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Sequence 5We Teach Science to Sow the Seeds of Culture We talk a lot about sowing the seeds; planting seeds we may never see germinate… |
Sequence 6We need to 111ake it clear to tlte children that there is so 111uclt left to discover. In this world of immediate information… |
Sequence 7We Teach Science to Inspire the Children with the Idea That They Have a Part to Play in the Health and Well-Being of the… |
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 9We Tell Stories to Inspire the Second-Plane Child's Tendency towards Hero Worship If you go to the biography section of… |
Sequence 10How to Write the Stories A good story can be written in 15-20 minutes. Remember that we do not want to provide all of the… |
Sequence 11Start with a hook. This is how we seduce them. A conspiratorial tone as you lean in to tell them something really amazing… |
Sequence 12our country? What happens when you put a bouquet of alstromeria in a warm room? The Chart of Interdependencies: Another way… |
Sequence 13depth considering the nature of the universe. l believe vehemently, however, that these provide a Hat depiction of concepts… |
Sequence 14vated and organized students can do it, sometimes a parent volunteer. There are lots of ways to run a school garden for all… |
Sequence 15sure how much they were getting out of the activity. Last year, I had three students who once again proved to me that the… |
Sequence 16and it is my job to give them all. However, over the years as I've gone back to look more deeply at the plan of Cosmic… |
Sequence 17our students to observe the differences between a scalene and isosceles triangle, or to observe the similarities between an… |
Sequence 18the response, "I think it will make a gooey mess and that's why my morn would never let me do this at home.&… |
Sequence 19Because classification appeals to the reasoning mind of the second-plane child, it emerges in many areas of our classrooms,… |
Sequence 20child around, then remove blindfold and have the child try to find the tree again. • Seton Walk: Spread students out along a… |
Sequence 21and sees nature at work. This is a constant exercise. And if carried out in calm and tranquility which touches and educates… |
Sequence 22values of individuality and doesn't bring about a harmony in rela- tionships between humans and between humans and their… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 1Greg MacDonald 82 The NAMTA Journal • Vol. 36, No. I • Winter 201 I |
Sequence 2GREAT STORIES ARE GREAT FOR THE BRAIN! by Greg MacDonald According to Greg MacDonald, the Montessori use of stories is… |
Sequence 3Twenty-first century life is intertwined with stories. Our televisions pump out endless stories. The Internet has… |
Sequence 4in 1929 by Hans Berger, a neuropsychiatrist at the University of Jena in Germany. His machine created a graphical… |
Sequence 5Others may capture the story while in an alpha brain state. Con- sider the words that we use to describe a storyteller's… |
Sequence 6meaning and relationship with the material. Here is an echo of Montessori's recommendation that we provide what is… |
Sequence 7SUPPORTING THE MONTESSORI APPROACH TO ELEMENTARY CHILDREN When we tell the Great Story "God Who Has No Hands,&… |
Sequence 8The benefits don't stop with the story however. As the children are freely and spontaneously active after the story has… |
Sequence 9Stories, however, demand exercise of this inherent human ability to recognize patterns. They don't serve up isolated,… |
Sequence 10How did Montessori put it? Knowledge can best be given where there is eagerness to learn, so this is the period when the… |
Sequence 1SPANNING 92 SPACE The NAMTA Journal • Vol. 36, No. I • Winter 201 I |
Sequence 1John R. Snyder 108 TheNAMTAJournal • Vol. 36. No. I• Winter20/J |
Sequence 2STRUCTURE AND SPONTANEOUS LEARNING by John R. Snyder Begin11i11g with the origins of freedom and responsibility in the Ameri… |
Sequence 3new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 4at the center of his program for the realization of that destiny. His ideas took hold, and reinvention of the Prussian… |
Sequence 5institutional oppression, and competing visions of education as the conscious imposition of a culture or the more traditional… |
Sequence 6like, to amuse them with light occupations, to lead them back to an almost wild state, does not solve the problem. The… |
Sequence 7an abstract idea but an embodied way of life embedded in a specific culture that, again, provides both its meaning and purpose… |
Sequence 8adults through responsible exercise of freedo111-to, we are pursuing a liberationist strategy: we are building institutions-… |
Sequence 9Each of these is a vast territory to explore, but it does all come down, in the end, to the interactions. All that the design… |
Sequence 10If these common prac- tices bear a superficial resemblance to the 3PL, as we want to understand and practice it, l consider… |
Sequence 11to see many possible solutions to any given problem. If we become too attached to the 3PL too soon, or to the exclusion of… |
Sequence 12between this or that part of a structure are conventional, provisional, and pragmatic; they shift as our purposes change and… |
Sequence 13Rather than writing rhapsodically with no formal limitations, Beethoven uses a given form and then innovates within that.… |
Sequence 14Beethoven stretches the limits of the form by writing a very long coda that almost counts as a second development section. He… |
Sequence 15Symphonic form and sonata form are just two of the many musi- cal forms available. Here are a few others worth exploring: •… |
Sequence 16through the senses, the intellect and the emotions with what is be- fore one-as opposed to an "anaesthetic experience… |
Sequence 17• Harmonic progression-relies on culturally learned expectations regarding what chords follow others • Harmonic rhythm-how… |
Sequence 18Structure in the Mind of the Guide Perhaps this is a good place to develop what I see as a key insight into the structure of… |
Sequence 19• How do the major sequences ("chapters") of each discipline connect and support each other? • In a given… |
