Search Inside Documents
Displaying results 15301 - 15400 of 40617
Sequence 1450 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Scientists and Scientific Contributions • Louis Pasteur: cell biology,… |
Sequence 1551 Kahn • Global Science and Social Systems Zoology • Characteristics of mammals • Characteristics of birds • Systems… |
Sequence 1652 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 the ecological exchange of information is a result of many years of… |
Sequence 1753 Kahn • Global Science and Social Systems achieving on tests, but for the sake of the production and exchange within the… |
Sequence 1854 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 sense of justice and life will blossom tranquilly under ordered labour… |
Sequence 1955 Kahn • Global Science and Social Systems and of activity. If during the period of adolescence that interest in the… |
Sequence 2056 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 an ability to identify the significant components of • a problem, a… |
Sequence 2157 Kahn • Global Science and Social Systems can invite other international schools and then meet with all summit… |
Sequence 2258 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Complex global issues are a compelling and developmentally appropriate… |
Sequence 2359 Kahn • Global Science and Social Systems awareness wherever there is a Montessori adolescent program. This is a need for… |
Sequence 2460 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 sysTeMs Thinking shiFTs FroM The pArTs To The whole: MonTessori supporTs… |
Sequence 2561 Kahn • Global Science and Social Systems all stages of the child’s self-construction, widening like the spider web is the… |
Sequence 1biodiversiTy And peAce: where Technology And MonTessori coMe TogeTher in The children’s eTernAl rAinForesT, cosTA ricA by… |
Sequence 264 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 technology. However, over the past three years, I’ve been working to… |
Sequence 365 Norris • Biodiversity and Peace Box 1. The Children’s Eternal Rainforest: The Heart of Conservation in Costa Rica Per… |
Sequence 466 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 gies in the prepared environment is not necessarily new. At lunch our… |
Sequence 567 Norris • Biodiversity and Peace Namara), I would argue that well-trained Montessori students are exactly the people we… |
Sequence 668 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Figure 1. a) Shows the distribution of Costa Rica’s 12 different life… |
Sequence 769 Norris • Biodiversity and Peace science experience, 2) generate much needed baseline data for the CER, and 3) establish a… |
Sequence 870 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Box 2. Monteverde and The Children’s Eternal Rainforest: The Soul of… |
Sequence 971 Norris • Biodiversity and Peace dents naturally start asking their own questions and making their own observations.… |
Sequence 1072 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Working on both specialist-led projects and their own indepen- dent or… |
Sequence 1173 Norris • Biodiversity and Peace database and interactive maps of what’s being documented, where, and when. “Maps tell… |
Sequence 1274 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 bat, and frog vocalizations as auditory signals are converted into… |
Sequence 1375 Norris • Biodiversity and Peace on the edges of our seats every morning are the camera traps that use motion and infrared… |
Sequence 1476 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 the student. These moments may be enhanced through technology: like the… |
Sequence 1577 Norris • Biodiversity and Peace Finally, it’s really only during the last or third period of the experience when we start… |
Sequence 1678 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 “balance and harmony.” As I write I’m realizing that these should be… |
Sequence 1779 Norris • Biodiversity and Peace Eisenberger, M. & Norris, J. Biodiversity and Peace: An Inquiry-Based Rainforest… |
Sequence 1880 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 McNamara, J. (2016). “How the Montessori Upper Elemen- tary and… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 284 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 I want to begin with two stories that have had a huge impact on my… |
Sequence 385 McNamara • Naturally Integrates Science, Mathematics, Technology uses a similar expression: “Forced growth weakens the… |
Sequence 486 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Ken Robinson, in his book, Creative Schools, defined creativity as “the… |
Sequence 587 McNamara • Naturally Integrates Science, Mathematics, Technology I was astounded. I had never known this shortcut. I then… |
Sequence 688 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 I might also add that if these students were in the habit of using a… |
Sequence 789 McNamara • Naturally Integrates Science, Mathematics, Technology These activities brought to mind two quotes of Maria… |
Sequence 890 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 inventiveness that we can all learn from? . . . Of course, Montessori… |
Sequence 991 McNamara • Naturally Integrates Science, Mathematics, Technology What started as a leaf scavenger hunt—finding and… |
Sequence 1092 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 not to replace the mathematical or science discovery. Unfortunately, I… |
Sequence 1193 McNamara • Naturally Integrates Science, Mathematics, Technology presents students with opportunities to ask questions,… |
Sequence 1294 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 questions they tested were as follows: Can I study better outside? Can I… |
Sequence 1395 McNamara • Naturally Integrates Science, Mathematics, Technology and evaluate them both at the time and by comparing the… |
Sequence 1496 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 who do math quickly but we may be hindering the slower (perhaps deeper)… |
Sequence 1597 McNamara • Naturally Integrates Science, Mathematics, Technology bibliogrAphy Grazzini, Camillo. “An Interview with… |
Sequence 1Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And prepArATion For liFe by Greg MacDonald Greg MacDonald cites… |
Sequence 2100 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 of something else almost immediately: The crushed and bruised thumb.… |
Sequence 3101 MacDonald • Technology in the Montessori Classroom We haven’t felt the need to think about technology in the class- room… |
Sequence 4102 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 also cut your finger. You can travel further and faster with a bicycle… |
Sequence 5103 MacDonald • Technology in the Montessori Classroom is easy to measure (How many minutes did the child sit in front of the… |
