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Sequence 36the things that children need to learn from early on. They need to work and play with other children, to be socialized, and to… |
Sequence 37the way we are, just as we work together in society and in our friendships-we need to work together in that way within… |
Sequence 38are very good at the analytical skills or the creative skills but are frustrated because they can't make things work for… |
Sequence 39child, it could be that a friend is acting strangely or it could be that your parents are giving you a hard time, or as a… |
Sequence 40what different conceptions of intelligence in the three groups. The Asian-American and Anglo-American parents emphasized… |
Sequence 41out your whole life span. You can improve your teaching throughout your whole life span. The biggest problem we all face is… |
Sequence 42become worse at, there are other things that you may become better at. So what you want to do is capitalize on the things you… |
Sequence 43taught by Spanish speakers and given to Spanish speakers in a Spanish-speaking country, so I decided I needed to learn Spanish… |
Sequence 44ing. Montessori talks a lot about the importance of classification skills. Much of her system is based on the development of… |
Sequence 45problem. After you're done the problem solving, you have to monitor the results of the strategy and ask yourself,&… |
Sequence 46designing, inventing things, imagining what could be, supposing things. Three of these things are selective encoding,… |
Sequence 47practical. It's important to teach children to be good thinkers, not just in a classroom, but also in their everyday… |
Sequence 48awful, then just don't do it, whatever "it" is. Some of the real fiascos we're having in corporate… |
Sequence 49lots of geese and ducks and grass and stuff; did I really expect someone who's sixty-five to come up to me and say,… |
Sequence 50dissociation between intelligence and sexual behavior. Some of our "smart" politicians have taught us that… |
Sequence 51stacles. We'd all like to believe that life will go the way it should, but it often doesn't. If we want to think… |
Sequence 52So surmounting obstacles is really important because there will be times, if you're trying to be creative in your… |
Sequence 53What I learned is that helping kids find the thing they love to do is really hard. It's usually not the first thing, not… |
Sequence 54and that is about the obstacles you face if you're going to be creative. It's not an easy path, but it's a… |
Sequence 55So let me move on to practical skills, which are using what you learn, applying what you learn, implementing what you learn.… |
Sequence 56learning. Assessment also should involve analytical, creative, and practical, as well as memory components. You make the… |
Sequence 57problem was to do a science project on mental testing. I was going to try to understand why I did so poorly on IQ tests. So I… |
Sequence 58encode learning material more deeply and elaborately because they're being taught in three different ways (analytically,… |
Sequence 59career in psychology?" What is getting an A in an education course on classroom management going to have to do with… |
Sequence 60world stuff like fish racks, which they use in their lives, they learned better (Sternberg, Lipka, et al.). So we've done… |
Sequence 61wisdom. And wisdom involves putting together everything I've said today. It's about the use of your successful… |
Sequence 62ourselves when we make mistakes. We want our politicians and industrial leaders to learn from their mistakes. We all should do… |
Sequence 63Sternberg, R.J., J. Lipka, T. Newman, S. Wildfeuer, & E.L. Grigorenko. "Triarchically-Based Instruction and… |
Sequence 64Kay Baker 60 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 65THE RIGHT USE OF INTELLIGENCE IN THE MONTESSORI ELEMENTARY CLASSROOM by Kay Baker Kay Baker carefully summarizes Montessori… |
Sequence 66cept. Generally, it refers to acting or thinking in ways that are goal- directed and adaptive" (200). This way of… |
Sequence 67• being sensitive to the needs and desires of others • being on time for appointments · having a social conscience • making… |
Sequence 68In 1921, the editors of the Journal of Educational Psychology listed these characteristics of intelligence (cited in Cole… |
Sequence 69child's development. That is to say, we can look at behaviors since we have seen that intelligence is revealed in… |
Sequence 70When whatever the child encounters fits into this fundamental order of attributes, a stable equilibrium ensues within the… |
Sequence 71are isolated sensations and a multiplicity of sensations in the environ- ment, mental confusion prohibits the development of… |
Sequence 72creates an economy of time and strength, less fatigue, and a greater quickness of response. Classification of Attributes… |
Sequence 73and, above all, of an 'external activity' which expresses itself in work" (210). It is the concentration… |
Sequence 74REFERENCES Bjorklw1d, David F. Children's Thinking: Developmental Function and Individual Differences. Pacific Grove, CA… |
Sequence 75The NAMTA Journal 71 |
Sequence 76Bruce Torff, Ph.D. 72 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 77How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 78The traditional concept of intelligence is based on three key assumptions. First of all, intelligence is thought to be innate… |
Sequence 791965, and I'm driving along listening to NPR and out comes Charles Murray, one of the authors of The Bell Curve,… |
Sequence 80When the question becomes "How are you smart?," a lot more gets changed than just the word order. "… |
Sequence 81society has placed too high a premium on them. I want my child to be good at these two things, but it turns out that there are… |
Sequence 82do you use this knowledge? These are the skills of intrapersonal intelligence. The last intelligence is a newcomer to the… |
Sequence 83intra personal element is added as you think, "OK, I get panicky every time I see the Sicilian defense. I need to… |
Sequence 84else in there that helps them process musical information, and some- thing else that can do mathematical operations, and these… |
