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Sequence 7There is the mantra regarding the noble characteristics and the dynamic training of character as she points to challenges that… |
Sequence 8The Just Community D yn amlc In Nature Strong in Principle Skill Development Critical Thinking Problem Solving… |
Sequence 9adolescent community. While these seemingly are small items that calJ the guides to deep patience, the real issue becomes,… |
Sequence 10who have taken leadership roles in our world past and present. They study humans who have dealt with moral decision-making… |
Sequence 11awareness and courage in a place where it is safe to be heard and where one is safe to make mistakes. The adolescent who has… |
Sequence 12place, the need to convince the world that there must be a universal collective effort to build a foundation for peace. She… |
Sequence 13Montessori knew full well of that impending reality. A global community must be able to communicate. A person competent in… |
Sequence 14value their own being on this earth and they value the being of oth- ers. They are responsible citizens of a democracy and… |
Sequence 15not to say that learning skills are not useful or important; we just must be careful to remember that it is not all there is.… |
Sequence 16■ Cell Phones ■ RadarGuns 29 27 75 26.5 25.25 24 Study 1 Study 2 Figure 2a. Cell phones. ■ Cell Phones ■ RadarGuns… |
Sequence 17So much of our world is dependent on numbers, data, and statistics these days. Indeed if the students are on a jury and this… |
Sequence 18soning behind Euclid's arguments. Students struggle through the verbiage of the proofs to translate, digest, and restate… |
Sequence 19have new materials developed specifically for the adolescent. But a third material that is powerful is that of math history.… |
Sequence 20• ls it good/necessary to struggle? • Are people born with a gift, or can they learn anything through practice if they have… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 22Schaefer, Lawrence." A Montessori Vision of Adolescence." Tl,e NAMTA Journal 18.3 (1993, Summer): 73-84.… |
Sequence 1Jacqui Miller 218 The NAMTA Jo11mal • Vol. 36. No. 3 • S11111111er 2011 |
Sequence 2THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 3I want to start with a personal point of reference. This study of earth and living things was my entry point into the study of… |
Sequence 4ately. It follows then that we should provide opportunities for our students to learn the basic concepts of the natural… |
Sequence 5Together, these make up the study of ecology, which considers the relationships between living organisms and their… |
Sequence 6have an impact. Our adolescent communities have the opportunity to facilitate connectedness, model such responsibility, and… |
Sequence 7the many opportunities for making decisions in our micro-economy. A significant quantity of the choices we make as adults… |
Sequence 8so many other ways. Scientific studies and practical experiences are preparation for making choices and thinking about the… |
Sequence 1John McNamara Shekkola Barnett Gray 226 The NAMTA Jou ma/ • Vol. 36. No. 3 • Summer 2011 |
Sequence 2THE STUDY OF HUMAN PROGRESS AND THE BUILDUP OF CIVILIZATION by Shekkola Barnett Gray and John McNamara Bot!, S'1ekkola… |
Sequence 3Figure 1. The world map of scientific discovery. and how the syllabus provides a vehicle for integrated science instruction.… |
Sequence 4Not only does scientific discovery unite humanity, but the issues themselves are intricately connected. For example,… |
Sequence 5Figure 2. Three-period lesson for evolution and genetics (part 1 ). J a -:l ..J ' C 0 is included. Students are… |
Sequence 6.. ] g -~ I!. l ·1 , i .. , ::2 = J: -· ~.S--o • o- e -- ~>< 0 ,;, i' f ~sB~g ~ 1 Mu .,_ 0… |
Sequence 7Figure 4. How science works. EXPLORATION ANO DISCOVERY Gathering data - ...... l'lb,/~!'°"1 l'… |
Sequence 8Figure 5. Ruffing West students in the lab. Figure 6. Examples of student work in the gardens at Ruffing West. Gray and… |
Sequence 9garden as a backdrop to study the effects of nature on the body, on the effectiveness of studying, and on completing work (see… |
Sequence 10hypotheses given new information; develop clearly stated solutions that fit the problem and its inherent conditions, based… |
Sequence 11Figure 8. Blackwood drip system. 236 The NAMTA Joumal • Vol. 36, No. 3 • Su111111er 2011 |
Sequence 12Responsible use of water is an example of an issue that is unit- ing the world. Post Oak adolescents addressed this issue on a… |
Sequence 13tive impact on the children of Post Oak. Middle School students surveyed the cam pus, took rainwater measurements, researched… |
Sequence 142. The Houston Museum of Natural Science has hosted our group for intimate talks with Dr. Donald Johan- son (credited with… |
Sequence 1Paola Trabalzini 240 The NAMTA Journal • Vol. 36. No. 3 • Summer 2011 |
Sequence 2PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 3In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 4Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 5The teacher paid attention to details,"to the shape of the parts of the body the child washes," and &… |
Sequence 6ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 7If a three-to-six-year-old child can keep his house clean and tidy, serve at a table, and wash the dishes, then why would an… |
Sequence 8For instance, with regard to the purchase of the food that is not produced on the farm, it is a matter of finding the… |
Sequence 9ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 10processes of observation, comparison, reasoning, knowledge, and socialization, without overlooking emotional development. In… |
Sequence 11the field to scientific and historical studies; harvesting and sell- ing products then leads to understanding the fundamental… |
Sequence 12In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 13guides in the contemporary society adapting themselves to the new situations. The adult is responsible for the development… |
