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Sequence 535 Henke • Moral Development more complex understandings of right and wrong. As part of the Montessori elementary classroom… |
Sequence 636 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Throughout the NAMTA event at the AMI Refresher Course in Austin, I was… |
Sequence 737 Henke • Moral Development While all of the work for social and moral development has implications locally, with the older… |
Sequence 838 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 This meaningful work for the betterment of humanity must be done… |
Sequence 939 Henke • Moral Development deep knowledge of current events and ethical discussions around the social and environmental… |
Sequence 1040 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 is the perfect choice (The Earth Charter can be found at http://… |
Sequence 1141 Henke • Moral Development |
Sequence 1Designing montessori DisciPline frameworks for all settings by Katy Myers During the process of conceptualizing the school… |
Sequence 244 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Now, four years later, we have a solid junior high school with 126… |
Sequence 345 Myers • Designing Montessori Discipline Frameworks for All Settings to Adolescence, Dr. Montessori writes that during… |
Sequence 446 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 I brought my epiphany home to my very talented high-school team, and it… |
Sequence 547 Myers • Designing Montessori Discipline Frameworks for All Settings curriculum, AP, concurrent enrollment, electives,… |
Sequence 1tHe water molecule: How montessori HigH scHool, international baccalaureate, anD university circle bonD to form a… |
Sequence 250 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Here is an essential principle of education: to teach de- tails is to… |
Sequence 351 Doerr, Good, and Waski • The Water Molecule the appendices in From Childhood to Adolescence recorded her thoughts for… |
Sequence 452 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 The unique characteristics of water are known to us, but we seldom… |
Sequence 553 Doerr, Good, and Waski • The Water Molecule Water is made up of two elements: hydrogen and oxygen. In From Childhood to… |
Sequence 654 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Montessori is our oxygen and the International Baccalaureate (IB) and… |
Sequence 755 Doerr, Good, and Waski • The Water Molecule is developing much more nonlinearly than linearly, there is not a clear point… |
Sequence 856 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 order to participate in society in ways according to their talents, gifts… |
Sequence 957 Doerr, Good, and Waski • The Water Molecule access to experts and adults and institutions in which they can participate.… |
Sequence 1058 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 are lovers of knowledge, and how they continue to grow. The more adults… |
Sequence 1159 Doerr, Good, and Waski • The Water Molecule at any given point in time. However, whatever is chosen should be its natural… |
Sequence 1260 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 fer larger projects and individualize learning because students have… |
Sequence 1361 Doerr, Good, and Waski • The Water Molecule years, neuroscientists have discovered that a teenager ’s brain is different… |
Sequence 1462 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 The Evolution of Adolescence Why have humans evolved this way? Why have… |
Sequence 1563 Doerr, Good, and Waski • The Water Molecule reactions are often not helpful to the individual or to the group. So the… |
Sequence 1664 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 important to the student as an individual. A relatively new emphasis on… |
Sequence 1765 Doerr, Good, and Waski • The Water Molecule “cookie cutter,” and performances in the music course are created and… |
Sequence 1866 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 It is often said that the human brain is the most complex system known… |
Sequence 1967 Doerr, Good, and Waski • The Water Molecule Adolescents, especially late adolescents on the verge of adulthood, are more… |
Sequence 2068 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 A third program unique to the IB DP is the Theory of Knowl- edge class,… |
Sequence 2169 Doerr, Good, and Waski • The Water Molecule inspire students in the creation of action plans that could be used for… |
Sequence 2270 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 more reason for having Montessori high schools use assessments that are… |
Sequence 2371 Doerr, Good, and Waski • The Water Molecule Educator William Pinar writes often about the role of study in education.… |
Sequence 2472 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 institute of music and spends some time with their unique library. Dance… |
Sequence 2573 Doerr, Good, and Waski • The Water Molecule study in the prepared environment would be based on economic and social… |
Sequence 2674 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 basic sort. How does it function as an ecosystem? From where does its… |
Sequence 2775 Doerr, Good, and Waski • The Water Molecule Personality needs to be allowed spontaneous activities in a prepared… |
Sequence 2876 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 The tight bonds among the three entities make for stability and… |
Sequence 2977 Doerr, Good, and Waski • The Water Molecule The Cosmic Education circle represents the integrated overview of the 6- to… |
Sequence 3078 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 bibliograPHy Berry, T. The Great Work: Our Way Into the Future. New… |
Sequence 3179 Doerr, Good, and Waski • The Water Molecule Thoreau, H. D. The Writings of Henry David Thoreau: Journal Volume 7: 1853-… |
Sequence 1HigH scHool frameworks at clark montessori by Dean Woodring Blase and Marta Donahoe Clark Montessori Junior and Senior High… |
Sequence 282 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 The reform of the secondary school is one of the most important problems… |
Sequence 383 Blase and Donahoe • High School Frameworks at Clark Montessori the adolescent’s ability to find one’s place in society,… |
Sequence 484 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 more specifically about their own paths to adulthood by involving… |
Sequence 585 Blase and Donahoe • High School Frameworks at Clark Montessori and sciences, and local experiences through service. In… |