Sequence 20We need to inquire carefully into how Montessori philosophy does or does not assimilate these dualisms-especially the… |
Sequence 21the child is actually revealing to us. The circle of ironies is then com- plete, because it is precisely through Dr.… |
Sequence 22to the circumstances they helped to create for us." This is what is to be discovered and rediscovered in the… |
Sequence 23Introduction) that what we often refer to as "traditional education" is anything but traditional-tradition… |
Sequence 24manual before touching the device? Or do you fire it up and play around with it until you get stuck and have to look up… |
Sequence 25What makes this metaphor of "joining clubs" so powerful? For one thing, visitors and new members are… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 27Beethoven the structure of the Classical symphony within which he was able to innovate and express what could not have… |
Sequence 28may not know is that Csikszentmihalyi's original term for flow was nutote/ic experience. "Auto" meaning… |
Sequence 29Csikszentmihalyi, Montessori, Pink, and Lev Vygotsky all agree that the greatest developmental aid we can give our children is… |
Sequence 30Purpose To create a context in which the energy of learning flows freely, we need a third ingredient: purpose. To Pink,… |
Sequence 31Loving the Universe There is another aspect of the Montessori classroom that I think speaks to the issue of purpose in… |
Sequence 32RECAPITULATION With Albert Joosten's solemn words in our ears, we come to the recapitulation, determined that we will… |
Sequence 33REFERENCES Einstein,Albert. "Autobiography." In P. Schilpp, Ed.,Albert Ei11stei11: Philosopher-Scie11tist.… |
Sequence 1Annette Haines 142 The NAMTA Journal • Vol. 36, No. I• Winter 2011 |
Sequence 2ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 3around her are Form, Colar, and lmagination. But I am going to take some poetic freedom and reassign the angels to the first,… |
Sequence 4very logical, but when put into practice are not so" (Unpublished 1944 lectures 7). Her pragmatism was particularly… |
Sequence 5riods," the accepted pedagogy of the time, because it didn't work with the "defective"… |
Sequence 6The third stage is a verification of a lesson. Again, picking up one of the tablets, the teacher asks the child, "… |
Sequence 7resonance (FMR), a technique based on the increase in blood flow to the most active areas of the brain, have observed that… |
Sequence 8year after year, not of one, but of a multitude of persons who have nothing in common with us, not even years, is indeed a… |
Sequence 9The sixth characteristic of a Montessori lesson is that it is de- signed to elicit activity from the child. In every instance… |
Sequence 10Growth comes from this activity. The material is necessary only as a starting point. For knowledge to be of any use, it must… |
Sequence 11The third period of the child's work may be observed in the "aha" reaction. A light bulb goes on. The… |
Sequence 12And this is all essential for reading. I know that reading has taken over in many schools as the most important subject-you… |
Sequence 131\lontt>..,..,ori, l\-1.lria. Unpublishl•d 19-!6 lecture.., Dr l\.1.uia Monll'..,..,ori'.., lntern,Hional lr… |
Sequence 1156 The NAMTA Journal • Vol. 36. No. 1 • Winter 2011 |
Sequence 2EVOLUTION OF A THREE-PERIOD LESSON APPROACH: UNDERSTANDING THE LEARNING CYCLE AND MOVING FORWARD WITH THE ADOLESCENT IN… |
Sequence 3jacked and reinvented the three-period lesson for use with students in the third plane of development. When we started this… |
Sequence 4business endeavors and learn about production, exchange, and economics; and that the farm can be "the approach to… |
Sequence 5to those lessons look like? What do we expect the adolescents to do once they have received those lessons? As an elementary… |
Sequence 6Not that the first and third periods (as I am describing them) aren't important. Without a carefully prepared first-… |
Sequence 7First, let's take a look at a couple of learning cycle descriptions from current research. In the recent book Connecting… |
Sequence 8• Summarizing information presented through text or lecture • Fostering creativity through the use of visual arts, music, or… |
Sequence 9concept that is so essential to understanding the knowledge at hand that it opens the door to understanding, providing the… |
Sequence 10periences in the environment; and to indirectly assess the child's internalization process. (I prefer the focus on &… |
Sequence 11The Montessori environment and its materials foster precisely these kinds of activities and these conditions for learning (if… |
Sequence 12different emotional triggers" (27). She also strongly emphasizes the power of choice in motivating students: &… |
Sequence 13In addition, Dr. Montessori reminds us that the role of the adult is to connect the child to the materials and the environment… |
Sequence 14of appropriate language, and prevents the internalizing of misconceptions. Control of error built into the materials makes… |
Sequence 15"Meaningful work" for the adolescent translates into learning for the sake of contributing to the social… |
Sequence 16with them-both generalist guides who help make the opportuni- ties and next steps apparent as well as specific experts who… |
Sequence 17Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
Sequence 18typically solve real-world problems through such activities as decision-mak- ing, investigation, and invention .... They… |
Sequence 19Yes, there is, and neuroscientists who are publishing results of studies warn us against that. Yet the more studies you look… |
Sequence 20world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 1Jean Peters 176 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 2THE IMPORTANCE OF THE THIRD PERIOD: THE CHILD' s SYNTHESIS AND RESPONSIBILITY FOR KNOWING IN THE MONTESSORI ELEMENTARY… |
Sequence 3exploit their next great adventure: creating mental order through the powers of the reasoning mind. THE THREE-PERIOD LESSON… |
Sequence 4counsel. She stated, "the secret of good teaching is to regard the child's intelligence as a fertile field in… |