Sequence 85Back to Real Work The goal of education is to teach for things that are culturally valued, not for abstract notions I ike… |
Sequence 86the areas in which students have strengths and weaknesses. This is not a quantitative kind of thing where we're trying to… |
Sequence 87The teacher set up activi- ties that bridged between the child's strength in things mechanical and the weaker area,… |
Sequence 88intelligences can be a good idea if you discover a weak area you want to address, but don't forget the intelligences that… |
Sequence 89test scores, went to college, and persuaded someone to give us teaching jobs. That puts us in a category toward the "… |
Sequence 90M. Shannon Helfrich 86 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 91MONTESSORI IMPLICATIONS OF BRAIN RESEARCH by M. Shannon Helfrich Shannon Helfrich lends clarity to the connection of brain… |
Sequence 92Dr. Maria Montessori began her professional work in 1896 at the Orthophrenic School in Rome. The essence of the work done… |
Sequence 93In June, 1996, a large group of neuroscientists and educators met in Chicago to correlate all the current brain research.… |
Sequence 94Children learn in the context of important relationships. The best way to help very young children grow into curious,… |
Sequence 95phase in the development of the psyche and is reflected in the begin- ning work of the sensitive periods. The brain knows… |
Sequence 96warm, consistent care so that they can form secure attachments to those who care for them. Children who receive consistent,… |
Sequence 97so much enthusiasm that they become incorporated into his very existence. The child absorbs these impressions not with his… |
Sequence 98objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 99Dr. Montessori wrote in The Absorbent Mind, "Man possesses creative sensitivities instead of hereditary models of… |
Sequence 100homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 101Shore, Rima. Rethinking the Brain: New Insights into Early Development. New York: Famrnes and Work lnstitute, 1997. Standing… |
Sequence 102Angeline Stoll Lillard 98 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 103EIGHT MONTESSORI INSIGHTS by Angeline Stoll Lillard Here follows a small excerpt from Angeline Li/lard's new book… |
Sequence 104The model of the school in Montessori education is also different. Rather than being modeled on the factory, a Montessori… |
Sequence 105(2) that learning and well-being are improved when people have a sense of control over their lives; (3) that people learn… |
Sequence 106been an explosion of fascinating research on the connection between movement and cognition that speaks to Dr. Montessori'… |
Sequence 107with how we know the very best learning takes place. Rather than memorize facts chosen by a faraway state legislative body,… |
Sequence 108In Montessori primary classrooms, children may often work alone by choice, but in elementary classrooms children are rarely… |
Sequence 109how bridges are designed. This approach, sometimes referred to as "situated cognition" reflects a movement… |
Sequence 110FURTHER MONTESSORI INSIGHTS Dr. Montessori also forecast other current ideas in developmental psychology not reviewed here.… |
Sequence 111LS. Clasen,A.W. Toga,J.L.Rapoport,&P.M. Thompson. "Dynamic Mapping of Human Cortical Development during… |
Sequence 112PART 2: MONTESSORI AND THE EMERGING HUMAN SPIRIT |
Sequence 113"The Child on the Sea of Life" 110 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 114THE WISDOM OF LOVE: A MONTESSORI JOURNEY ON THE SEA OF LIFE by David Kahn David Kahn's essay provides insight into how… |
Sequence 115Montessori writes about the child, but this message applies to also to adults: His intelligence becomes whole and complete… |
Sequence 116It is ironic that parents call other schools "real" schools, when in fact Montessori's whole reason to… |
Sequence 117ourselves. At that time I heard in Mr. Grazzini's passion the civil rights of my 1960s days: We shall overcome someday.… |
Sequence 118THE CHILD IN THE FAMILY: THE JOURNEY CONNECTS WITH FAMILY LIFE Back from Bergamo training in America, my wife and I met our… |
Sequence 119The role of the school in the family, the child in the family, is that Montessori education depends on parent awareness.… |
Sequence 120being ready for the present and prepared for the changing personality of the future. The adolescent is the changing… |
Sequence 121servant of the people who provides the snack, the mathematician who cannot give up the thousand chain at the end of the day.… |
Sequence 122We study evolution in stages-the Cambrian evolution, the Or- dovician evolution, the Devonian evolution. The elementary child… |
Sequence 123Creation was waiting for human creatures so that its components could achieve the purpose for which they were created, so… |
Sequence 124ADOLESCENT: SLAVE TO THE PRE-COLLEGIATE OR INDEPENDENT LEARNER LOOKING AT THE WHOLE OF LIFE? But, having studied the… |
Sequence 125The land school is a rescue for Montessori's "rhythm of life." The presentation by Camillo Grazzini and… |
Sequence 126ation what it means to become humanity, to continue creation, to be part of the great work of human invention or not. The… |
Sequence 127is necessary within the limits of the farm for the adolescent to understand the potential joint venture between nature and… |
Sequence 128small steps away from the family. The Hershey Montessori Farm School remains the single Montessori boarding institution… |
Sequence 129whole community. (Awareness of social and individual responsibility and how they interact) It is true that we do a lot of… |
Sequence 130This is because everyone is at one point or another aware of who everyone is, and what they are, and how they found… |
Sequence 131hensive formal education; the same themes that were lived out during the twelve-to-fifteen period developmentally now can be… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 133Mary Raudonis-Loew 130 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 134THE ADULT MONTESSORI SCHOOL COMMUNITY: FINDING THE BALANCE by Mary Raudonis-Loew Mary Raudonis-Loew conve1;s her excitement… |
Sequence 135be a long life, and that the very precious period of formation comes but once. We have busied ourselves with setting up ever-… |