED TIBETAN CHILDREN'S VILLAGES by Ela Eckert translated by Sue Irwin Resenrc/rer £In… |
Sequence 2these schools are run privately; Montessori is seldom found in the regular school system. Setting up a Montessori class is… |
Sequence 3by the children's enthusiastic work, by their concentration, their varied interests and knowledge at an early age, as… |
Sequence 4found refuge with the support of the fndian government. The government initially provided a bungalow for him to live in, and… |
Sequence 5Initially, attempts were made to place the Tibetan children with refugee families.in the town, until the government provided a… |
Sequence 6A few days ago, of a hundred and fifty children expected from Nepal, a hundred and nineteen arrived. Children from about five… |
Sequence 7stances: "This courtesy and kindness in mutual relationships is amazing and a sign of a great culture. One… |
Sequence 8family-type atmosphere, looked after by foster mothers, and would be able to learn in their own schools. lndian schools in… |
Sequence 9more difficult to supply these remote locations with food, clothing, and medication. Ursula Eichstaedt published a harrowing… |
Sequence 10Doris Murray had no textbooks, and which could she have chosen, considering the huge variety of abilities of her pupils?… |
Sequence 11We need ideas which arc open, not rigid and closed, but from which new development can arise as needs change. We need… |
Sequence 12had played such a central role-especially as it was obvious that Montessori education had started at a very early stage in… |
Sequence 13Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 14In the late 1930s, Mahatma Gandhi gave her the name Umadevi2, which she subsequently used either together with her original… |
Sequence 15She helped the Tibetans in many ways. She started by collecting clothes and appealing for donations from friends in fndia and… |
Sequence 16refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 17broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children… |
Sequence 18proposal to introduce Montessori education for the youngest children's group in the Dharamsala children's nursery… |
Sequence 19However, right to the end she continued to devote herself to the education of the Tibetan children and to the continuation of… |
Sequence 20Montessori educational theory, and a systematic presentation of the didactic materials after the participants had previously… |
Sequence 21ment of language, and the introduction of the basics of mathematics as the traditional areas of Montessori education in the… |
Sequence 22However, the establishment of Montessori education in Dharamsala in the 1960s was not without its detractors and remained… |
Sequence 23• Around sixteen thousand children are taken care of in Tibetan Children's Villages. Between two thousand and three thou… |
Sequence 24• Since 1995 there has been a teacher training institute in Dharamsala. Montessori and other teachers are trained at the… |
Sequence 25"Umadevi: Impressions and Dreams of a Worker." Report of t!,e Ti/Jetn11 Refugee Children's Nursery in… |
Sequence 1A MONTESSORI APPROACH TO LEARNING ANOTHER LANGUAGE by Diane Ceo-Difrancesco Or. Ceo-Di Francesco puts tlte Montessori method… |
Sequence 2A review of second language acquisition research to date reveals that there are three major components that must be present… |
Sequence 3matical patterns, very few students made significant gains toward creative production of the language. The search continued… |
Sequence 4self and other cultures, acquiring new bodies of knowledge through language study, developing insights into one's own… |
Sequence 5lary as well as consistent input in the new language does not produce stu- dents with any significant level of oral… |
Sequence 6new language with the cu I tural studies of three-to-six, six-to-nine, and ni nc-to-twclvc classrooms and with units developed… |
Sequence 7r C'om parison"' ·l~1'11Jlal'e llL'llt-111._ UI 1.1 dhd l~cultt•o ('rratht ..\rh ·0… |
Sequence 8An innovative program that goes beyond the traditional grammatical syllabus focuses on the notion that the essence of… |
Sequence 9puppet presentations, and Total Physical Response (TPR) to intro- duce vocabulary are all recommended. Art projects, food… |
Sequence 10then writing these down into a notebook, is a legitimate and useful carry- over from the three-to-six classroom. Constructing… |
Sequence 11sustain extended communication, itis also clear from an examination of the SFLL that the study of foreign languages should not… |
Sequence 12ACKNOWLEDGEMENTS This article is based on work accomplished with Montessori middle school teacher seminars. Many thanks to… |
Sequence 13Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 14Foreign Language Program." Foreign Lnngunge A1111nls 25 (1992): 129-136. Shrum,J.L., & E.W. Glisan. Teacher… |
Sequence 15APPENDIX. SAMPLE THEMATIC UNIT PLAN INVENTORIES UNIT PLAN INVENTORY: LA ORUGA MUY HAMBRIENTA (BY ERIC CARLE) FOR… |
Sequence 16Vocabulary • days of the week: lunes, martes, miercoles, jueves, viernes, sabado, domingo • fruits and vegetables: manzana,… |
Sequence 17• compare favorite foods of students in the class • language experience: write own story about the very hungry boy or girl… |
Sequence 18Getti11g Things D011e • reacting to instructions Expressing Attitudes • expressing need Subject Content Language Arts •… |
Sequence 19Te de Hierbnb11ena Mexican Crafts • paper flowers · pii'iata • papel picado Mexican Music and Musical Jnstru111e11ts… |
Sequence 20Grammatical Structures • me gusta/n • te gusta/n - le gusta/n • tengo un/una ... • tengo/tiene _ anos. • esta/n +… |
Sequence 21• use rhythm instruments while singing traditional Mexican songs • use metric measurements to make polvorones • use… |
Sequence 1AN EXPLORATION OF THE USE OF SENSORY INTEGRATION IN THE MONTESSORI CONTEXT by Paula Leigh-Doyle Paula Leigh-Doyle c/1ro11… |
Sequence 2sure that the principles of a Montessori prepared environment and its essential key materials were not compromised in the… |