Sequence 14I thank Dr Giovanna Alatri, collaborator of the Mauro Laeng Historical Museum of Didactis at University Roma Tre and promoter… |
Sequence 15We have to wait until the 1926 edition of l/ Metodo de/In Pedngogin Scientificn, the third ltalian edition, to have a more… |
Sequence 16Agricultural works: preparation of land wi1hout stones and transport of earth with wheelbarrows (Berlin). Hence, through… |
Sequence 17dren right down to the nursery class and known as the Exercises in Practical Life" (The Erdki11der 11). Montessori… |
Sequence 18decisions, and to steer one's own actions, in the specificity of the different planes of development. In fact, practical… |
Sequence 19REFERENCES Ewert-Kroeker, Laurie. "Farm School Culture and Valo- rization of Personality: How Does Living on the… |
Sequence 20Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 2NAMTAextols the achievement of Australia's Montessori National Curriculum as unsurpassed in the history of Montessori.… |
Sequence 13 Montessori Austrnlin Fo1mrlntio11 Limited • Mo11tessori Natio11a/ Curriculum |
Sequence 2Publication Details Title: MontesSO< Natoonal Cumculum Pubhcauon Date ,m put,W,ed ~ 2009 Revised: September 2009 June… |
Sequence 3Summary The document includes an overview of Montessori principles and developmental characte1is1:Jcs for each plane or stage… |
Sequence 4Preface The Momesson Australia Foundation firmly believes In the Montessori idea of 'Education as an aid to life',… |
Sequence 5How to Use this Curriculum Document The document begins wrth an Overview of the history, pnnc1ples and practice that are the… |
Sequence 6Contents Montesson National Curnculum: Overview… |
Sequence 7Language… |
Sequence 8Physical Environment… |
Sequence 9Montessori National Curriculum General Introduction MONTESSOR\ AUSTRALIA Mo11tessori Australia Fo1111dntion Limited •… |
Sequence 10Moncesson National Curriculum Framework Montessori National Curriculum: Overview Introduction The Montesson National… |
Sequence 11Montessori National Curriculum Framework The Montessori cumculum 1s shaped by three key concepts central to Montesson… |
Sequence 12Montessori National Curriculum Framework The Prepared Environment Montessori learning environments are prepared to enable… |
Sequence 13Montessori Nation,I Curriculum framework The goal ror young children Is to bnng both types of movement gradually under the… |
Sequence 14Montessori National Curriculum Framework The beauty of a Montessori environment arises from a combination of elements. Ideally… |
Sequence 15Montessori National Curriculum Framework • expenence of appropnate behaviour and teaching and learning modelled from a broad… |
Sequence 16Montessori National Curriculum Framework Montesson environments adapt easily to meet the needs of children from diverse… |
Sequence 17Monressorl National Curriculum Framework The Montessori Materials The preparation of each Montessori environment includes the… |
Sequence 18Montessori National Curriculum Framework Montessori Pedagogy The principles that underpin Montesson pedagogy have emerged… |
Sequence 19Montessori National Curriculum Framework 1n which they have the opportunity to work as apprentices alongside expe1is of all… |
Sequence 20Montessori National Curriculum Framework or repeat the activity until they have mastered 1L In this way children come to lhmk… |
Sequence 21Montessori National Curriculum Framework References Australian Education Ministers 2008, Melbourne Declarat,on on EducatJonal… |
Sequence 22Monteuori National Curriculum Framework Mooney C G 2000. Theones of childhood: an introduction to Dewey, Montesson. Erikson,… |
Sequence 23Montessori National Curriculum for the First Plane of Development from Birth to Six Years MONTESSOR\ AUSTRALIA Montessori… |
Sequence 24Montessori National Curriculum for the First Plane of Development from Birth to Six Years Montessori Early Years Learning… |
Sequence 25Montessori National Cumculum lor the First Plane of Development from Birth to Six Years Throughout this plane of development… |
Sequence 26Montessori National Curriculum for <he first Plane of Development from Birth to Six Years so many significant ways so… |
Sequence 27Montessori Nacional Curriculum for the First Plane of Development from Birth to Six Years Order Is a feature of all Montesson… |
Sequence 28Montessori National Curriculum for the First Plane of Development from Birth to Six Years Freedom of choice is a central… |
Sequence 29Montessori Nat,onal Curriculum for the First Plane of Development from Birth to Six Y cars Content Strand .~ Knowledge,… |
Sequence 30Montessori National Curriculum for the First Plane of Development from Birth to Six Years De,elopmeo< of <h• I O… |
Sequence 31Montessori National Curriculum for the First Plane of Development from Birth to Six Years C l -~~~~~ - box with ball and… |
Sequence 32Montessori National Curriculum for the First Plane of Development from Birth to Six Years Preparation of the hand for writing… |
Sequence 33Montessori Natoonal Curriculum for the Forst Plane of Development from Birth to Six Years Development and Education of the… |
Sequence 34Montessori National Curriculum for the First Plane of Development from Birth to Six Years ¾xperien~e and identify different… |
Sequence 35Montessori National Curriculum for the First Plane of Development from Birth to Six Years Care of person Pour a dnnk Choose… |
Sequence 36Montessori National Curriculum for the First Plane of Development from Birth to Six Years Resources include: - storage hooks/… |
Sequence 37Montessori National Cumculum for the First Plane of Development from Birth to Six Years I Begin to acquire culturally… |
Sequence 38Montessori National Curriculum for the First Plane of Development from Birth to Six Years In later educational contexts these… |
Sequence 39Montessori National Curriculum for the First Plane of Development from Birth to Six Years Movement and Dance The development… |
Sequence 40Montessori National Curriculum for the First Plane of Development from Birth to Six Years Community Outreach The role of… |