Sequence 686 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 How do we know and value what students learn? 3. Clark Montessori… |
Sequence 787 Blase and Donahoe • High School Frameworks at Clark Montessori throughout our community to understand and respond to… |
Sequence 888 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Students are engaged in projects that interweave subject areas, and they… |
Sequence 989 Blase and Donahoe • High School Frameworks at Clark Montessori ies. They are spiritual beings preparing to take their… |
Sequence 1090 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 hitherto been demanded by any other system, and this is revealed in her… |
Sequence 1191 Blase and Donahoe • High School Frameworks at Clark Montessori The younger adolescent is the social infant and the older… |
Sequence 1292 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 aPPenDix: tHe HigH scHool curriculum overview Clark’s high school… |
Sequence 1393 Blase and Donahoe • High School Frameworks at Clark Montessori our society (becoming better citizens in the process); they… |
Sequence 1494 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Post-Secondary Enrollment Option Students can earn college and high… |
Sequence 1595 Blase and Donahoe • High School Frameworks at Clark Montessori a Courses Required for Graduation Credit Requirements for… |
Sequence 1frameworks tHat organize tHe grove scHool by Ben Moudry and Andrew Christopherson As with the other case studies in this… |
Sequence 298 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 facts anD DemograPHics of tHe grove scHool 216 students total (middle… |
Sequence 399 Moudry and Christopherson • Frameworks: The Grove School for key frameworks for a Montessori adolescent community and the… |
Sequence 4100 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 continue to connect these key terms back to Dr. Montessori’s writings… |
Sequence 5101 Moudry and Christopherson • Frameworks: The Grove School Grove is in the process of considering each key term of its… |
Sequence 6102 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Currently, Grove is in the final stages of rewriting the outcomes for… |
Sequence 7103 Moudry and Christopherson • Frameworks: The Grove School specialized music classroom, visual art and ceramics studio,… |
Sequence 8104 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 meet the students interests and developmental needs. Everything from… |
Sequence 9105 Moudry and Christopherson • Frameworks: The Grove School Mentorship The school places each student with a teacher to act… |
Sequence 10106 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Student-Led Conferences Twice a year students will give a formal… |
Sequence 11107 Moudry and Christopherson • Frameworks: The Grove School meaningful experiences in the school, local, and global… |
Sequence 12108 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 A Grove Graduate Is Involved in Physical Expression and a Healthy… |
Sequence 13109 Moudry and Christopherson • Frameworks: The Grove School A Grove Graduate Is Prepared for Life as an Adult A Grove… |
Sequence 1Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 2AMI Journal 2017 - 2018 page 7 Unfortunately, traditional schooling often works to create inequalities. Deeply ingrained… |
Sequence 1Glossary of Montessori Terms Any science has it own vocabulary and terminology and the Montessori method is no exception.… |
Sequence 2AMI Journal 2017 - 2018 page 9 cycle of activity Little children, when engaged in an activity which interests them, will… |
Sequence 3Glossary of Montessori Terms page 10 isolation of a difficulty Before giving a presentation, the Montessori teacher… |
Sequence 4AMI Journal 2017 - 2018 page 11 be effective, it must be done slowly and exactly, step by step, and with a minimum of words… |
Sequence 5Glossary of Montessori Terms page 12 references Groos, K., (1901), The Play of Man, New York: Appleton Haines, A., (1993… |
Sequence 1Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes This talk was presented at the… |
Sequence 2Embodying the Montessori Challenge as a Totality page 14 that drives the selective retention of functional nerve connections… |
Sequence 3AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 4page 16 Embodying the Montessori Challenge as a Totality brains undergo profound changes that are not only a necessary part… |
Sequence 5AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 1Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional Dimensions of a Montessori Education by Annette… |
Sequence 2AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 3Optimal Developmental Outcomes page 20 The First Plane of Development (0-6 years) by Annette M. Haines introduction If… |
Sequence 4AMI Journal 2017 - 2018 page 21 Thus, the apparent passivity of the infant belies the profound work in which the infant is… |
Sequence 5Optimal Developmental Outcomes page 22 to respect the work of others. They can now wait patiently for an object whereas… |
Sequence 6AMI Journal 2017 - 2018 page 23 • patience and the ability to share • respect for others • a willingness to abide by rules… |
Sequence 7Optimal Developmental Outcomes page 24 Misflavour is “pathological” and comes from misfortune, trauma, or mishap. The… |
Sequence 8AMI Journal 2017 - 2018 page 25 routine of life itself, by the little decisions of daily living begun in early childhood. “… |
Sequence 9Optimal Developmental Outcomes page 26 The acquisition of spoken language is perhaps the most remarkable creative act of… |
Sequence 10AMI Journal 2017 - 2018 page 27 thought, internal equilibrium, and sustained interest.” The practical activities focus… |
Sequence 11Optimal Developmental Outcomes page 28 “Any normal six-year-old is intelligent and can use his intelligence. When he was… |
Sequence 12AMI Journal 2017 - 2018 page 29 The activities young children are most enthusiastic about are those that are necessary for… |
Sequence 13Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 14AMI Journal 2017 - 2018 page 31 The Second Plane of Development (6-12 years) Kay Baker Thinking about human development… |
Sequence 15Optimal Developmental Outcomes page 32 confines of the home and a limited area outside the home, the adaptation of the… |
Sequence 16AMI Journal 2017 - 2018 page 33 the schools with sensorial objects, which constitute motives for activity, thus leading to… |
Sequence 17Optimal Developmental Outcomes page 34 summary of the social dimension Social development is closely intertwined with the… |