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Sequence 6158 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 has had very little access to screens and yet she has gleaned from… |
Sequence 7159 Powell • Montessori Practices: Options for a Digital Age watching YouTube daily has risen 40% year over year since 2014… |
Sequence 8160 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 created from the dawn of civilization up until 2003! According to… |
Sequence 9161 Powell • Montessori Practices: Options for a Digital Age sets of information that take the user from one page to another… |
Sequence 10162 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 example of how useful this attribute can be. This image shows all… |
Sequence 11163 Powell • Montessori Practices: Options for a Digital Age who Are The digiTAl nATives? Like all children born in the new… |
Sequence 12164 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 eration expects transparency and they are not afraid to use the… |
Sequence 13165 Powell • Montessori Practices: Options for a Digital Age especially when their attention is not compromised by… |
Sequence 14166 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 thoughtfully into the Montessori elementary classroom brings our… |
Sequence 15167 Powell • Montessori Practices: Options for a Digital Age book so their peers or teachers can listen to them later; and… |
Sequence 16168 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Rosetta Stone is a computer-assisted language learning software that… |
Sequence 17169 Powell • Montessori Practices: Options for a Digital Age able to Montessori elementary classrooms. A well-chosen video… |
Sequence 18170 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Google Docs allows students to collaborate from anywhere at any time on… |
Sequence 19171 Powell • Montessori Practices: Options for a Digital Age cutouts, a technique that upper elementary students can easily… |
Sequence 20172 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 and is very empowering and motivating for children…and yet it takes… |
Sequence 21173 Powell • Montessori Practices: Options for a Digital Age teaches people how to see without a camera.” Young children of… |
Sequence 22174 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 floods of the early 1990s the best resources are available online… |
Sequence 23175 Powell • Montessori Practices: Options for a Digital Age Email is a great way to get elementary students writing to oth… |
Sequence 24176 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Instant messaging (IM) gives computer-to-computer communi- cation the… |
Sequence 25177 Powell • Montessori Practices: Options for a Digital Age work together (Google Docs, Email, Moodle,9 Wikis, and blogs) to… |
Sequence 26178 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 such as Dogpile (http://www.dogpile.com) aggregate the results of… |
Sequence 27179 Powell • Montessori Practices: Options for a Digital Age advances in digital technology. With Lego Mindstorms even lower… |
Sequence 28180 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 dows not designed with their needs in mind. While it’s tempting to… |
Sequence 29181 Powell • Montessori Practices: Options for a Digital Age Montessori, Maria. To Educate the Human Potential. 1948. Oxford… |
Sequence 1nAvigATing The world oF Technology wiTh kids in The hoMe, in The school by Bill Rupp Bill Rupp offers practical wisdom from… |
Sequence 2184 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 While I may not be a digital native, I grew up killing hour upon hour,… |
Sequence 3185 Rupp • Navigating the World of Technology with Kids The information presented in this article should be taken merely as… |
Sequence 4186 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 topic, it is difficult for us, as parents, to provide guidance and rules… |
Sequence 5187 Rupp • Navigating the World of Technology with Kids tive to have kids “park” phones in a designated place (not in their… |
Sequence 6188 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 hour social networking on the PC plus an hour on a game console is three… |
Sequence 7189 Rupp • Navigating the World of Technology with Kids They should also assume that other kids’ parents are reading and… |
Sequence 8190 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 weekend, high-usage day. Having a conversation with them about screen… |
Sequence 9191 Rupp • Navigating the World of Technology with Kids services for storage and sharing, such as Google Docs or Office 365… |
Sequence 10192 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 taking unprepared parents and schools by surprise. An annual review of… |
Sequence 11193 Rupp • Navigating the World of Technology with Kids eryone is in step and will enable new information to enter into the… |
Sequence 1inTerview wiTh hilla PaTell On The hisTOry Of The ObservaTiOn by Molly O’Shaughnessy and Hilla Patell In this interview… |
Sequence 244 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Good morning. It truly is great to be up here on the stage with… |
Sequence 345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 547 O’Shaughnessy and Patell • Interview on the History of Observation at the right time, you will get the right result.” But… |
Sequence 648 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 unique ways. Margaret Stephenson had an impact certainly on me. Camillo… |
Sequence 749 O’Shaughnessy and Patell • Interview on the History of Observation who’s interested in shapes, for instance, look at all… |
Sequence 850 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 some other cause apart from what seems to be superficially obvious so we… |
Sequence 951 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. It does not mean just let them go on their way… |
Sequence 1052 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 moment. He was a thrower of chairs in his environment. A visitor came to… |
Sequence 1153 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. What would you say about a child for whom… |
Sequence 1254 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 HILLA. It is the road back. Keep on keeping on and don’t give up. We… |
Sequence 1355 O’Shaughnessy and Patell • Interview on the History of Observation doing is of value, is necessary, and it’s something… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 258 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 When I am in the midst of children, I do not think of myself as a… |
Sequence 359 O’Shaughnessy • The Observation Scientist As Sherlock Homes proclaimed, “Data, data, data! I can’t make bricks without… |