Sequence 6104 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 that sixth graders who did not even glance at a screen for five days… |
Sequence 7105 MacDonald • Technology in the Montessori Classroom approach and through the elementary Going Out program, and so are… |
Sequence 8106 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 sensorial avenues have been explored by the children, and exhausted.… |
Sequence 9107 MacDonald • Technology in the Montessori Classroom 2. Bilton, N. (2014) Steve Jobs was a Low Tech Parent. http://www.… |
Sequence 1Technology, TogeTherness, And AdolescenTs: creATing A MeAningFul AdolescenT leArning coMMuniTy in The digiTAl Age by Ben… |
Sequence 2110 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 revolution by calling iPhones “iSolators” and calling the proliferation… |
Sequence 3111 Moudry • Technology, Togetherness, and Adolescents in many countries around the world. The tension revolves around the… |
Sequence 4112 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 According to the Pew Research Center (Lenhart), in 2015, 73% of 13-17… |
Sequence 5113 Moudry • Technology, Togetherness, and Adolescents states in her literature and presentations that digital technology is… |
Sequence 6114 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 a minute or less, from their son or daughter at any moment during the… |
Sequence 7115 Moudry • Technology, Togetherness, and Adolescents In regular school language, people call these topics “dress code” and… |
Sequence 8116 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 mission, vision, and values. As with any policy, consistency is criti-… |
Sequence 9117 Moudry • Technology, Togetherness, and Adolescents nology in the learning environment. This is why most Montessori… |
Sequence 10118 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 When thinking about materials in the environment, I usually start with… |
Sequence 11119 Moudry • Technology, Togetherness, and Adolescents with friends. For this reason, young adults need regular instruction… |
Sequence 12120 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Instead of banning HCs in the adolescent community, the solu- tion is to… |
Sequence 13121 Moudry • Technology, Togetherness, and Adolescents For each of the areas listed above, there are specific digital skills… |
Sequence 14122 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 They can take real ownership of aspects of the farm and the ado- lescent… |
Sequence 15123 Moudry • Technology, Togetherness, and Adolescents Actions to Build Community with Adolescents in the Digital Age A… |
Sequence 16124 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Safety and security • Hardware basics and solving basic problems •… |
Sequence 17125 Moudry • Technology, Togetherness, and Adolescents An older adolescent creates a digital animation on a tablet from her… |
Sequence 18126 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 STEM • FIRST Robotics ( • http://www.firstinspires.org ) for ninth… |
Sequence 19127 Moudry • Technology, Togetherness, and Adolescents to identify community issues that relate to global issues and produce… |
Sequence 20128 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Accept and Use the Revolution but Stick to the Montessori Principles… |
Sequence 21129 Moudry • Technology, Togetherness, and Adolescents reFerences American Academy of Pediatrics. “Media and Children.”… |
Sequence 1Technology And The prepAred environMenT For The Third-plAne child by Cynthia Castiglione Cynthia Castiglione presents Near… |
Sequence 2132 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 How are you adaptable? • How do you allow your classroom, your school… |
Sequence 3133 Castiglione • Technology and the Prepared Environment Near North Montessori’s role in the community has evolved as we… |
Sequence 4134 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 All have a cell phone, or access to one. • All have internet access and… |
Sequence 5135 Castiglione • Technology and the Prepared Environment Would Maria Montessori Embrace Technology in the Adolescent… |
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 7137 Castiglione • Technology and the Prepared Environment seven keys oF The prepAred TechnologicAl environMenT The seven… |
Sequence 8138 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 What is different are the considerations and the guiding ques- tions… |
Sequence 9139 Castiglione • Technology and the Prepared Environment Adaptability – this is the most essential quality; for the… |
Sequence 10140 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Social Acceptance Invite them to take a stance on issues. • Insist… |
Sequence 11141 Castiglione • Technology and the Prepared Environment Social Acceptance How does social media distort reality? How does… |
Sequence 12142 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 are studying and the real world, and make connections with their own… |
Sequence 13143 Castiglione • Technology and the Prepared Environment Independence Guiding Questions How do I remove myself from their… |
Sequence 14144 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 can I be seen as both someone who they can show new things to, as well… |
Sequence 15145 Castiglione • Technology and the Prepared Environment Social Acceptance Adolescents gain validation when they are seen… |
Sequence 16146 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Social Independence Respect the technological tools given. •… |
Sequence 17147 Castiglione • Technology and the Prepared Environment Ultimately you should be modeling a level of respect for the… |
Sequence 18148 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 That work does not hinder study, but even makes it pos- sible to study… |
Sequence 19149 Castiglione • Technology and the Prepared Environment speed internet access and 83% a home computer, compared to ten… |
Sequence 20150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |
Sequence 1MonTessori prAcTices: opTions For A digiTAl Age by Mark Powell Mark Powell’s plea for an open-minded view on the full scope… |
Sequence 2154 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 gone and knocked on the doors of the rocks in order to call forth from… |
Sequence 3155 Powell • Montessori Practices: Options for a Digital Age Especially while in India, Dr. Montessori was fascinated by 16mm… |
Sequence 4156 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 of greater attraction to governments and the best minds of science?… |
Sequence 5157 Powell • Montessori Practices: Options for a Digital Age exchange information in global learning communities.”5 Apart… |