Sequence 3be times when the Montessori guide becomes stumped as to what else to offer the child so that he can engage in concentrated… |
Sequence 4occupational therapist, the school purchased some sensory inte- gration equipment. Accommodations were created to ensure every… |
Sequence 5Teachers also observed that the students who selected SI ac- tivity during their day seemed to return to more concentrated… |
Sequence 6The main goal is to improve the brain's ability for "active listening." TLP is an extensive series of… |
Sequence 7The staff met with Ms. Granke at the end of the year for a more comprehensive and detailed analysis of the outcomes. 1 n… |
Sequence 8Another unexpected outcome of participating in an experiment that required dedicated, consistent, and documented observation… |
Sequence 9--------------------------------- intervention, the student worked individually or, in some cases, in matched pairs, for two… |
Sequence 10material. By the end of the school year, the five-year-olds who contin- ued to struggle with writing and reading were referred… |
Sequence 11TLP uses open headphones and therefore must be listened to in a very quiet place. In most cases, adult supervision is… |
Sequence 12The Montessori teachers agreed that their observations of children had improved as a result of the sensory integration… |
Sequence 1DOORS OF PERCEPTION: SENSORY INTEGRATION FOR MONTESSORI CLASSROOMS by J oAnn Granke Children's exposure to sensory… |
Sequence 2SI is foundational for relationships with persons, environ- ments, practical life, and academic activities. Sl is the brain… |
Sequence 3We are most aware of the five familiar senses of touch, taste, sight, sound, and smell. There are three All behaviors,… |
Sequence 4• Vestibular: constantly moving, rocking, somersaults, jumping, rolling, spinning, head down watching their walking, or… |
Sequence 5Figure 1 represents a cycle where, at the center, the child demonstrates what he or she needs through behavior. The upper… |
Sequence 6Tactile • A variety of textures in objects • Hugs • Folding fabrics of different textures • Food textures to taste or mix… |
Sequence 7highly specialized from birth to give the infant feedback on the properties of that which the mouth is exploring. Meanwhile,… |
Sequence 8Brain Gym, developed in the 1970s by Paul E. Dennison, PhD, an education specialist, is a series of twenty-six exercises using… |
Sequence 9with closed or open headsets. It requires a schedule of five days on and two days off and can be done at home or in a school-… |
Sequence 10determine appropriate items to be purchased. Several pieces of SI equipment, Bal-A-Vis-X Brain Buddy Boards (a specialized… |
Sequence 11lenge, focus, fun, and a sense of competency. For the child with SI dysfunction, these tasks may be too difficult without… |
Sequence 12As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |
Sequence 13Brain Cy111 Teacher's Edition by Paul E. Dennison and Gail E. Dennison www.braingym.org www.braingym.com Bal-A-Vis-X… |
Sequence 1A Montessori Journey: 1907-2007 The NAMTA Centenary Exhibit THE NAMTAJouRNAL VoL 32, No. 3 SUMMER 2007 In affiliation… |
Sequence 3Preface by David Kahn Throughout 2007, the year that marks a century since the first Casa dei Bambini, NAMTA has toured… |
Sequence 4Preface, continued The artistic layout and construction of the exhibit panels and display cases by Romana Schneider and… |
Sequence 5Son Francisco, CA. photo by Angela Zohlen New York, NY, photo by Jerry Speier David Kohn guiding students through the exhibit… |
Sequence 6Preface, continued The exhibit left its impression of Montessori significance on visitors at Centennial celebrations in both… |
Sequence 7Special Acknowledgements There would be no exhibit without the generous contribution and leadership of Thomas Mueller,… |
Sequence 8The Journey Begins Mario Montessori, Rome, 1886 The infant, the child, the adoles- cent construct every part of the… |
Sequence 9contacted Dr. Montessori to help with an urban renewal project in the San Lorenzo District of Rome. The press referred to… |
Sequence 10What They Showed Us One day, in great emotion, I took my heart in my two hands as though to encourage it to rise to the… |
Sequence 11the scientific apparatus I designed (or the first Children's House. (The Discovery of the Child, 1948) Another Children… |
Sequence 12Italy, continued Writing on che chalkboard, an early Italian Montessori school, dote unknown. "They revealed a… |
Sequence 13Sometimes very tiny children show a precocious skill and accuracy of movement that must arouse our wonder. If an environment… |
Sequence 14Display Case Early editions of The Montessori Method by Dr. Maria Montessori This display case contains early Italian,… |
Sequence 15l,,UTI .......... ,._,._._.,. ·-,- .. &. --- o-.. ___… |
Sequence 16The Montessori Method, continued II Metodo de/la Pedagogia Sclentifica applicato all'educazione infantile nelle Cose… |
Sequence 17PARTIAL LIST OF LECTURE APPEARANCES WASHINGTON, D. C. MASONIC TEMPLE S•1urd•y December 6, 8 P. M. NEW YORK CITY CARNEGlll… |
Sequence 18America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 19the Children's Houses firsthand in the years up to 1915, returning to write books and articles in support of the new… |
Sequence 20From Nova Scotia to San Francisco J Seated for lunch in the glass-walled classroom, Palace of Education and Social Economy,… |
Sequence 21School bus of Calgary Montessori School, Calgary, Canodo, I 9 2 9 Montessori's Beginnings in Canada Alexander Graham… |
Sequence 22The First American Children's House, Tarrytown, New York, from 191 I These photographs of the Montessori school at… |
Sequence 23-:I ,, - II : I 1 ·~~. I d1 , Side-by-side individual work Teacher observes children at work Teacher doing dictation… |
Sequence 24Display Case American media and the spread of Montessori ideas, /911-1920s The American resurgence, 1958 to the present DU… |
Sequence 2525 |