Sequence 460 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 forty-four times, ending in great satisfaction (Spontaneous Activity in… |
Sequence 561 O’Shaughnessy • The Observation Scientist wOrk curves and The fOur levels Of nOrMalizaTiOn Stage One The main features… |
Sequence 662 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 do more.” The guide must follow this momentum and continue to present… |
Sequence 763 O’Shaughnessy • The Observation Scientist 2. The ability to meet a challenge and repeat the activity. 3. The first signs… |
Sequence 864 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 This is followed by the main work of the day in which • the child puts… |
Sequence 965 O’Shaughnessy • The Observation Scientist 3. They have the ability to make true conscious choices for activities which… |
Sequence 1066 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Montessori refers to this period of contemplation as a period of… |
Sequence 1167 O’Shaughnessy • The Observation Scientist 6. A drive for order in the way they work and organize their work. 7. Social… |
Sequence 1268 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 wOrk curves fOr individual children The practice of creating work curves… |
Sequence 1369 O’Shaughnessy • The Observation Scientist Observation Codes Choice of Work (ic) Independent choice • The child knows… |
Sequence 1470 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 We also may see an impulsive choice that is not on the list of codes. An… |
Sequence 1571 O’Shaughnessy • The Observation Scientist Other (g+c) Grace and courtesy • Child practices on social manners and how to… |
Sequence 1672 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Children Observed When I am in the midst of children, I do not think of… |
Sequence 1773 O’Shaughnessy • The Observation Scientist with spoken language cards (fruits and vegetables), polishing wood, zipper… |
Sequence 1874 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Evan, Age 4½ Evan is four and one-half years old. He has been in an… |
Sequence 1975 O’Shaughnessy • The Observation Scientist Throughout the morning he spent significant time adjusting and re-ordering… |
Sequence 2076 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Jack Jack is six years, three months old. He has been in an established… |
Sequence 2177 O’Shaughnessy • The Observation Scientist concentration, and deep concentration. Deep concentration is the best indicator… |
Sequence 2278 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 activity, the specific activity used, how it was chosen, whether it was… |
Sequence 2379 O’Shaughnessy • The Observation Scientist pendent choice of cookie baking. She worked alone with concen- tration from 9:… |
Sequence 2480 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 five minutes. It appears there is something within those globes that she… |
Sequence 2581 O’Shaughnessy • The Observation Scientist observation summary (figure 12). We start with a brief narrative stating that… |
Sequence 2682 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 voted to time. The times are blank because each school could have a… |
Sequence 2783 O’Shaughnessy • The Observation Scientist of information. Its purpose is to look at patterns in the child’s work. Figure… |
Sequence 2884 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 throughout the week. For example, cookie baking x4, cinnamon grating x4… |
Sequence 2985 O’Shaughnessy • The Observation Scientist In order to effectively observe and plan an entire group, a shortened version… |
Sequence 3086 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Figure 16 is a sample of a daily form filled in. Notice the short- hand… |
Sequence 3187 O’Shaughnessy • The Observation Scientist teresting to the children and which activities cause a “polarization of… |
Sequence 3288 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 what might be the best time to present, whether there is false fa- tigue… |
Sequence 3389 O’Shaughnessy • The Observation Scientist asterisks with a line and it will show the flow of the day, possible false… |
Sequence 3490 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 The first is our attitude. We need to adjust our attitude toward… |
Sequence 3591 O’Shaughnessy • The Observation Scientist falls, but ends up walking easily. He corrects this by growth and experience” (… |
Sequence 3692 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that the pairs are not going to have two cylinders of the same color.… |
Sequence 3793 O’Shaughnessy • The Observation Scientist recting them is not going to help them perceive it. When my husband tries to… |
Sequence 3894 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 knowing what went wrong. I have seen children with the finger charts… |
Sequence 3995 O’Shaughnessy • The Observation Scientist Figure 19. The center and the periphery. The Center! Errors! Observation is… |
Sequence 4096 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 clearly explains what is missing is the “Point of Contact” (239). Stand… |
Sequence 4197 O’Shaughnessy • The Observation Scientist In order to feed the spirit of the child, we must respect that process of… |
Sequence 4298 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 and different. The careful precision, the slow movements, the silence,… |
Sequence 4399 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 1ObservaTiOn: a PracTice ThaT MusT be PracTiced by Karey M. Lontz Karey Lontz’s article on learning how to “dominate by… |
Sequence 2102 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also think about observation as being exciting! Exciting because I… |
Sequence 3103 Lontz • Observation: A Practice That Must Be Practiced to dominate through observation. Then we are finally going to look… |
Sequence 4104 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 One reason, is that observation is no longer crucial for our survival.… |
Sequence 5105 Lontz • Observation: A Practice That Must Be Practiced day without any variance. This makes us tune out and go inward… |
Sequence 6106 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Regaining the Power of Observation Here are some ideas to help you to… |
Sequence 7107 Lontz • Observation: A Practice That Must Be Practiced To be better observers, we need to live in the pres- • ent. Not… |
Sequence 8108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 9109 Lontz • Observation: A Practice That Must Be Practiced from all over the world to see this work. They wanted to see these… |